Eng Gallera Final VEA
Eng Gallera Final VEA
Eng Gallera Final VEA
Language programs pertaining to education are (1) For active participation for globalization,
designed to assist learners in growing their language ability. (2) for relatively "neutral status",
They usually follow a predetermined curriculum, employ a and
range of instructional strategies, and utilize teaching aids (3) serves as a drive for modernization.
and materials that meet the needs of the students as well
as the objectives of the specific program. Language Programs and Policies in the ASEAN
• They can be put into action on a variety of scales, ✓ The impact of bilingualism policy in the country of
including the national, regional, and local ones, and Brunei turned out to be very effective.
they may be influenced by things like historical,
sociopolitical, and economic considerations.Official ✓ According to Claire Goode, in her review study,
language recognition, language planning projects, "English language in Brunei: Use, policy, and status in
bilingual or multilingual education programs, language education” although there are concerns over the
revitalization initiatives, and language-inclusive English's influence on the Malay language and native
legislation are a few examples of how they can be the Sultanate's languages, and apprehension in
implemented. terms of the educational gap, most people seem to
be extremely favorable on Brunei's usage of English,
• Language use, language attitudes, individual and group especially in the education.
identities, and social cohesion within a society are all
significantly impacted by language regulations. They ✓ She also added that the policy on bilingual education
have the power to influence language usage across a has changed throughout time, and as of right present,
range of industries, including those in education, the the country of Brunei emphasizes English as a crucial
media, politics, the public sector, and the arts. 21st-century skill. Furthermore, Goode stated that
Achieving a balance between fostering linguistic there is a dearth of research on the student
diversity and ensuring the fair treatment of various experience in multilingual/bilingual settings. Higher
languages and language communities are the goal of education staff may always use more understanding
effective language policies. of many facets of teaching, learning, and material
delivery, since these insights may be useful in a
ASEAN Establishment and Languages variety of contexts.
• ASEAN was established in Bangkok, Thailand, in the
year 1967. Indonesia, Malaysia, Philippines,
Singapore, and Thailand are its first five members.
As the association grew, the nations of Brunei,
8. Language Proficiency Tests:
Malaysia Malaysia conducts language proficiency tests,
✓ Malaysia, known for its rich cultural diversity, has a such as the Malaysian University English Test (MUET), to
range of language programs and policies aimed at assess English proficiency for tertiary education and
fostering national unity, promoting linguistic employment purposes. These tests serve as benchmarks
diversity, and ensuring access to education for all for language skills development
linguistic communities. This report provides an and proficiency measurement.
overview of the key language programs and policies in
Malaysia: 9. Language Promotion Campaigns:
Various campaigns are organized to promote
1. National Language Policy (DLP): language learning and proficiency. Campaigns focus on
The DLP emphasizes the promotion of Bahasa Bahasa Malaysia, English, and other languages to
Malaysia as the national language while recognizing the encourage language acquisition and usage.
importance of English and the native languages of various
ethnic groups. Bahasa Malaysia is designated as the 10. Language Development Centers:
medium of instruction in national schools, with English as a Language development centers conduct research,
compulsory subject. develop curricula, and provide teacher training to support
language education and policy implementation. They
2. Bilingual Education Policy: contribute to the advancement of language education and
Malaysia encourages bilingualism, with Bahasa pedagogy in Malaysia.
Malaysia and English being key languages of instruction. In conclusion, Malaysia's language programs and
Bahasa Malaysia is the primary medium of instruction, policies reflect the country's commitment to linguistic
while English is taught as a compulsory subject from diversity, national unity, and educational excellence.
primary school onwards. By promoting multilingualism, preserving
indigenous languages, and ensuring access to quality
3. National Language Act 1963/1967: education, Malaysia continues to nurture a society that
This legislation established Bahasa Malaysia as celebrates its linguistic and cultural heritage.
the official language for governmental and official
purposes. It emphasizes the importance of Bahasa Indonesia
Malaysia in national identity and administration. Indonesia, with its rich cultural tapestry and
linguistic diversity, has implemented various language
4. National Unity Policy: programs and policies to promote national unity while
Malaysia's National Unity Policy aims to promote preserving the country's linguistic heritage.
unity through language by ensuring proficiency in Bahasa
Malaysia alongside respect for other languages and 1. Bahasa Indonesia as the National Language:
cultures. Efforts are made to bridge linguistic and cultural Bahasa Indonesia, recognized as the official
differences to strengthen language of Indonesia, plays a pivotal role in fostering
national cohesion. communication and unity among the country's diverse
population. Its standardization and promotion have been
5. Efforts to Preserve Indigenous Languages: key objectives of language policies since
Malaysia recognizes the importance of preserving Indonesia's independence in 1945.
indigenous languages and cultures. Initiatives are in place The government has implemented programs to
to document, revitalize, and promote indigenous languages ensure its widespread use in education, government,
to safeguard Malaysia's cultural heritage. media, and commerce, thereby facilitating national
integration.
