Name: Cassandra Denise R.

Negro Eng Maj 13

Course & Section: BSE-ENG B2021 Assignment

Conduct research on Language Programs and Policies across ASEAN Countries:

a. Brunei
Negara Brunei Darussalam is a small Malay Islamic Sultanate on the north-western coast of the
island of Borneo, bordered on three sides by the Malaysian state of Sarawak and on the other by the South
China Sea. Politically, however, the communities who use the minority indigenous languages may readily
accept the official government position that the languages are all dialects of Malay. In the educational
domain, none of the “puak jati,” nor the other Borneo languages, has any official role or status. English was
used for teaching Science, Mathematics, Geography, and the English language subject. The Dwibahasa
system was criticised for being rather ‘liberal’ with the definition of ‘bilingual’ by placing greater emphasis
on the English language than on Malay. Arabic language is of greater significance in Brunei compared to
other ‘foreign’ languages due to its association with Islam, the official religion of the country.

Bilingual Education Policy:

The Bruneian government began its bilingual education policy soon after independence in1984.
Bilingual education policy in Brunei demonstrated a consistent focus on promoting bilingual
education. English medium instruction is mandatory for all students commencing inYear 1 of primary
school in the key subject areas of mathematics, history, science and geography as well as English.There has
been strong consensus in Brunei on the need to encourage higher levels ofEnglish attainment to
promote economic competitiveness, recognising English as a crucial 'tool’ for the 21st century

b. Cambodia
The Constitution of the Kingdom of Cambodia recognizes the Khmer language as the official
language and script, and Article 69 establishes that “the State shall Protect and promote the Khmer
language as required.” Though primary importance is attributed to preserving Khmer language and culture,
Cambodia’s Rectangular Strategy (2008), specifies that “’Education for All’ includes no discrimination
based on language, and Article 67 of the Constitution declares that “the State shall adopt an educational
program according to the principle of modern pedagogy including technology and foreign languages.”
Appropriately, foreign languages are recognized as required core subjects in school curricula.
According to the national 2005-2009 Policy for Curriculum Development (still in use in 2012-2013), 40%
of the hours to be dedicated to languages in the first two years of secondary school (grades 7-8) is to be
dedicated to the teaching of international languages (predominantly, English and French). The remaining
60% of the time is to be dedicated to the teaching of the official national language- Khmer. No time is
required for the teaching of local or regional languages despite the 22 languages found in the country
(Ethnologue, 2009).

c. Indonesia
Toward International Language Bahasa Indonesia as the nation's unifying language
philosophically does not need to be doubted as created by many greatly intelligent youngmen in the Youth
Pledge. There is no other word than keeping the inheritance of the gift and it would be shameful to ignore
Bahasa Indonesia as national heritage. However, in reality, the ignorance of Bahasa Indonesia is easy to
meet, such as naming business buildings, housing, restaurants, cinemas, or certain product names with
foreign names.Of course this is not in accordance with PP. 57 of 2004 Article 5 paragraph (1) point a.and b.
that Indonesian language is national identity and national pride. The pride of national heritage must be
nurtured from the beginning, including pride of being Indonesianand the use of Bahasa Indonesia. It should
be nurtured from the beginning due to the matter of taste and emotion. It is impossible to feel proud of
Bahasa Indonesia without introducing the language from the beginning. The pride will grow if the language
becomes part of us, especially if it has become our identity. Pride will usually also come to the surface,
Name: Cassandra Denise R. Negro Eng Maj 13
Course & Section: BSE-ENG B2021 Assignment

outside of a person. In the association of other nations, the desire to be known will rise, and one of them is
through language. Only a nation with high self-esteem has the courage to show its identity. The confidence
and pride of Indonesian language is the driving force of Indonesia's effort to become an international
language through international forums within and outside Indonesia as reflected in the Law of the Republic
Of Indonesia Number 24 of 2009 on Flags, Languages and Symbol of the Country,National Anthem Article
32 paragraph (1) Bahasa Indonesia shall be used in national forums or forums that are international in
Indonesia and paragraph (2) Indonesian Language may be used in international forums abroad.

