ENG 156: Language Programs and Policies in Multilingual

Societies
Teachers’ Guide Module #10
Name: Class number:
Section: Schedule: Date:

Lesson title: Language in Materials:

Education Policy and Practice in
some countries in Asia
Lesson Objective: At the end of
the lesson, you should be able to:
analyze through comparing and
contrasting the language education
policies and practices of some
countries in Asia .
Activity sheets and Pens
References:
UNESCO (2017). Advocacy kit for promoting multilingual education:
Including the excluded. UNESCO Asia and Pacific Regional Bureau for
Education. Retrieved from: http://www.ecdip.org/docs/pdf/UNESCO%20MTB
%20MLE%20Advocacy% 20Kit.pdf

Productivity Tip
BE ACTIVELY ENGAGED! “Simply reading and re-reading texts or notes is not actively engaging in the material. It is
simply re-reading your notes. Re-reading leads to quick forgetting.” With this, I encourage you to personalize your
learning. Try to translate the important information in your own words or you may develop symbols that represent
concepts. You can do this!
A. LESSON REVIEW
1. Introduction

And just like that, the first period is already over! As a recap, the basic concepts relating to language policy
were tackled in P1. As we begin this new period, we will deal more on specific language policies and programs
implemented around the world. Let’s start the session by defining what language policy is about.

What is language policy?

As for this session, you are expected to analyze through comparing and contrasting the language policy
of some countries in Asia. But before we get into the serious concepts, let us find out first what you have in
mind about this topic by answering the questions in activity 1 below. Answer only the first column.

This document is the property of PHINMA EDUCATION 1

 Name: Class number:
Section: Schedule: Date:

2. Activity 1: What I Know Chart (Part 1)

What I Know Questions: What I Learned (Activity 4)
1. What language in Education
policies and practices in other
countries do you know?

2. What common policies and

practices do some countries
share?

B.MAIN LESSON
1) Activity 2.1 – Content Note
Now, let’s start to get to know the different implemented language policies and practices of these countries
in Asia. If there are words which are unfamiliar to you, never skip that word without unlocking its meaning.
To help you better retain the information, kindly underline it or highlight is so that you can easily
review it.

Language in Education Policy and Practice in some countries in Asia

In the past few decades, many programs have been launched by nation states to honor their rich and
diverse linguistic heritages of indigenous, minorities and tribal communities, and preserve them for the future
generations. In the changed national, regional, and global contexts, indigenous knowledge system, linguistic
and cultural heritages have got priority in education practices of nation-states all across the globe. In order to
have a glimpse of these language policies and practices in the Asian context, let’s us look into the following
details mentioned in UNESCO’s Advocacy kit for promoting multilingual education: Including the excluded.

Indonesia
sian as their mother tongue. The constitution and an education act support the use of students’ mother tongues as mediums of instruction

Malaysia
uction. In Malay-medium schools, Tamil, Mandarin and some indigenous languages can be studied as subjects. Since the late 1990s, severa
 Name: Class number:
Section: Schedule: Date:

Singapore
ole medium of instruction at all levels of education, and three other official languages, i.e. Malay, Mandarin Chinese and Tamil, are taught

local languages in education, depending on geographical area and ethnolinguistic group. Some half a dozen local languages are used as me

Japan
ulation. The official language of instruction is Japanese. However, recently the Japanese Ministry of Education, Culture, Sports, Science and
 Name: Class number:
Section: Schedule: Date:

Bangladesh
mental schools and literacy classes, the medium of instruction is Bangla. There is no provision to use so called tribal languages in these sch

Philippines
languages have been used in some government schools as “transitional” or “auxiliary” languages for initial instruction in early primary gra

Now, continue the learning process by answering the following activities:

2) Activity 3.1
To deepen your understanding of the information discussed above, please finish the following activities. In
here, kindly fill out the needed infomation. 5 pts each country.

Use of local
Countries National/Official No. of Medium of language
language used languages instruction (indigenous/mother
used tongue)
1) Indonesia

2) Malaysia

3) Singapore
Name: Class number:
Section: Schedule: Date:

4) People’s
Republic of
China
5) Japan

6) Bangladesh

7) Philippines

Activity 3.2 Compare and Contrast

Using the Venn diagram, choose two (2) countries mentioned above then compare and contrast their
language policies and practices.
 Name: Class number:
Section: Schedule: Date:

2. Activity 4: What I Know Chart (part 2).

Done with the activities? Let us review and summarize what you have learned in this module. Go back
to your answers in activity 1 in the “What I know” column. Then after thinking of what you learned today,
write your answers on the 3rd column to the same questions (2nd column) based on what you now know.