6. National Language Council (MLN):
The MLN oversees the implementation of language 2. Regional Language Preservation:
policies and advises the government on language-related Indonesia boasts a vast array of regional
matters. It plays a crucial role in shaping language planning languages, reflecting its cultural richness and diversity.
and development in Malaysia. Recognizing the importance of preserving these linguistic
heritages, the government has undertaken efforts to
7. National Education Policy: support regional languages through various initiatives.
The National Education Policy outlines objectives These efforts include documentation projects, cultural
and strategies for language instruction and curriculum festivals, and language revitalization programs aimed at
development. It emphasizes the importance of language maintaining the vitality of regional languages while
proficiency for academic success and national safeguarding cultural identity.
development.
3. Bilingual Education Programs: Overview of Thailand’s Education System
In recognition of Indonesia's linguistic diversity,
some regions have implemented bilingual education 1. Basic Education
programs. These programs aim to promote proficiency in Basic education in Thailand is compulsory for all
both Bahasa Indonesia and regional languages among children from age 6 to 14. It consists of a six-year primary
students. By incorporating regional languages into the education and a three-year lower secondary education.
curriculum, these initiatives not only preserve linguistic 2. Secondary Education
diversity but also foster a sense of cultural pride and Secondary education in Thailand is divided into
inclusivity among students. two levels: Upper secondary education and Vocational
education. Upper secondary education is a three-year
4. Language Rights: program that prepares students for higher education or
Language rights are an integral component of vocational training. Vocational education offers specialized
Indonesia's language policies, ensuring that all citizens training in various fields to prepare students for specific
have access to education and government services in their careers.
preferred language. Efforts are made to accommodate
linguistic diversity in public institutions, allowing 3. Higher Education
individuals to communicate and access services Higher education in Thailand is offered by
effectively. Additionally, language rights initiatives seek to universities, colleges, and vocational institutions. The Thai
protect minority languages from marginalization and government plays a significant role in regulating and
promote their equitable treatment in society. overseeing higher education institutions.
5. Bahasa Indonesia untuk Penutur Asing (BIPA)
Program: 4. Role of the Government
The Bahasa Indonesia untuk Penutur Asing (BIPA) The Thai government plays a crucial role in shaping
program is designed to teach Bahasa Indonesia to non- and guiding the education system. It sets policies, provides
native speakers. Offered by universities, language funding, and establishes quality standards for schools and
institutes, and cultural organizations both within Indonesia universities.
and internationally, the program provides language
instruction at various proficiency levels. 5. Importance of Language in Education
Courses cover vocabulary, grammar, Language holds significant importance in
pronunciation, and cultural aspects of the Indonesian Thailand's education system. Thai language is the primary
language, enhancing participants' spoken and written medium of instruction in most schools, while English is
communication skills. The BIPA program also incorporates taught as a compulsory subject.
cultural immersion activities, such as field trips and
interactions with native speakers, to enrich the learning Language Policies in Thailand
experience.In conclusion, Indonesia's language programs • Official Language
and policies, including the Bahasa Indonesia untuk Penutur The official language of Thailand is Thai. It is the
Asing (BIPA) program, are guided by the twin objectives of primary medium of instruction in schools and the language
promoting national unity and preserving linguistic diversity. used in government, administration, and legal proceedings.
Through the promotion of Bahasa Indonesia as the
national language, support for regional language • English as a Second Language
preservation, implementation of bilingual education English holds a significant position as a second
programs, and protection of language rights, Indonesia language in Thailand. It is taught as a compulsory subject in
endeavors to create a society where linguistic diversity is schools, starting from the primary level.
celebrated as a cornerstone of national identity.
• Bilingualism and Multilingualism
Thailand It recognizes the value of preserving and promoting
Despite a century-old stereotype of the nation as a regional and ethnic languages spoken by minority
monolingual one with charming regional dialects, Thailand communities in Thailand.
is home to a population of about 60 million people with a
great diversity of languages. More than 70 languages, • Promotion of Bilingual Education
belonging to five different linguistic groups, are spoken by These programs aim to develop students'
millions of people. Nonetheless, an increasing percentage proficiency in both Thai and English languages.
of the nation's language resources are being identified and
used to address the two centrifugal forces of economic and • English as the ASEAN Lingua Franca
political turmoil as a centripetal force of globalization. Since Thailand is a member of the Association of
Southeast Asian Nations (ASEAN), English has been
adopted as the ASEAN lingua franca.
