International Journal of English Linguistics; Vol. 7, No. 5; 2017 ISSN 1923-869X E-ISSN 1923-8703 Published by Canadian Center of Science and Education 54 Has the Implementation of MLE Improved the Achievements in Thailand’s Deep South? Yapar Cheni 1 , Suppaluk Sintana 2 , Supa Watcharasukum 1 , Pimonpun Leelapatarapun 3 , Pranee Lumbensa 2 , Phimpawee Suwanno 2 , Anas Rungwittayapun 3 , Niharong Tohsu 2 , Armeenoh Deemae 2 & Niyamal Ayae 2 1 Faculty of Humanities and Social Sciences, Yala Rajabhat University, Yala, Thailand 2 Faculty of Education, Yala Rajabhat University, Yala, Thailand 3 Faculty of Science, Technology and Agriculture, Yala Rajabhat University, Yala, Thailand Correspondence: Yapar Cheni, Faculty of Humanities and Social Sciences, Yala Rajabhat University, Yala, Thailand. Tel: 66-86-293-8957. E-mail: yapar_cheni@yahoo.co.in Received: April 17, 2017 Accepted: June 2, 2017 Online Published: July 26, 2017 doi:10.5539/ijel.v7n5p54 URL: http://doi.org/10.5539/ijel.v7n5p54 Abstract Long-term evaluations of student performance are important to show whether Multilingual Education (MLE) students are making real progress, as well as to show what changes are needed to make MLE programs more successful. The purpose of this paper is to describe a six-year study of MLE students in Southern Thailand. .In 2007, the Research Institute for Languages and Cultures of Asia, Mahidol University (RILCA-MU) initiated the Patani Malay-Thai Bi/multilingual Research Project in four schools in Southern Thailand. In 2011, the Yala Rajabhat University (YRU) staff began biannual student evaluations of both the experimental (MLE) schools and the “normal” Thai-only comparison schools, when the first cohort of students began primary grade 1. YRU followed these students’ performances until 2016 when they completed primary grade 6. The learning achievement for students in the experimental (MLE) schools was found to be significantly higher than that of students in the comparison schools at the level of 0.01, except in grade 6. The number of students who met the basic educational criteria was greater for the MLE schools than the comparison schools. MLE was found to be very helpful for low and mid-level performing student. Finally, scores on the critical thinking skills assessment of the MLE students were greater than the comparison school students. Thus, this six-year research project has clearly shown that MLE can help to solve the problems of teaching and learning in Thailand’s three southern border provinces. This approach to long-term evaluations can be helpful to projects in other countries also. Keywords: bilingual education, multilingual education, student achievement, southern Thailand, Patani Malay 1. Introduction 1.1 Introduction of the Study In the compulsory education system of Thailand, the Thai language is the only medium of instruction used. As a result, numerous content of learning areas in the curriculum lacks the support of communication and critical thinking and is not consistent with local society learning conditions (Fahrungsang et al., 2011). Moreover, the political and economic crisis in the three southern border provinces (the Deep South) that are Pattani, Yala, and Narathiwat has acted as an obstacle to the development of the education system in Thailand. It has been recognized that these crises have affected the learning achievement of young children in the southern provinces that fell below the benchmark level (National Institute of Educational Testing Service, 2009). Some young children are unable to pursue their education at a higher level and thus lack in using their knowledge and skills at a professional level in order to live harmoniously in a diverse society and to improve the quality of life for sustainable happiness (Chailangka, 2006) 1.2 Importance of the Problem The Center for Documentation and Revitalization of Endangered Language, the Research Institute for Languages and Cultures of Asia, Mahidol University (RILCA-MU), 2010, highlighted the six methods used by Thomas and Collier to investigate traditional instructions and bilingual education. Compiling data from 42,000 learners and 7,000,000 records on student achievements over a period of 14 years he came to a conclusion that only bilingual education, one out of five methods, can provide the growth and development opportunity of a low academic