Objectives:

The learners should be able to do the following after the lesson:

➢ Know what language programs are implemented throughout different ASEAN
countries.
➢ Know what language policies are implemented throughout different ASEAN
countries.
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What are “Language Programs”?
➢ In the context of education, language programs relate to particular curricula,
initiatives, or courses that are intended to teach and improve students' language
skills. These programs are often used in educational settings like schools and
universities to assist the growth of language competency in a variety of areas like
reading, writing, speaking, and listening.
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What are the different forms of “Language Programs”?
➢ Foreign Language Programs
➔ The primary goal of these courses is to teach learners a foreign language,
such as French, Spanish, or Mandarin. They integrate cultural elements as
well as a focus on helping students improve their ability to communicate
effectively in the target language.
➢ English as a Second Language (ESL) Programs
➔ Students who are not natural English speakers should enrol in ESL programs.
Learners' grammar, vocabulary, pronunciation, and comprehension are all
improved with the aid of these applications. They could be provided as
stand-alone courses or added to the standard curriculum.
➢ English Language Arts (ELA) Programs
➔ Reading, writing, speaking, and listening abilities are all integrated into ELA
programs' holistic approach to language instruction. Through literary analysis,
writing exercises, class debates, and presentational activities, these programs
seek to enhance students' literacy and critical thinking skills.
➢ Bilingual and Dual-Language Programs
➔ Programs that are bilingual or dual-language often teach the student's native
language as well as the intended language. While preserving and honouring
the cultural origins of the students, the objective is to promote bilingualism
and biliteracy.
➢ Literacy Programs
➔ These initiatives concentrate particularly on enhancing writing and reading
abilities. They might include phonics, comprehension, vocabulary-building,
and writing-related strategies. For pupils at different grade levels, literacy
programs can be adjusted to suit unique requirements like early literacy
intervention or remedial support.
➢ Language Immersion Programs
➔ Through the use of the target language as the primary medium of instruction,
immersion programs offer a fully immersive learning environment. Through
continual exposure and practice, students gradually improve their language
ability while being totally immersed in it.
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Why are “Language Programs” essential?
➢ Education-related language programs are made to help students develop their
language skills and gain language proficiency. They frequently adhere to a set
curriculum, use a variety of teaching techniques, and make use of teaching aids and
materials that are suited to the goals of the particular program and the requirements
of the students.
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What are “Language Policies”?
➢ Language policies are intentional and methodical steps taken by governments,
institutions, or organizations to control the use and status of languages within a
specific context or territory. These policies can cover a wide range of topics, including
the choice and promotion of official languages, language planning and development,
language rights, language education, language use in public areas, and
language-related legislation.
➢ Language policies are frequently made to address issues like linguistic diversity,
language rights, and the social, cultural, and political implications of language use.
They can be put into action on a variety of scales, including the national, regional,
and local ones, and they may be influenced by things like historical, sociopolitical,
and economic considerations.
➢ Language policies may work toward a variety of objectives, including the promotion
or preservation of a particular language or languages, the protection of linguistic
rights and equality, the facilitation of interaction and integration between linguistic
communities, or the creation of a standard language for use in administration or
education. Official language recognition, language planning projects, bilingual or
multilingual education programs, language revitalization initiatives, and
language-inclusive legislation are a few examples of how they can be implemented.
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Why are “Language Policies” essential?
➢ Language use, language attitudes, individual and group identities, and social
cohesion within a society are all significantly impacted by language regulations. They
have the power to influence language usage across a range of industries, including
those in education, the media, politics, the public sector, and the arts. Achieving a
balance between fostering linguistic diversity and ensuring the fair treatment of
various languages and language communities is the goal of effective language
policies.
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Which ASEAN countries have implemented language programs and policies and what
are these said policies?
➢ Brunei
➔ According to the Constitution of 1959, the official language is standard Malay
as it is spoken in Peninsular Malaysia.
➔ The majority of the population speaks Brunei Malay as their first language,
making it the most extensively used language in the nation and a means of
wider communication.
➔ According to a language policy that emphasizes bilingualism in those
languages, the educational system uses Standard Malay and English as the
primary teaching languages.
➔ The usage of the two supra-regional languages, English and Standard Malay,
rather than Bruneian languages offers various issues even if the educational
system is well-resourced.
➔ Additionally, government policy and subsequent practice disregard the use of
all regional tongues, including Brunei Malay, which is the country's de facto
official language.
➔ Local language usage in the classroom is forbidden by law.
➢ Malaysia
➔ Standard Malay is used as the primary language of instruction in "national
primary schools" whereas another language, such as Mandarin Chinese,
Tamil, or another Indian language, is used as the primary language of
instruction in "national-type primary schools." In some schools, non-dominant
languages are taught as subjects.
➔ English was the language of instruction for Mathematics and Science in
Malaysia from 2003 to 2012, but it was discontinued because so many
instructors and students in rural regions found it difficult to use the language
for instruction and learning.
➢ Indonesia
➔ At all educational levels, Indonesian is the language of instruction and literacy.
➔ However, information regarding second-language speakers' Indonesian
competency is lacking, notably in the field of education. The other population
speaks a few regional tongues, such as Javanese, Madurese, and
Sundanese.
➔ Although non-dominant languages are allowed to be used and developed
under Indonesian law, they are typically not taught in schools. Law No. 20 of
2003 also permits the use of mother tongues other than Indonesian in the
early years of education.
➔ Though a few mother tongue-based multilingual education (MTB-MLE) pilot
programs have started in Eastern Indonesia, Indonesian is the only language
of teaching throughout the country.
➢ Cambodia
➔ Khmer is designated as the official language in the Constitution from 1993.
Prior to the introduction of bilingual education programs in some minority
communities in the late 1990s, Khmer was the exclusive language of
instruction. Currently, literacy and instruction are conducted in five
non-dominant languages.
 ➔ The language laws of Cambodia have gradually advanced during the past
twenty years. Local governments in some minority regions now have the
option to select the language(s) of instruction thanks to the Education Law of
2007.
➔ In 2010, the "Guidelines on implementation of bilingual education programs
for indigenous children in highland provinces" were published.
➔ Non-dominant languages' status in education was further enhanced in 2013
by the Bilingual Education Decree. The "Multilingual Education National
Action Plan" (MENAP), which was developed following a series of discussions
in 2014, was finally approved in 2015.
➢ Singapore
➔ Malay, Mandarin Chinese, Tamil, and English are designated as the four
official languages under the 1965 Constitution. The use, instruction, and study
of other languages are likewise guaranteed under the Constitution. The only
language used in schooling is English.
➢ Thailand
➔ For almost a century, standard Thai has been used as the sole language of
instruction. Despite the fact that it is frequently used as a second language,
many young students are said to struggle with comprehension.
➔ Two distinct governments in Thailand authorized the country's first National
Language Policy (NLP) in 2010 and 2012, respectively.
➔ Non-dominant languages and their application in education are also topics
covered by the NLP. In accordance with the NLP, the foundation for cognitive
development should be the learners' first languages.