English as a Lingua Franca in ASEAN: A Multilingual Model

Introduction to Part III

In Part I, a review of the development and role(s) of English in each of the ten member states of ASEAN was provided. Despite the significant differences which exist, English is playing an increasingly important role in each, a role heightened by ASEAN’s decision to make English the group’s sole official and working language. The increasing importance attached to English in each of the member states — even Burma is now moving to promote the use of English — has seen its introduction as a compulsory part of the school curriculum of each country. In almost all the member states, it is taught as a subject from the early primary level. In Brunei, Malaysia and the Philippines, it is taught as a medium of instruction — typically, but not exclusively — for maths and science subjects. In Malaysia and the Philippines this use of English as a medium of instruction starts at Primary 1, although Malaysia has decided to rescind this policy from 2012 and revert to teaching English only as a subject. The Philippines has also signalled a radical shift in policy with the recently announced ‘Mother Tongue-Based Multilingual Education’, but it is too soon to be able to evaluate this new policy. In Brunei, the use of English as a medium of instruction currently starts at Primary 3, but, in sharp distinction from the new Malaysian and Philippines policies, it will be introduced from Primary 1 in 2011. In Singapore, it is the medium of instruction. In Chapter 2, a number of concerns were listed connected with when to introduce English into the school curriculum, including whether to introduce it as a subject or as a medium of instruction and how to balance English with the other languages. These concerns can be summarized in these three questions: (i) When should English be introduced into the school curriculum? (ii) Should English be introduced as a subject or as a medium of instruction? (iii)How can a mix of languages be equitably balanced in education? Introduction to Part III 146 English as a Lingua Franca in ASEAN Chapter 7 will consider the policy implications behind the three questions above and conclude with a possible language policy model in which English can complement local languages in the school curriculum rather than replace them. Chapter 8 will consider the pedagogical implications and conclude with a number of recommendations for language education policy and practice in ASEAN. ...