Benefits and Challenges of English Medium Instruction system will be strengthened even further and students will
(EMI) Programs Benefits of EMI Programs: be better prepared for success in a globalized world if
issues are addressed and fair access is encouraged.
1. Enhanced English Proficiency
2. Global Competence Singapore
3. Access to International Opportunities Planning a language is a time- and society-specific
4. Academic Accuracy task; any investigation into language, planning procedures
necessitates knowledge of the unusual and historical
Challenges of EMI Programs: setting in which language planning strategies are used
1. Language Barrier developed, put into practice, and the societal ramifications
2. Cognitive Load of these rules.
3. Teacher Competence
4. Maintaining First Language Proficiency Overview of Singapore’s Education System
Multilingualism brings forth numerous benefits for 1. Mother Tongue Based Multilingual Education (MTB-MLE)
individuals, spanning from enhanced communication skills
2. Bilingual Education Policy (BEP)
and enriched cultural connectivity to cognitive
enhancements like improved multitasking abilities and 3. Language Policy of the Commission on Higher Education
academic performance. Embracing linguistic diversity not
only enriches individual experiences but also fosters
deeper understanding across cultures and encourages MTB-MLE
global collaboration.
MTB MLE is short for Mother Tongue Based
V. BENEFITS OF MULTILINGUALISM FOR SOCIETY Multilingual Education. In the MTB MLE system, a child’s
first language or mother tongue (often denoted as L1) is
Multiculturalism refers to a society that is made up used to teach basic reading, writing and academic
of diverse cultural, ethnic, and religious groups. It is material. A second language (L2) is then gradually
characterized by the coexistence and interaction of people introduced into their learning so that they can transfer their
from different backgrounds, fostering an environment of skills across to that language.
inclusivity and acceptance. We live in a diverse society,
were everyone co-exist in a healthy environment. BEP
According to an article by Robert Longley, multiculturalism
is the way in which a society deals with cultural diversity, The Bilingual Policy of the Department of
both at the national and at the community level. Education, which was introduced in 1974 (through DECS
Order No. 25, s. 1974), was designed to develop a "bilingual
In multicultural communities, people retain, pass nation competent in the use of English and Filipino.”
down, celebrate, and share their unique cultural ways of
life, languages, art, traditions, and behaviors. There are a lot The Language Policy of the Commission on Higher
of benefits in a multicultural society. Through our Education In 1994, Republic Act No. 7722, creating the
differences we create a society that learns and respects Commission on Higher Education (CHED) was signed. This
each difference. Living -with multicultural society comes Act which is know as the “Higher Education Act of 1994”
with a great opportunity and numerous advantages such as provides that the CHED shall be independent and separate
economic benefits, cultural enrichment, and it can also
from the DECS and attached to the Office of the President
increase creativity and innovation. But aside from those
for administrative purposes only. Its coverage shall be both
advantages there are still disadvantages that arise in our
society, and it includes cultural clashes, language barriers public and private institutions of higher education as well
and discrimination. Indeed, there is no perfect society that as degree-granting programs in all post-secondary
exists. educational institutions, public and private.
To sum it all up, understanding the benefits of One of the first steps undertaken by CHED was to
multiculturalism can give us lots of opportunities, as well update the General Education Curriculum (GEC) of tertiary
as foster relationships and help us create a healthy courses leading to an initial bachelor’s degree covering four
environment for everyone. It creates diversity, equality as (4) curriculum years. This was done to make the curriculum
well as it fosters respect and love for everyone in our more responsive to the demands of the next millenium.
society. Just like what Ola Joseph said, "Diversity is not
about how we differ. Diversity is about embracing one The requirements of the new GEC are embodied in
another's uniqueness." the CHED Memorandum Order (CMO) No. 59, s. 1996.
Listed under miscellaneous of this CMO is its language
policy which is as follows:
In consonance with the Bilingual Education Policy provides greater access to information and resources both
underlined in DECS Order No. 52, Series of 1987, the domestically and internationally.
following are the guidelines vis-a-vis medium of instruction,
to wit: LANGUAGE POLICY ON CHED
1. Language courses, whether Filipino or English, should be The Commission on Higher Education (CHED) in
taught in that language the Philippines is in charge of developing rules that govern
higher education institutions (HEIs). Language policy is an
2. At the discretion of the HEI, Literature subjects may be important part of these regulations, since it encourages the
taught in Filipino, English or any other language as long as use of Filipino languages, fosters national identity,
there are enough instructional materials for the same and preserves cultural history, and promotes unity in diversity.