d. Laos
According to the Constitution of 1991, Lao is the official language. The Constitution and other
policy documents, however, provide some support to “ethnic groups” and “ethnic group areas,” but there
are no references to language use.
The Southeast Asian country, Laos, is one of the multilingual societies in the world that possesses
a high degree of linguistic diversity. Laos has 49 ethnic groups and this was caused by migration, global
conflict, and its position between neighboring countries. The estimated number of languages in Laos is
around 70 to 120 languages wherein the major dialects are Southern Lao, Northern Lao, Northeastern Lao,
CentralLao, Western Lao, and Vientiane Lao.
With the Lao language and Lao script as the official language and script of the country, the
administration of Lao PDR expected the unity of its citizens. However, due to the diversity of languages in
the country, the official language is not used by the majority of the Lao people. This resulted in challenges
in the development, education,health, economy, and governance of the country. The research paper
provided interventions for the aforementioned problems which were discussed by Dr. Paulin G.Djite in his
book, “The Language Difference: Language and Development in the Greater Mekong Sub-Region”.

e. Malaysia
Malay language which then is called Bahasa Malaysia gained its status as the Malaysian national
language after their independence in 1957. By its recognition in the National Language Act, Malaysian
language has become an eminent language throughout the country. As a language that has been
spoken by local people and has the most speakers in all over the country, it also has been chosen as a tool
to unite the nation’s linguistically diverse groups (Hengand Tan, 2006). Even though Malay language was
successfully accepted as the national language among the multi-racial population, the Constitution did not
claim it as the official language,therefore, English remained in its official role until 1967.
For several decades after their independence, Malaysia government implementedseveral
language policies to promote the national language. It impacted not only the educational
system, but also the socio-economic environment all over the nation (Le, Kho andCheng, 2013). In
1957 the government introduced the new system of school which distinguished two types of
school. They were national and national-type schools. The national school was supported by the
government for employing Malay language as the medium of the instruction, while national-type
schools were conducted with other vernacular languages including English as the medium of
instruction. This policy was limited only for primary education, as for the next level (secondary
and higher education), Malay language was used as the medium of instruction.

f. Myanmar
Myanmar declared its independence on the 4th of January 1948. Ten years later in 1958, the
Ministry of Education declared the policy on the medium of instruction. That policy stated that Burmese
was to be used as the medium of instruction in schools and English was to be taught only from the fifth
Standard onwards. However, there was a broad spectrum of state, private, Christian and Buddhist monastic
schools legally functioning around the country and private and Christian schools taught English from the
beginning of primary education. At the university, Burmese was also a medium of instruction for all
Name: Cassandra Denise R. Negro Eng Maj 13
Course & Section: BSE-ENG B2021 Assignment

subjects. English was the medium of instruction in the Honors and Masters classes. Since Burmese is the
official language and medium of instruction in all public schools, the Burmese language has expanded with
a great opportunity since the independence time of 1948. Nevertheless, children in ethnic minority areas
had the opportunity to learn their mother tongue as a subject in primary schools (Thein Lwin, 2011).
However, beginning from the military regime in 1962, the use of the Burmese language as the
medium of instruction still remained without any considerations of ethnic minority languages by preventing
further national integration. English was the sole foreign language, but it was still taught from fifth standard
as the second language. English language education was reintroduced from standard 0 as a second language
in 1982. Via the 1966 Education Act; the government gave different non-Burman groups freedom to
promote their languages and cultures in school. While languages of ethnic minorities had not theoretically
been prohibited, following independence, there was a lack of political will and financial support to ensure
minority groups equality with Burmans.
Chapter 7, section 39 (a) of Myanmar National Education Law issued on 30 September 2014 by
the Union of the Republic of Myanmar states the goal of: “giving the ability to raise each ethnic group’s
rich literature, culture, arts, traditions and historical heritage along with the values that every citizen should
have.” Moreover, section 43 (a) in this chapter of National Educational states that: “Instruction can be in
Myanmar or English or in a combination of Myanmar and English” and section 43 (b) states that: “If there
is a need, an ethnic language can be used alongside Myanmar as a language of instruction at the basic
education level.” Section 44 states that: “In Divisions or States, teaching of ethnic languages and literature
can be implemented by Division or State governments, starting at the primary level and gradually
expanding (to higher grades.)”
Burmese language has constantly been used as the medium of instruction since 1948.

