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Concept paper
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Edgar R. Eslit
St. Michael's College
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Concept Paper
Introduction
Drawing from the Language Planning case studies of Australia, Malaysia, Brunei, and
other countries from Southeast Asia, the following insights were drawn:
Australia, Brunei, and Malaysia, have opted for supporting multiculturalism and
recognizing language rights. Reports (the Galbally Report of 1978 and the Senate Committee
Report on National Language Policy, 1984) still identified characteristics of the ethnic
groups as the source of the language problem. In contrast, in the case of Australia, Lo Bianco
report (1989) addressed issues of social justice and universal English language learning.
While recognizing the limitations of education in attaining social justice, it considered
mother-tongue education a necessary means to reach this goal. The report raises the question
of the relationship between inequality and education. Some consider education the cause for
social inequality and look for curricular solutions to address these inequalities. For example,
the traditional culture contact theory assumes that teaching pupils about different cultures and
languages will enhance tolerance. Within the historical-structural approach, on the other
hand, education is seen as the reflection of inequalities of system and structure. Solutions
should therefore be directed outside the educational system to structural, rather than
individual processes.
Asiah Abu Samah. (1994). Language Education Policy Planning in Malaysia: Concern for unity,
reality and rationality. In Language Planning in Southeast Asia. Abdullah Hassan (Ed.)
Dewan Bahasa dan Pustaka: Kuala Lumpur
Asmah Omar. (1994). Nationism and Exoglossia: The case of English in Malaysia. In Language
Planning in Southeast Asia. Abdullah Hassan (Ed.) Dewan Bahasa dan Pustaka: Kuala
Lumpur
Australia’s Language: Policy Information Paper. The Australian Language and Literacy Policy.
August 1991.
Baldauf, et. al (1990). Language Planning and Education in Australia and the South Pacific.
Multilingual Matter, Ltd. Bank House, 8a Hill Road Clevedon, Avon BS21 7HH,
England.
Bazaco, Evergisto.. 1953. History of education in the Philippines. Manila: University of Sto.
Tomas Press.
Coronel-Molina, S.M. (1999). Language and Literacy Planning. In Summer Literacy Training
Program 1999. International Literacy Institute. <http://dolphin.upenn.edu/
~scoronel/SLTP-1999-presenta-index.html> Viewed: 19th Aug. 2003
Dawkins, JSD. (1991) Australia's Language: The Australian Language and Literacy Policy.
Canberra: Australian Government Publishing Service.
DepED Order No 60 s. 2008, Education policy, Language of instruction, Mother tongue, mother
tongue as language of instruction, multilingual education, Multilingualism, UNESCO's
Education in a Multilingual World.
Ignace, M.B. (1998). A Handbook for Aboriginal Language Program Planning in British
Columbia. First Nations Education Steering Committee: British Columbia
<http://www.schoolnet.ca/aboriginal/fnesc/inex-e.html> Viewed: 19th Aug. 2003
Kavanagh, B. (1999). The Aboriginal Language Program Planning Workbook. First Nations
Education Steering Committee: British Columbia <http://www.fnesc.bc.ca/
publications/pdf/language%workbook2.pdf> Viewed: 19th Aug. 2003
Noss, R.B. The Unique Context of Language Planning in Southest Asia. In Language Planning in
Southeast Asia. Abdullah Hassan (Ed.) Dewan Bahasa dan Pustaka: Kuala Lumpur
Rubin, Joan and Bjorn Jernudd (eds.) 1971. Can language be planned? Honolulu: The University
of Hawaii Press.
Yolanda Quijano and Ofelia Eustaquio’s study titled “The Mother Tongue Language as a Bridge
of Instruction in Two Schools in La Paz, Agusan del Sur” will surely be noteworthy for
researchers and policymakers alike.
B. Online sources
http://www.seameo.org/images/stories/Projects/2009_MotherTongueBridgeLang/MT_compend
ium_Final_Book-08-05-09.
http://www.edes.webs.com