both students and instructors/professors are competent in
the language. Policies that allow for Filipino language instruction
Courses in the Humanities and Social Sciences should promote access to education for students from various
preferably be taught in Filipino. backgrounds by reducing learning barriers. Bilingual
education improves cognitive ability, creativity, and critical
thinking. Policies that identify and encourage indigenous
VII. ADVANTAGES OF THE LANGUAGE POLICIES AND languages help to conserve indigenous knowledge
EDUCATIONAL APPROACHES MTB-MLE systems, particularly at higher education institutions with
a rich cultural legacy. Balancing Filipino language use with
MTB-MLE programmes have been shown to
English competence helps students prepare for the global
improve Filipino students' learning outcomes, with
workforce.
research which indicates that students taught in their
mother tongue outperformed those not. This shows that VIII. ISSUES AND DILEMMAS
MTB-MLE helps students understand and comprehend SURROUNDING THE LANGUAGE
concepts in their native language, establishing a solid basis POLICIES MTB-MLE
for academic achievement.
The MTB-MLE reform in the Philippines contains
Additionally, MTB-MLE has been relevant to lower high ambiguity and high conflict. In terms of ambiguity, the
dropout rates and higher retention rates, particularly in DepEd orders specified what should be done but offered
early grades. MTB-MLE promotes cognitive development, little support for how it should be done. There were also
particularly literacy acquisition and critical thinking skills. issues of whether English was the best language for
The effectiveness of these programmes is credited to education in the Philippines, due to the fact that local
community engagement, which includes curriculum languages were not used as a medium of instruction.
development and implementation by educators,
community leaders, and policymakers. This generates a Milambiling (2011) states that those who speak
sense of community ownership and empowerment, which more than one language are also generally more aware of
improves the program's effectiveness and long-term sociolinguistic variables and functions than those who
reliability. speak one language, and they are adept at switching
between different regional varieties, registers, and formal
BILINGUAL EDUCATION POLICY and informal language styles.
Bilingual education is a valuable approach that In other words, the advantage of being multilingual
helps preserve cultural heritage by allowing students to is that it creates various kinds of connections in the brain,
learn in both their native language and a second language, which gives multilingual individuals an advantage in some
typically English. This fosters a sense of pride and identity respects compared with monolingual individuals.
in one's own culture while promoting understanding of On the other hand, Bernardo (2004) writes that
other cultures. Bilingualism can lead to enhanced cognitive even though there were studies at that time that showed
skills, such as problem-solving, creativity, and mental the positive effects of using local languages in education
flexibility. (see also Nolasco, 2008), there was no altering of the
dominant position of English. However, because of the
Students in bilingual education programs often positive results of a few studies on mother-tongue
outperform monolingual peers in academic subjects like education, the Philippine government decided on a formula
mathematics and literacy. Bilingual education also provides for language in education that involved local languages
better job opportunities, as proficiency in multiple being used up to the second grade and English as the
languages is increasingly valued in the global job market. It medium of instruction from third grade onward.
also promotes social cohesion by promoting
understanding and communication across linguistic and Moreover, the following are the several issues and
cultural boundaries. Additionally, proficiency in English dilemmas encountered by Teachers in Implementing
Mother Tongue - Based Instruction in a Multilingual Setting Language as Identity
in the Philippines.
Filipino and English both serve as a prominent
Lack of support from the government medium of communication here in the Philippines.
However, there are instances where students may face
The implementation of MTB-MLE requires discrimination or stigmatization as being less "Filipino," just
sufficient resources from the government. However, because they are fluent in terms of utilizing the English
without sufficient financial resources allocated, the school language or they are equally adept in both languages. Due
will find it challenging to impart knowledge to their to this misconception, students may lose their confidence
students, thereby compromising the overall quality of to speak, or worse, might hinder students’ academic
education delivered to students. development.
Absence of books that are written in mother
Insufficient Bilingual Learning Materials
tongue.
Challenges related to learning materials impose an
There are no dictionaries or even textbooks that
additional burden on bilingual educators. They find
can accommodate the needs of the learners having
themselves compelled to invest extra time and effort in
different mother tongues. The absence of books written in
creating teaching materials due to the inadequacy of
native language affects the teaching specifically when
available resources, especially in rural or public schools
translating since their students are speakers of different
where textbooks and learning materials are scarce. Without
languages. When such materials are unavailable,
enough learning resources, it is difficult for the students to
educators are forced to rely on inadequate resources,
be able to achieve proficiency and competence in both
hindering their ability to effectively transmit knowledge to
English and Filipino, which ideally should have been
their students.
provided prior to the implementation of the policy.
Lack of teacher-training program Taking everything into account, the educational
system is the problem itself, not the educational reform.
