Linguistic Strategies Conveying the “Good Child” Ideology in March Songs of Provincial Anuban Schools in Thailand

Abstract

This research article to investigate linguistic strategies conveying the “good child” ideology in march songs of provincial kindergarten schools in Thailand, employing critical discourse analysis and ideology theory as conceptual frameworks. The data comprised 194 march songs from 264 kindergarten schools across 77 provinces throughout Thailand. Qualitative data analysis was conducted through the categorization and interpretation of linguistic strategies. The findings revealed that kindergarten school march songs employed seven types of linguistic strategies: 1) lexical strategies, comprising naming and address terms that establish familial relationships and collective identity; 2) modality strategies, utilizing imperative and obligatory expressions such as chong (shall), tong (must), and mi yom (refuse to); 3) referencing strategies, invoking sacred objects, national institutions, and prominent figures; 4) simile strategies, comparing schools and students to valuable entities; 5) metaphor strategies, transferring meanings such as conceptualizing education as light; 6) symbolism strategies, employing colors, flowers, and trees; and 7) naming strategies based on individuals, temples, geographical features, and semantic meanings. These strategies function synergistically to convey the “good child” ideology, encompassing dimensions of academic and athletic excellence, moral virtues, love for nation-religion-monarchy, unity, and volunteerism. This ideology is transmitted through the ritualistic practice of daily morning singing, which profoundly and enduringly shapes the consciousness and identity of Thai children.