MODULE 5

Chapter 1 ASEAN and English [Week 5]

II. PRE-COMPETENCY CHECKLIST

Direction: Argue for or against the statement of Kumar and Siddique (2008). Write your answer

in a separate sheet of paper.

“Kumar and Siddique (2008) point out that, the ‘one word that is anathema to ASEAN …

is integration’.”

One thing that best describe an organization is the collaboration. Therefore, I am not
agreed about Kumar and Siddique statement about the anathema to ASEAN is integration. As we
all know, the aims of ASEAN is to unite and established a good neighbouring bond. Integration
comes first within the communication. It plays a vital role in promoting the acceleration of
economic growth, social progress, cultural development, regional peace and stability. This
integration serves as a firm of foundation of the whole ASEAN community in continuing
dynamic development and caring societies. But, I understand how Kumar and Siddique cares for
every sovereignty of the members of the ASEAN.
 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 Thailand English is spoken well by only the educated elite,
especially those involved in business. While Thai remains
entrenched as the medium of instruction, the major languages
that are taught in schools are English and Mandarin.
Indonesia has strong national language which are spoken or
understood by the great majority of the population.
2. The Case in Vietnam Vietnam also has strong national language which are
spoken or understood by the great majority of the population.
English is becoming more widely used in Vietnam; it is still only
spoken by a small minority of the population. Typically,
Vietnamese children will learn through Vietnamese as a medium
of instruction but English is also made a compulsory subject
from Grade 3 in primary school and will be the first other
language learned.

VI. POST-COMPETENCY CHECKLIST

(20 points)

Answer the question below.

1. How do linguistic, cognitive, and sociocultural aspects of language learning, both inside
and outside of the classroom has led to the appreciation of ethnic and linguistic diversity
and superdiversity at community, national, and international levels?
Language learning is hard to put in countries that focus on the development of
their own culture rather than the international aspect. Maintaining cultural knowledge and
language skills is a challenge for the growing number of children. While families place
great importance on their heritage, culture and language, other children that started school
know the English and became the main language at school and their home language and
national language was less used. A learner who is culturally and linguistically diverse is
someone who is different from the mainstream culture in terms of race, social status, or
language. Linguistic diversity is a type of cultural diversity and learners are those whose
first language is not English and who are learning English as a second language.

2. How do local and global perspectives on English-language teaching policy and practice
in K-12 affects education achievements in engaging student to international immersion
and scholarship across countries?
We all know that it is important to put a policy especially in English language.
Language policy that is properly managed can help to ensure that English is taught
effectively and integrated into society without having a negative impact on the learners'
first language, culture, and local identity. Compulsory education plays an important role,
and we need a language education policy that honours mother tongue heritage while also
preparing young people for a globalized world where English is the lingua franca. This
has consequences for teacher preparation and curriculum design in public schools, both
primary and secondary, and it's obvious that further study is required to find out how to
deal with it. The implementation of K-12 Program opens a gate to business, employment,
and scholarship. It increases the global and multilingual of the citizens of the twenty-first
century and requires a new set of skills and strategies to supplement their core language
learning abilities.