Teachers are ill-prepared for the sudden change in
The aforementioned challenges clearly state the current
educational reform. Due to inadequate skills and support,
situation faced by the field of education. Each of these
educators may struggle to adapt their teaching
issues made a huge impact in terms of the students’
methodologies to effectively teach academic content in
learning experience. As we all know, the main purpose of
the native language.
these educational policies is to facilitate students in
BILINGUAL EDUCATION POLICY acquiring proficiency and competency not just in the field
of academics but also beyond it.
The first and most comprehensive evaluation of the
Furthermore, I would just like to highlight that we
accomplishments of bilingual education in the country
should focus on improving our educational system. We
(Gonzalez and Sibayan 1988) found that more than MOI, the
should strive to emulate the attributes of highly developed
most significant contributor to success in learning in
nations and establish a society where we will be identified
school in the country is the socioeconomic composition of
as comparable to those classified countries that have
the student population which correlates with quality of
teachers, salary, and proximity to an urban environment. In advanced and intellectual learners.
other words, bilingual education failed to overturn LANGUAGE POLICY OF THE COMMISSION ON
“opportunities for advancement [which] seem to be largely HIGHER EDUCATION
restricted to those who already enjoy social and economic
advantages in Philippine society” (Bernardo 2004, p. 26). The language policy on CHED, specifically the
guideline on teaching Literature subjects in Filipino, English
Language Domination or any other language may clash with an already existing
Executive Order No. 210 series of 2003, section 2 which
The usage of the Filipino language and the English states that Institutions of higher education, including State
language as the mode of instruction should be in the right Colleges and Universities, are hereby encouraged to adopt
balance, given the fact that bilingual education aims to the use of the English language as the PRIMARY medium of
improve the proficiency of both languages. However, failure instruction in the tertiary levels.
to strike this balance can impede the academic progress of
the students.
LANGUAGE AND MILLENNIUM DEVELOPMENT GOALS Bangladesh: Strengthening local languages bolsters
communities
WHY LANGUAGE MATTERS FOR THE MILLENNIUM - A project working to improve the situation of the
DEVELOPMENT GOALS? Kol and Koda minority people in Bangladesh found that the
The Millennium Development Goals (MDGs) are a communities were losing engagement with their mother
set of shared aspirations and efforts to make the world tongue but were also not proficient in the dominant
more equitable and sustainable. At the heart of the goals is language, Bangla.
the recognition that for this global initiative to be effective, This placed them at multiple disadvantages. Thus,
all people need to be included. a joint project of SIL Bangladesh and Food for the Hungry
Language is the key to inclusion. Language is at the placed importance on strengthening the
center of human activity, self-expression, and identity. mother tongue, while also focusing on enabling the
Recognizing the primary importance that people place on communities to take ownership of the development
their language fosters the kind of true participation in process through participation.
development that achieves lasting results. The project has engaged with a wide range of local
ideas about language and language choices while
These are the 8 goals of MDG for their goal; maintaining an emphasis on the importance of the mother
tongue. To strengthen the local languages, the initiative has
GOAL 1: ERADICATE HUNGER AND POVERTY worked on developing local writing systems. It continues to
People’s languages are vitally important to them. work in the local languages to develop community
Through language, people communicate, share meaning, institutions to bolster self-reliance, savings, skills
and experience their sense of individual and community development, and advocacy for rights.
identity. Loss of language and culture is frequently
accompanied by large human and social costs, including Language and development: Some tools and
poverty, poor health, drug and alcohol abuse, family approaches
violence, and suicide. Program planning/early stage: Awareness of language
“Language has a very influential role in fostering issues from the beginning pays off;
the process of an informed public dialog and debate”.
Language is still rarely explicitly articulated in key • Conducting linguistic surveys: In linguistically diverse
international and national poverty reduction documents or areas, effective communications for development planning
communications planning. This means insufficient include conducting a “language audit” or a sociolinguistic
attention is given to the unique situations of ethnolinguistic survey of the partner population.
minorities and their particular problems in being included
in development processes. • Strengthening participation of local actors in research:
Language research has primarily been the domain of
Problems and solutions that MDS provides in different “outsiders”, such as linguists and ethnographers.
countries:
• Including a focus on intercultural communications:
Thailand: Sharing language and culture helps mountain Staff working in linguistically and culturally diverse settings,
peoples who are aware of key ideas around intercultural
- Indigenous and ethnic minorities suffer from significant communications and cultural competence, are better
poverty and marginalization in many countries. The Inter equipped to foster participatory development.