What I Know Questions: What I Learned (Activity 4)

1. What language in Education
policies and practices in other
countries do you know?

2. What common policies and

practices do some countries
share?

3. Activity 5.1: Check for Understanding:

To assess your understanding of today’s lesson, read carefully the two statements on every
item and then, identify if each statement is TRUE or FALSE. Choose the letter which corresponds to
your answer and write it on the answer column.
A. First statement is true; second is false. C. Both are true.
B. Second statement is true; first is false. D. Both are false.

STATEMENTS ANSWER
1. a) Indonesia has more than 700 languages and is considered as linguistically the most diverse
country in all of Asia.
b) The official language, Indonesian, is the medium of instruction at all levels of education.
2. a) The official language of instruction in Japan is Japanese.
b) In China, Mandarin is taught as an optional language.

3. a) Most schools in Malaysia use English as medium of instruction.

b) English and Filipino are the official languages of education and literacy in the Philippines.
4. a) Bangla is the official and national language of Bangladesh
b) Bangla is also the medium of instruction at all levels of education in Bangladesh.

5. a) More than 20 languages are spoken in Singapore, a nation aiming at societal multilingualism
and bilingualism among its population.
b) In Indonesia, local languages are more widely used in non-formal education, particularly in
adult literacy

NOTE: For self-assessment: “Check your answers against the Key to Corrections found at the end of this SAS. Write your
score on your paper.”
 Name: Class number:
Section: Schedule: Date:

C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning (3-2-1 Prompt)
To process what you’ve learned today, please list what’s asked.
a. Three things you’ve learned from this lesson.
1
2
3

b. Two questions that you still have in mind.

1
2

c. One aspect in class or in the text that you enjoyed.

NOTE: Please don’t forget to mark you place now in the work tracker below, so you will be able to personally monitor how

FAQs
Below are the FAQ (Frequently Asked Question) which you might have in mind to ask.
1) What’s the general point revealed by the different language in education policies and practices
presented?
 The information above revealed that in every country, there is a strong and clear statement
about the value and importance of language learning for both the individual and the state. Thus,
the policies are ideologically influenced, reflecting varying hierarchies and the perceived value of
different languages. In general, where English is not the dominant language, it has become the
preferred first foreign language. This is particularly marked in countries in Asia, which typically
use the national language as the MOI and English as a mandated first foreign language.
2) Why is there a need to know the language in education policies and practices of these countries?
 Knowing such will help you have a broader understanding not only about the implemented
language policies of these countries but also in terms of its people’s culture, education, and
identity.
 Name: Class number:
Section: Schedule: Date:

KEY TO CORRECTIONS
Activity 3.1
Use of local language
Countries National/Official No. of languages Medium of instruction (indigenous/mother
language used used in education tongue)
8) Indonesia Indonesian More than 700 Indonesian Supported to be used as a
languages (all level) medium on instruction in
early grades and but is
widely used in non-formal
education practice
9) Malaysia Malay About 140 languages In ‘national-type’ primary local languages, taught
schools, languages such mainly as school subjects
as Mandarin, Tamil or in indigenous groups of
other Indian languages East Malaysia
are used as mediums of
instruction
In Malay-medium
schools, Tamil,
Mandarin and some
indigenous languages
can be studied as
subjects.
10) Singapore English, Malay, More than 20 English Malay, Mandarin, and
Mandarin, and languages Tamil are considered as
Tamil mother tongues and are
taught as second
languages
11) People’s Mandarin More than 200 ethnic minority Local languages are used
Republic of Chinese languages languages in primary school and are
China taught as a subject in
different levels
12) Japan Japanese 2 indigenous Japanese used by minority
languages and 11
distinct dialects
13) Bangladesh Bangla Around 40 languages Bangla but used orally as “transitional”
English is also used in or “auxiliary” languages
the tertiary level
14) Philippines English and Some 170 languages English
Filipino spoken Filipino
Some local languages

Activity 3.2
For the answer key, the concept of the comparison and contrast will also be based on the given
summary for activity 3.1 answer. Answers may vary but must be checked based on the given concept
guide.

++KEY TO CORRECTIONS for ACTIVITY 5 will be provided by the TEACHER++