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3-2. Reviving Culture and Environment:
The Challenge of the Chong People in Eastern Thailand
The Chong People and Language
The population of Chong people living in Thailandis said to be about 4,000. They live primarily near
the Cambodian border in Khaokhichakhut andPhongnamron Districts of eastern Chantaburi Province.
There are records indicating that they have lived there
since the days of the Khmer Empire (Premsrirat 2007:81). Chong language is the language of the Chongpeople, and it belongs to the Pearic sub-branch of theMon-Khmer language family, which belongs to theAustroasiatic languages.

Chong meals. Chong villagers use fresh vegetables,plants, and herbs from the forest to cook Chongfood, which is spicier than Thai food.

The Chong people previously made their living from hunting and gathering. Many households
nowadays, however, grow durian, rambutan, mangosteen, and other fruit to sell and thus earn stable
cash income. Aside from a few, hunting and gathering is no longer practiced, but the elderly among
the Chong have a lot of knowledge about medicinal herbs and other non-timber forest products(NTFPs), and they grow herbs and trees around their homes for food and medicine. According to older
Chong in their 60’s and 70’s, they did not encounter people other than Chong when they were growing
up, and they all spoke Chong together. Then, Chinese businessmen and Cambodian laborers started
coming and eventually settling. After the end of World War II, the Thai government began promoting
the use of Thai as the National language, and sent Thai language teachers to Chong villages andbegan teaching Thai in the schools. Use of Chong language was prohibited in some schools, and evenparents began to believe that use of Chong with their children at home would inhibit their learning. SoChong disappeared from homes, and the language was no longer handed down. At present, all Chongpeople can speak Thai. Only about 200 people can speak Chong fluently, and of them, it is said that noone is younger than 20 (Premsrirat 2007: 81).

Beginning of Chong Language Classes for Elementary School Children
At the end of 1990, linguists working at Thailand’s Mahidol
University approached leaders of the Chong community,
requesting them to participate in a class where graduate
students were being trained to document languages
unknown to them. Eventually, the Chong leaders told theresearchers that their language, culture and identity were in
peril of extinction, and that they wanted to revitalize theirlanguage and culture. The researchers responded, and thisis how the Chong Language Revitalization Project began.
In 2000, a survey was conducted among the Chong,and it became clear that more than 95% wanted to see
revitalization of their language and culture. The same year,<3-2>
1The Chong writing system has been developed
based on Thai script. This example reads phasaa
Chong (the Chong language).

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workshops were repeated in villages to begin developing a standardized writing system for Chong,which until then had no written language. It was agreed in the end that Thai script would be adaptedwith some modifications to capture linguistic differences between Thai and Chong. At the same time,
there was success in attaining interest from local elementary schools, and a plan was made to formallyteach Chong language to children. With cooperation from scholars, a Chong language curriculum
was developed. With the use of this curriculum, in 2002 Chong language classes began to be offered
twice a week to third graders at Wat Klong Phlu elementary school. Now it is also being taught to 4th
to 6th graders three times a week at Wat Takianthong. Students who are not of Chong ethnicity also
participate in the classes.

Protecting Language Protects Nature
In the higher grades at Wat Takianthong elementary school, Chong language classes are encouraged
to be held outdoors, so children go to places like the nearby national park and experience nature as
they learn. Also, herbalists are sometimes invited to come as guest teachers and they walk with thestudents in nearby areas, collecting edible and medicinal herbs, and students learn the names andproperties of the plants in both Thai and Chong. The children see for themselves in their daily lives
which plants can be collected, touching them with their own hands, sometimes tasting them, andin this way acquire Chong knowledge through Chonglanguage acquisition. Another venue for environmental
education is the community forest in Klong Phlu Village.
In this community forest, anyone who belongs to thevillage can enter the forest and collect food and medicinal
herbs. Cutting down trees, however, is prohibited unlessabsolutely necessary. In such cases, one must first performa special ceremony to get permission from the spirits. In
community forests, there are various efforts being madeat forest protection, such as digging ditches to prevent
A Chong herb doctor (far right) has been invited to spread of fires, tying colored ribbons around trees to alert
teach Chong plant names and uses to elementary people to their importance, and using solar energy toschool children. In Chong language class, children power intake and spray pumps. Children learn the wisdom
often go outside to study Chong language andthat Chong people have of the forest, and they also assist
tradition in natural settings (September 2011).
in regenerating the forest by planting trees.

Will Chong be Revived?
The biggest achievement of the Chong Language
Revitalization Project is that it has restored Chongconfidence and their belief in themselves as a people. This
point is recognized by elders, youth and even children.
Teachers at the elementary schools and other non-Chongpeople have expressed similar opinions. The Chong
Revitalization project has received attention from otherethnic groups in Thailand facing similar situations, suchas the Kasong people of Trat Province and the Nyahkur
people of northeast Chaiyaphum Province. While not in
the same crisis situation, speakers of Northern Khmer from
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2Thai-Muslims from southern Thailand visit Chongvillagers to learn about language and culture
revitalization. Many Thai-Muslims in the southspeak Pattani Malay at home (October 2007).

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northeastern Surin Province and speakers of Pattani Malay, who are Islamic people living in southern
provinces, visited Chong villages and learned about the Chong Language Revitalization Project. Now,
all these ethnic groups have revitalization projects that have goals and structures appropriate for theirlanguages, cultures, and ecosystems.
The initial goal of the Chong Language Revitalization Project was to have Chong language used again
in the local community. For the time being, however, it does not appear to be used outside of schools.
Elders in Kong Phlu Village have said that Chong is often not even spoken between spouses who areboth Chong speakers1. A non-Chong teacher who supports the project has said, “Chong language willprobably disappear, but it is important to record and remember that there was an ethnic group calledthe Chong.” More than the initial goal, it may be of greater importance for the Chong that a tacitagreement seems to have been established within the local community regarding the value of Chonglanguage and culture.
ReferencesDoi, Toshiyuki. 2011. Forest Revitalization, Language Revitalization: the Thai Chong People’s Challenge to Restore Bio-culturalDiversity. Tokyo: Mekong Watch (in Japanese).
http://www.mekongwatch.org/PDF/Chong_booklet.pdf
Malone, Denis. 2005. Where do We Go from Here? The Challenge and Prospects of Language Revitalization in South East Asia. In
Languages and Cultures for Rural Development. Nakorn Pathom, Thailand: Institute of Language and Culture for Rural Development,
Mahidol University at Salaya 202-220.
Premsrirat, Suwilai. 2007. Endangered Languages of Thailand. International Journal of Sociology of Language 186 75-93.

Toshiyuki Doi1. Malone (2007: 214-216) makes the same observation and says that other challenges of the project include: 1) Not just a limited
number of people, but the entire community needs to get involved; 2) A survey is needed on the extent that Chong language is used inhomes, in particular by the elementary school children who have learned Chong at school; 3) Stable public support and funding need
to be secured; and 4) It is necessary to survey the achievements of the individual activities such as the community learning center.

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