Mountain Peoples Education and Implementation stage: acting on awareness of language
Culture in Thailand (IMPECT) organization, based in the issues;
province of Chiang Mai, has led a variety of initiatives to
strengthen local ethnic minority communities. • Sharing information through printed materials: Project
Among these are initiatives in which ethnic information and key messages produced in local languages
communities have articulated and documented in their help ensure that minority people are
local languages key information on their beliefs and informed and are enabled to enter into discussions, ask
customs. The information has been shared with Thai questions, and make suggestions.
education officials at the district, provincial, and national
levels. One reported result of such sharing is greater • Employing creative channels of information:
flexibility in local education curricula, with more emphasis Communication vehicles such as radio, video, and theater
placed on indigenous culture, knowledge, and language. allow important health and other development messages
This contribution to community strengthening is an to reach illiterate populations.
important element in the work of local minority groups as
they seek sustainable solutions to the challenges they face • Identifying the right sources for sending information:
in terms of cultural survival, development, and livelihoods. When people are receiving and reviewing new information,
they must be able to identify the information source.
quality and access are in the political and economic
Monitoring stage: Language as a measure of impact interests of countries with high levels of linguistic diversity.
• Language as a measure of effectiveness: Including In the Asia-Pacific region, in 2009, the Philippines adopted
language indicators can help measure the value of a policy to institutionalize mother tongue-based
development initiatives. multilingual education in all public and private schools,
from preschool to high school.
GOAL 2: ACHIEVE UNIVERSAL PRIMARY EDUCATION Announcing the new policy, the Department of
To ensure that children universally, including both Education stated; “The lesson and findings of various local
boys and girls, who receive a good educational foundation initiatives and international studies in basic education have
at pre-primary and primary school levels are in a much validated the superiority of the use of the learner's mother
better position when they navigate life’s challenges as tongue or first language in improving learning outcomes
adults. and promoting education for all.”
Education is one of the most important ways for Development partners can support governments
people to move out of poverty, and a strong basic education by promoting the use of appropriate languages as a central
is the first step. It has been found that children from pillar in achieving education quality and inclusion. In the
ethnolinguistic minorities especially girls are Asia-Pacific region, for example, programs have been
disproportionately represented among those who are not implemented or planned in Bangladesh, Cambodia, China,
receiving any or adequate education. India, Papua New Guinea, the Philippines, the Solomon
Significant progress is being made on MDG. Yet Islands, Thailand, and Vietnam, to name a few. Many
data indicated that an estimated 67 million of the world's mother tongue-based education initiatives in developing
children are still not enrolled in primary education. Many and middle-income countries are, as yet, on a small scale.
children who enroll in school later drop out. Without free “Scaling up” such initiatives will be vital as countries strive
and compulsory primary education, those who cannot to achieve MDG 2.
afford to go to school are denied a fundamental right.
The ability of a family to pay for direct, indirect, or GOAL 3: PROMOTE GENDER EQUALITY AND EMPOWER
hidden costs should never be the decisive factor in enjoying WOMEN
the right to education. Without quality education, relevant Women and girls are disproportionately
content, and minimum standards, the achievement of represented amongst the world’s most marginalized.
MDG2 is undermined by dropouts. Lack of quality also Women from minority groups are often particularly
makes the goal insufficient for the full development of the excluded from opportunities to improve their situations.
individual, for future job prospects, and for the ability to They suffer the “compound” impact of discrimination
fulfill the other goals and claim all other rights. based on gender and discrimination based on ethnic,
Without a full reference to non-discrimination on religious, or linguistic diversity. Investing in women and girls
any ground, some groups remain invisible. States may has been described as a
easily argue they have achieved the goal of having all boys “breakthrough strategy” for achieving all the MDGs.
and girls in class, but if they count only those that are visible
and if they do not provide support or facilities for other That is because research has found that improving
groups when they are included, the target may be met, but women’s control over resources, their level of decision-
the human right is not fulfilled. making power in the family and household, and their degree
of control over their physical security can help “free up
Why language is important? bottlenecks” that hamper further progress across all the
Many children struggle at school when they are MDG targets.
forced to learn languages that are not their mother tongue.
School systems that do not use learners’ languages or Why language is important?
respect their cultures make it extremely difficult for Education for girls: Research into bilingual
children to stay in school and learn. Teaching children for a education in Africa and Latin America has found that girls
recommended six to eight years in their mother tongue, as who learn first in familiar languages stay in school longer
well as gradually introducing national or other dominant and are more likely to be identified as good students.
languages (sometimes called Mother Tongue-Based Education for women: Improving adult women’s immediate
Multilingual Education) – has the following outcomes: situations is vital to achieving development goals.
Children receive a good foundation, children Research has also shed useful light on how language is at
perform better, fewer children repeat grades, fewer the center of culture and belief systems that contain
children drop out of school, children have more family elements that can both empower and disempower women.
support, and cycles of exclusion are broken.
