MONOLINGUAL TO

MULTILINGUAL: LANGUAGE
PROGRAMS AND POLICIES
COUNTRIES
 MONOLINGUAL
-often refers to a person who
speaks only one language.
 MULTILINGUAL
-refers to one using three or more
languages.
WHAT ARE LANGUAGE
PROGRAMS
LANGUAGE PROGRAMS
In the context of education,
language programs relate to
particular curricula,initiatives, or
courses that are intended to teach
and improve students'
languageskills.
LANGUAGE PROGRAMS
These programs are often used in
educational settings like schools
anduniversities to assist the growth
of language competency in a variety
of areas likereading, writing,
speaking, and listening.
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 aswell as a focus on
helping students improve their ability to
communicateeffectively 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 allimproved with the aid of
these applications. They could be provided
asstand-alone courses or added to the
standard curriculum
 ENGLISH LANGUAGE ARTS (ELA)
PROGRAMS
Reading, writing, speaking, and listening
abilities are all integrated into ELAprograms'
holistic approach to language instruction.
Through literary analysis,writing exercises,
class debates, and presentational activities,
these programsseek 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 nativelanguage as
well as the intended language. While
preserving and honouringthe cultural origins
of the students, the objective is to promote
bilingualismand biliteracy
 LITERACY PROGRAMS
These initiatives concentrate particularly on
enhancing writing and readingabilities. They
might include phonics, comprehension,
vocabulary-building,and writing-related
strategies. For pupils at different grade levels,
literacyprograms can be adjusted to suit
unique requirements like early
literacyintervention 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. Throughcontinual exposure and
practice, students gradually improve their
languageability while being totally immersed in
it.
 WHY ARE “LANGUAGE
PROGRAMS” ESSENTIAL?
WHAT ARE LANGUAGE
POLICIES?
 Language Policies
Language policies are intentional and
methodical steps taken by
governments,institutions, or organizations to
control the use and status of languages within
aspecific context or territory. These policies can
cover a wide range of topics, includingthe
choice and promotion of official languages,
language planning and development,language
rights, language education, language use in
public areas, andlanguage-related legislation.
 Language Policies

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 linguisticrights and
equality, the facilitation of interaction and
integration between linguisticcommunities, 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, andlanguage-inclusive
legislation are a few examples of how they can be
implemented.
 WHY ARE “LANGUAGE
POLICIES” ESSENTIAL?
 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 Malayas 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 thoselanguages, the educational system
uses Standard Malay and English as theprimary teaching
languages.
 BRUNEI
➔ The usage of the two supra-regional languages, English
and Standard Malay,rather than Bruneian languages offers
various issues even if the educationalsystem 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
factoofficial language.
➔ Local language usage in the classroom is forbidden by
law.
 MALAYSIA
➔ Standard Malay is used as the primary language of
instruction in "nationalprimary 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-dominantlanguages are taught as subjects.
➔ English was the language of instruction for Mathematics
and Science inMalaysia from 2003 to 2012, but it was
discontinued because so manyinstructors and students in
rural regions found it difficult to use the languagefor
instruction and learning.
 INDONESIA

➔ At all educational levels, Indonesian is the

language of instruction and literacy.
➔ However, information regarding second-
language speakers' Indonesiancompetency is
lacking, notably in the field of education. The other
populationspeaks a few regional tongues, such as
Javanese, Madurese, andSundanese
.
 INDONESIA

.➔ Although non-dominant languages are allowed to be used

and developedunder 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 theearly years of
education.
➔ Though a few mother tongue-based multilingual education
(MTB-MLE) pilotprograms have started in Eastern Indonesia,
Indonesian is the only languageof 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 minoritycommunities in the
late 1990s, Khmer was the exclusive language of instruction.
Currently, literacy and instruction are conducted in fivenon-
dominant languages.
➔ The language laws of Cambodia have gradually advanced
during the pasttwenty years. Local governments in some
minority regions now have theoption to select the
language(s) of instruction thanks to the Education Law of
2007.
 CAMBODIA
➔ In 2010, the "Guidelines on implementation of
bilingual education programsfor indigenous
children in highland provinces" were published.➔
Non-dominant languages' status in education was
further enhanced in 2013by the Bilingual Education
Decree. The "Multilingual Education National Action
Plan" (MENAP), which was developed following a
series of discussionsin 2014, was finally approved in
2015.
 SINGAPORE
➔ Singapore is multilingual island nation
it has four official language. The languages are
English, Malay (national language). Chinese and Tamil.
The purposes of theses languages is to serve
pragmatic roles (Pakir 1994)
English is the medium of all content-area
English - neutral language, to promote unity, lingua
franca, MOI
Bilingualism- started in 1956
 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 NationalLanguage Policy (NLP) in 2010 and 2012,
respectively.
➔ Non-dominant languages and their application in education
are also topicscovered by the NLP. In accordance with the NLP,
the foundation for cognitivedevelopment should be the learners'
first languages.
What are the advantages of being a
multilingual in a country that is
monolingual?
 CONCLUSION

Language programs and policies in

multilingual societies provides a survey of
local and international basic education
language programs and policies that
account for issues. and considerations
relevant to the engagement of teachers in
school settings.
REFERENCES
https://www.scribd.com/document/64837675
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Language-Programs-and-Policies-Across-
ASEAN-Countries-Written-Report-Highlighted?
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THANK YOU!
JEDLIE KYLA CAGUMBAY
OLIVER COSTALES
JOEY BALIWAG