Thesis (M.Ed.)--Chulalongkorn University, 2015

This study aimed to 1) explore the models of dual language classroom instruction implemented in Thailand; 2) differentiate the instructional principles used by native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs) in dual language classroom instruction; and 3) investigate the opinions of students and teachers toward the dual language instruction in Sarasas Affiliated Schools. There were 4 sampling schools with 4 administrators, 106 teachers, and 712 students participated in this study. The research instruments were 3 semi-structured interview forms, 2 questionnaires, and 1 classroom observation scheme. The quantitative data was analyzed using descriptive statistics, t-test, and Pearson Correlation Coefficient; and the qualitative data was analyzed using content analysis. The findings revealed that Thailand consisted of 3 models of dual language instruction: Language Immersion programmes, Developmental Bilingual programmes, and Two-way Immersion programmes. In Sarasas Affiliated Schools, Bilingual Programme and International Education Programme belonged to the Language Immersion Programmes, but the Mini Bilingual Program couldn’t fit with any of the three models. The instructional methods and strategies used by NESTs and NNESTs were quite similar. However, the learning environments of NNESTs’ classes were more positive and learning styles were more student-centered. It was also found that the teachers and students were satisfied with the dual language programmes.