Language and Inclusive Basic Education: Issues and Inclusive school cultures value diversity. In
Challenges Barton's (1997: 235) words, `difference is now to be viewed
as a challenge, a means of generating change and an
1.1 Language and Inclusive Basic Education
encouragement for people to question unfounded
Language, as defined by Oxford Languages, is "the
generalizations, prejudice and discrimination'. It should
principal method of human communication, consisting of
allow students with extraordinary gifts and talents to move
words used in a structured and conventional way and
at their natural learning rate; students who are average and
conveyed by speech, writing, or gesture." Languages are
slower than average to learn to the best of their ability, and
the most powerful instrument to preserve and extend
students with specific learning needs to receive creative
heritage and inspire solidarity based on understanding,
and effective supports to maximize their success.
tolerance and dialogue. It is fundamental to
Mother-Tongue Communication and Teaching
Forms of Inclusion Students may come from homes where the
language spoken is different from the language of
Physical Inclusion instruction. This can create a barrier to understanding
Physical inclusion ensures that all students, concepts and might hinder their academic progress and
including those with disabilities, have equitable access to cultural identity. Some educational systems restrict the
all facilities, services, and activities. It supports students use of students’ home languages, hindering their initial
with disabilities who wish to participate in physical learning and connection to the material.
activities before, during, and after school. It is important to note that early literacy
development is best built on a foundation of the language a
Social Inclusion child already understands. Ensuring mother-tongue
Social inclusion is both an outcome and a process communication and teaching in education is important for
aimed at improving the conditions for groups and fostering inclusive learning environments and promoting
individuals to participate in society. It combats academic success among students. When students are
discrimination, reduces social disparities, prevents taught in a language they understand, it not only helps them
exclusion and marginalization, and ensures the well-being grasp concepts better but also allows them to stay
of all society members, regardless of their ethnic, cultural, connected to their culture.
or religious affiliations. Many students come from homes where they
speak a different language than the one used in schools.
Cognitive Inclusion This language difference can make it hard for them to
Cognitive inclusion refers to the role of cognitive understand what they're being taught and can slow down
education and mediated learning as tools to enhance their learning progress, which can be frustrating. Some
teachers' teaching processes and students' learning schools even forbid students from using their native
processes. It emphasizes the need to transform the language, which makes it even harder for them to connect
mindsets of both teachers and students to contribute to a with the material.
more inclusive education.
Inclusive basic education, underpinned by Policy
language, is crucial for fostering a learning environment The choice of language used in education is often
that is welcoming, supportive, and conducive to the dictated by the government. They may want to ensure that
success of all students. It encompasses physical, social, everyone communicates in a common language or learns
and cognitive inclusion, all of which contribute to a the language used in the country’s economic activities, or
comprehensive and well-rounded educational experience. that its use establishes a sense of national unity. As a
result, educational policies often fail to adequately address
ISSUES AND CHALLENGES the needs of multilingual learners. These policies may
Key Issues to Consider in Language and Inclusive Basic prioritize a single mode of instruction, thereby neglecting
Education the potential benefits of mother-tongue education.
Inclusive basic education strives to create a
learning environment that welcomes all the students The influence of government policies on language
regardless of background or ability. However, language can in education is profound, shaping the linguistic landscape
become a significant barrier to achieving this goal. The of classrooms and learning environments. Often driven by
following are the key issues and challenges to language in objectives such as promoting national unity or economic
inclusive education according to Helen Pinnock and competitiveness, these policies tend to prioritize the use of
Samantha Ross Hepworth. a dominant language as the medium of instruction.
While such measures may aim to streamline
communication and foster cohesion, they can
inadvertently marginalize students who speak minority
languages or come from diverse linguistic backgrounds. In
many cases, multilingual learners face significant barriers
to accessing quality education due to a lack of support for
their mother tongue in school settings.
Peer Group
Peer groups contribute to inclusive education by
discouraging bullying and isolation, encouraging
collaborative learning and cross-age peer support, forming
partnerships, providing technical support, and sharing
study materials.
