MODULE 4

Chapter 1 ASEAN and English [Week 4]

II. PRE-COMPETENCY CHECKLIST

Direction: Explain the statement below. Write your answer in the space provided.

I would argue that ASEAN has been instrumental in driving both economic growth and
political development, and that there can be no clearer example than its relations with
Myanmar.

One of the ASEAN goals is to accelerate regional economic growth, social change, and
cultural development through joint efforts in the spirit of equality and cooperation. Myanmar is
an ethnically and linguistically diverse country which means that learners are those whose first
language is not English and who are learning English as a second language. The history and
states in Myanmar of English language plays a great example. During the colonial period,
English was the language of government and administration. Use of English was welcomed by
many, including the local Indians and Chinese. At the same time, Burmese was promoted and
local people were permitted to study in their respective languages. After that, movements and
policies has been declared and imposed to the country but it was also revive after they got to a
point of situation to use it again. The role of English in Burma is thus restricted to the elite and to
a small number of domains, mostly involving the few NGOs and aid programmes which remain.
Instead, Burmese has become the language of the regime and the resistance and provides an
example of a foreign language providing an effective language of resistance even when it is also
the language of a political and military opponent.

V. DISCUSSION BOARD
 Activity! Using the chart below state and mention the current cases/status of English language in
the different ASEAN countries mentioned in the discussion.

ASEAN COUNTRIES CASES/STATUS OF ENGLISH LANGUAGE

1. The Case in Burma During the colonial period, English was the language of
government and administration. Use of English was
welcomed by many, including the local Indians and Chinese.
At the same time, Burmese was promoted and local people
were permitted to study in their respective languages. After
that, they accepted the Burmese as the official language
because it is easier to learn than English and to weaken the
power of Indian and Chinese merchants. Then it was also
made as the medium of instruction in all university subjects
and the role of English was significantly weakened because
they passed an act in using the minority language in teaching
and the current military regime provides no support for the
maintenance or development of any language other than
Burmese itself. The revival of English language was
introduced when one of U Ne Win’s daughters was failed to
accept into university in England because of her poor English.
But, it was not easy for them to grant their request. Therefore,
the role of English in Burma is limited only in elite, to a small
number of domains, mostly involving the few NGOs and aid
programmes which remain.
2. The Case in Las and Cambodia Before, Laos is not united in language. There is a
division of the country into three so-called ‘Lao’ areas,
namely Lowland Lao, Midland Lao and Upland Lao but it did
not really become the national language until the communists,
the Pathet Lao, took power in 1975. In recent years, English
has become the first foreign language and is now taught in
schools, despite the desperate shortage of qualified teachers
and suitable materials. The small minority of elite also has
proficiency in English, and they are selected to represent Laos
at ASEAN meetings.
In Cambodia, English has become the first foreign
language, with Chinese also in demand. The Cambodia
represents a good example of where the role of English is not
simply post-imperial but post-Anglophone. English mostly
used in jobs with foreign agencies, and even the French
agencies they practice to speak English. In media of
instruction they used indigenous languages and Khmer but the
curriculum also includes English as a subject. In conclusion,
they have the great balance in languages because they are not
put aside the English language and their national language.
3. The Case in Indonesia Indonesia comprises many ethnic groups so that they
have many mother tongue and languages used. The language
education policy in Indonesia has thus focused on the
teaching and learning of the national language, Bahasa
Indonesia. English has yet to make significant inroads into the
education system. Indonesia is the only country in ASEAN
which has not made English a compulsory part of the primary
curriculum. However, it is commonly taught in primary
schools as an optional subject. Although it has been regarded
as the first foreign language since the 1950s, the number of
people who can use it with any real fluency remains low.
VI. POST-COMPETENCY CHECKLIST
(20 points)

Explain this statement briefly and concisely:

The privileged position of English throughout the Association of Southeast Asian Nations
(ASEAN) has given rise to two interrelated issues. The first issue concerns the implications of
the increasing roles of English within ASEAN for the teaching of English. The second issue
concerns the implications of the increased teaching and learning of English for the teaching,
learning and maintenance of local languages, many of which are classified as endangered. A
major reason for this is the regional focus on teaching the respective national language and
English at the expense of local languages. It is argued that the current moves to introduce
English earlier and earlier into the primary curriculum are likely to be inimical, not only to the
maintenance of local languages, but also, paradoxically, to the development of English
proficiency itself. A possible solution involving the later introduction of English into the
curriculum together with the adoption of a “lingua franca approach” to English language
teaching is presented.

English serves as the lingua franca for education, trade and employment, and is an
essential skill for anyone wanting to succeed professionally or academically in the 21st century.
In this statement, it simply implies that most of the ASEAN countries have fears and doubts that
the national language will replace by the universal language. It gives a threat and opening doors
for foreign colonizers. Some countries are closing their perspectives in adapting to others but I
think they are not only find the right process and system in this kind of situation. Adopting a
language education policy that could be simply summarised as primary for local and secondary
for English, would provide a win-win result for all. At least some local languages would be
maintained and strengthened, children would learn their respective national languages and
become bilingual in Asian languages and, given that many more children would now learn in
their mother tongues, and English as their third language. If no one believe and tries, then it
would be a problem until the future. But, if the government would agree to the approach, we are
no longer experience the difficulties in language teaching and learning, it makes easier to find
more jobs and opportunities.