Culturally Responsive Solutions for Classroom Silence in Thai EFL Education

Abstract

Classroom silence is a persistent phenomenon in Thai English as a Foreign Language (EFL) settings. While silence can reflect respect, contemplation, or attentiveness, it often inhibits active participation, communicative competence, and formative assessment. This conceptual paper examines the roots of obstructive classroom silence in Thai EFL education, identifying contributing factors such as cultural norms (e.g., kreng jai), hierarchical teacher-student dynamics, exam-oriented instruction, and teacher preparedness. Rather than viewing silence as learner deficiency, the paper draws on two complementary frameworks—Culturally Responsive Pedagogy (CRP) and Global Englishes Language Teaching (GELT)—to reframe the issue through a sociocultural and linguistic lens. CRP emphasizes the importance of integrating students’ cultural identities into instruction, while GELT challenges native-speaker norms and promotes inclusive, intelligibility-based communication. By synthesizing current research and pedagogical theory, the paper proposes localized, participatory strategies to reduce obstructive silence and foster student engagement. The article concludes by recommending systemic reforms in assessment, teacher training, and material development, and calls for further empirical research into CRP’s long-term effects in Thai EFL classrooms.