g. Philippines
The Language provision in the 1987 Constitution of the Republic of the Philippines which is
embodied in Article XIV, Sec. 6 and 7 provide the legal basis for the various language policies that are
being implemented in the country.
The ratification of the above-mentioned constitution resolved the issue on what the national
language is, since the 1935 and 1973 Philippine Charters were not clear about this.
The provision are as follows:
1. Section 6. The national language of the Philippines is Filipino. As it evolves, it shall be further
developed and enriched on the basis of existing Philippine and other languages.
2. For purposes of communication and instruction, the official languages of the Philippines are
Filipino and, until otherwise provided by law, English.

The Philippine Bilingual Education Policy (BEP)

Consistent with the 1987 constitutional mandate and a declared policy of the National Board of
Education (NBE) on bilingualism in the schools (NBE Resolution No. 73-7, s.1973) the Department of
Education, Culture and Sports (DECS) promulgated its language policy. The policy was first implemented
in 1974 when DECS issued Dept. Order No. 25, s. 1974 titled, “Implementing Guidelines for the Policy on
Bilingual Education.” Bilingual education in the Philippines is defined operationally as the separate use of
Filipino and English as the media of instruction in specific subject areas. As embodied in the DECS Order
No. 25, Pilipino (changed to Filipino in 1987) shall be used as a medium of instruction in social
studies/social sciences, music, arts, physical education, home economics, practical arts and character
education. English, on the other hand, is allocated to science, mathematics and technology subjects. The
same subject allocation is provided in the 1987 Policy on Bilingual Education which is disseminated
through Department Order No. 52, s. 1987.
The policy is as follows:
Name: Cassandra Denise R. Negro Eng Maj 13
Course & Section: BSE-ENG B2021 Assignment

The policy on Bilingual Education aims at the achievement of competence in both Filipino and
English at the national level, through the teaching of both languages and their use as media of instruction at
all levels. The regional languages shall be used as auxiliary languages in Grades I and II. The aspiration of
the Filipino nation is to have its citizens possess skills in Filipino to enable them to perform their functions
and duties in order to meet the needs of the country in the community of nations.

Executive Order No. 335

On August 25, 1988, then President Corazon Aquino signed Executive Order No. 335 enjoining
all departments/bureaus/offices/agencies/instrumentalities of the government to take such steps as are
necessary for the purpose of using the Filipino language in official transactions, communications, and
correspondence. The order was issued on the belief that the use of Filipinos in official transactions,
communications and correspondence in government offices will result in a greater understanding and
appreciation of government programs, projects and activities throughout the country, thereby serving as an
instrument of unity and peace for national progress.
All departments/bureaus/offices/agencies/instrumentalities of the government are enjoined to do the
following:
1. Take steps to enhance the use of Filipino in official communications, transactions and
correspondence in their respective offices, whether national or local;
2. Assign one or more personnel, as maybe necessary, in every office to take charge of
communications and correspondence written in Filipino;
3. Translate into Filipino names of offices, buildings, public edifices, and signboards of all offices,
divisions or its instrumentalities, and if so desired, imprint below in smaller letters the English
text;
Filipinize the “Oath of Office” for government officials and personnel;

The Language Policy of the Commission on Higher Education

In 1994, Republic Act No. 7722, creating the Commission on Higher Education (CHED) was
signed. This Act which is known as the “Higher Education Act of 1994” provides that the CHED shall be
independent and separate from the DECS and attached to the Office of the President for administrative
purposes only. Its coverage shall be both public and private institutions of higher education as well as
degree-granting programs in all post-secondary educational institutions, public and private.
In consonance with the Bilingual Education Policy underlined in DECS Order No. 52, Series of
1987, the following are the guidelines vis-a-vis medium of instruction, to wit:
1. Language courses, whether Filipino or English, should be taught in that language.
2. At the discretion of the HEI, Literature subjects may be taught in Filipino, English or any other
language as long as there are enough instructional materials for the same and both students and
instructors/professors are competent in the language.
3. Courses in the Humanities and Social Sciences should preferably be taught in Filipino.