Administrators/Policy Makers
Administrators and policy makers can champion
The Incremental Policy Model is a methodological inclusive education by enforcing the accurate
framework for formulating and implementing policies implementation of constitutional rights, introducing new
characterized by adopting gradual and incremental schemes for such students, providing special
changes implemented through small-scale steps. The infrastructural facilities, offering scholarships, offering
emphasis lies in utilizing the existing policy framework as a financial support to the families of such children, providing
foundation for decision-making rather than commencing employment opportunities
from a blank slate. to parents of such children, promoting multicultural
The model recognizes the constraints imposed by education, and implementing multi-grade teaching
the existing resources and emphasizes the importance of methodologies.
striking a balance between gradual modifications and
maintaining stability. Developing and executing policies on CONCLUSION
inclusive education, particularly in making changes, should Inclusive education benefits both individuals with
be done gradually and incrementally, using small-scale impairments and those without disabilities. By placing all
steps. Various current policy frameworks are bases for children, regardless of their challenges, in age-appropriate
decision-making by policy experts. Thus, acknowledging general education classes within their local schools, they
the limitations imposed by the existing resources and receive high quality instruction, interventions, and support
highlighting the significance of finding a middle ground that enable them to succeed in the core curriculum,
between making gradual changes and preserving stability. irrespective of their abilities.
This approach promotes unity in learning and
6.1 Role of Teachers in Inclusive Education fosters inclusivity by embracing individuals of diverse
Inclusive education, which seeks to provide all ethnicities, skin colors, disabilities, and more. Inclusive
learners, with or without support networks, the opportunity education differs from traditional schooling as it prioritizes
to learn together, involves a significant shift in perspective. equal access to education and encourages interaction
among all students, including those with special needs. Its
primary objective is to ensure that every student feels
included, appropriately challenged, and motivated to come from diverse linguistic backgrounds. This is a
overcome their weaknesses. common scenario in many educational settings around the
Language and inclusive basic education are world.
essential for creating a fair and supportive learning Understanding the meaning of multilingualism in
environment. Inclusion in education means valuing all the classroom is essential for teachers to create an
students equally and reducing barriers to learning. inclusive and effective learning environment. The following
However, challenges like language barriers and are three different variables to include when understanding
limited resources need to be addressed. To overcome the meaning of multilingualism in the classroom:
these challenges, we can use models like the rational
policy model and the incremental policy model. Teachers 1) Diverse Language Backgrounds:
play a crucial role and should receive continuous training to Multilingualism in the classroom means that
teach in inclusive classrooms. Collaboration among students come from various linguistics backgrounds. They
teachers, parents, and other stakeholders is important. may speak different languages at home or have varying
Comprehensive policies and legislative levels of proficiency in the language of instruction.
frameworks are necessary to protect the rights of students
with disabilities and marginalized backgrounds. These 2) Language Diversity:
policies should focus on language access, curriculum In such classrooms, there may be a mix of
design, collaboration, intervention, facilities, and languages spoken, and students may be bilingual,
stakeholder engagement trilingual, or more.
3) Cultural Diversity:
Multilingualism in the Classroom Multilingual classrooms often come with cultural
diversity, as language and culture are closely linked.
INTRODUCTION Students bring their cultural perspectives, traditions, and
Language diversity can sometimes create values to the classroom.
confusion and challenges in communication and social
interaction. However, the education sector is particularly CHALLENGES OF MULTILINGUALISM IN THE
impacted by the language barrier. Students often find it CLASSROOM
difficult to adjust to and comprehend what is being taught Challenges of multilingualism in the classroom includes:
if the language used for instruction is not familiar to them.
In various parts of the world, including the • Language Barriers:
Philippines, multilingual students are common. In fact, Teachers may face challenges in effectively
extensive research and evidence suggest that knowing communicating with students who have limited proficiency
more than one language yields cognitive and practical in the language of instruction. This can
benefits that are advantageous for teaching and learning. hinder comprehension and participation.
Thus, every teacher should strive to recognize, • Differentiated Instruction:
promote, and utilize the linguistic knowledge and skills of Meeting the diverse language needs of students
their students, regardless of their subject specialization. can be challenging. Teachers must adapt their teaching
methods and materials to accommodate various language
MULTILINGUALISM levels.
Multilingualism can be defined as “the ability of
societies, institutions, groups and individuals to engage, on • Assessment:
a regular basis, with more than one language in their day- Designing fair assessments that accurately
to day lives” (European Commission, 2007: 6). The word measure students’ knowledge and skills while considering
multilingual comes from two Latin words, “multi” means language barriers can be complex.
many and “lingua” which means language.
According to The Britannica Dictionary, • Cultural Sensitivity:
multilingualism refers to the ability to speak and Teachers need to be culturally sensitive and avoid
understand more than one language, either by an individual bias or discrimination in their teaching practices.
speaker or by a group of speaker.
Nowadays, multilingualism has spread in the • Resource Constraints:
educational context because of historical, social, political Limited resources for language support, such as
and economic reasons. However, multilingualism in bilingual materials or language specialists, can hinder
education does not necessary imply multilingual effective teaching.
education.
1) Cultural Competence:
Teachers should develop cultural competence to
understand and respect the diverse backgrounds of
their students.