h. Singapore
Bilingual education policy: Under the policy, English, one of the four official languages, is taught
as the first language and is the main medium of instruction in schools. The other three official languages,
i.e. Chinese, Malay and Tamil, which are the mother tongue languages (MTLs) of the major ethnic groups,
have been taught as second languages in schools. All students are required to learn one MTL according to
their ethnicity.Multilingual policy- English was accorded the status of an official language as it is the
language of technology and economic development. In school, English is learned as a “First
Language'',while the ethnic mother tongue is learned as a “Second Language”. The official
working language is English (Bokhorst-Heng 1998).
Name: Cassandra Denise R. Negro Eng Maj 13
Course & Section: BSE-ENG B2021 Assignment

STELLAR- Strategies for English Language Learning and Reading programme was piloted in the
lower primary levels in 2006 and implemented in all primary schools across levels in 2009. The Objectives
of the programme are to build students' confidence in speech and writing, and enhance their learning
of English under an interactive and enjoyable environment. LSP- LearningSupport Programme - primary
schools provide learning support to students who are identified to have weak English language and literacy
skills through a systematic screening process carried out at the beginning of Primary One ("P1"). LSP-
Learning Support Programme - primary schools provide learning support to students who are identified to
have weak English language and literacy skills through a systematic screening process carried out at the
beginning of Primary One ("P1").

i. Thailand
The new language policy of Thailand states, "It is the government's policy to promote bilingual
or multilingual education for the youth of ethnic groups whose mother tongue is different from the
national language [Thai], as well as those from other countries who enter Thailand seeking
employment." This only signifies that Thailand is far more linguistically diverse than most people
perceive. The language policy inThailand aims for cultural democracy through linguistic diversity.
Moreover, the new policy reiterates the current status of Thai as the national language of Thailand.
Remarkably, the policy also encourages an increased focus onEnglish and Chinese languages, as well as the
languages of the neighboring countries of Thailand. The policy significantly benefits the citizens of
Thailand in developing their language literacy to improve their communication with other people using a
variety of languages. In addition, the children and workers can retain their mother tongue
language and learn Thai as their national language (The Nation Thailand, 2013).
Hence, a culturally democratic Thailand will be prepared to successfully transition into their
national language as Thai and then into learning English as an international language. The support of
UNESCO in advocating the language policy and bilingual education in Thailand has been prevalent
despite the country perceiving itself as being essentially monolingualism. The language policy of Thailand
is factual evidence that their country has a vast linguistic diversity that could surpass the linguistic
challenges faced by most Thais.

j. Vietnam
Vietnam has a population of approximately 87 million, consisting of 54 ethnic groups, among
which the Kinh account for 87 percent of the population, with the rest making up around 11 million people
(13 percent of the total population), who speak about 100 languages (Dinh 2010). Among the 11 million
people, more than one million are of Chinese and Khmer descent (Kosonen 2004). Vietnamese, the
language of the Kinh group, has been the common language among Vietnamese in the country, at least
since 1945. Across all these communities it is estimated that over 100 languages are spoken (Lavoie 2011),
although many of these languages did not have writing systems until recently. Ten ethnic languages are
used by over one million speakers in each group; and it was regulated by national language policy that
users of these languages are entitled to bilingual education. These groups include Tay, Nung, H’mong,
Muong, Cham, Khmer and Jrai, among others (Bui 2003). These languages have been put to official use at
cultural events as well as being used as media for broadcasts on television and radio news. The Vietnamese
Constitution, of 1946 and 1992, stated that all minority groups have the right to maintain their mother
tongues in their schooling as well as to use their languages to preserve their ethnic cultures and values.
The majority group in Vietnam is the Vietnamese-speaking Kinh. Vietnamese is spoken as a first
language by about 90% of the population. The constitution states that all ethnic groups have the right to
use their own languages, yet the language of instruction in schools isVietnamese, and only
eight minority languages are taught as school subjects. Only 28 languages have writing systems, and few
books exist outside the main minority languages, such as Tay, Muong, Cham, Khmer and H’mong.