LANGUAGE-IN-

EDUCATION POLICIES:
ISSUES AND
CHALLENGES
MEMBERS:
ACEDILLO, VENZ LORENZ
REFUERZO, QUENIE JOY
MONTEMOR, DIVINE
LEARNING OBJECTIVES:
At the end of the lesson, you should be able to:

1. Analyze an actual case of introducing an LEP

to understand the requisite transformation in
education and the challenges associated with it;
2. Evaluate the veracity of the reported
challenges in LEP, language Instruction, and
multilingualism; and
3. research and propose viable solutions to the
 LANGUAGE POLICY AND
LIMITED ENGLISH
PROFICIENCY (LEP)
PROGRAMS TYPICALLY HAVE
SEVERAL MAJOR GOALS:
1.Equity and Access:
Ensuring that all individuals, regardless of their
language background, have equal access to services,
programs, and opportunities. This involves providing
language support and accommodations to facilitate
meaningful participation for those with limited
proficiency in the dominant language.
2. Communication and Integration:
Facilitating effective communication between
individuals and institutions that speak different
languages. This goal aims to foster social cohesion,
promote integration of linguistic minorities into
society, and reduce language barriers that may impede
access to information, services, and rights.
3. Education and Empowerment:
Supporting language learning and proficiency
development among language minority populations.
Language policies often include provisions for
bilingual education, English as a Second Language
(ESL) programs, and other initiatives aimed at
enhancing linguistic skills and academic achievement.
4. Legal Compliance:
Ensuring compliance with legal mandates and
obligations related to language rights, including
provisions outlined in national and international laws,
such as the Civil Rights Act in the United States or
language rights frameworks in multilingual countries.
5. Cultural Preservation:
Recognizing and preserving linguistic diversity as
a valuable aspect of cultural heritage. Language
policies may include measures to support the
maintenance and revitalization of endangered
languages, as well as the promotion of bilingualism or
multilingualism as assets in a globalized world.
6. Effective Governance:
Enhancing the efficiency and effectiveness of
public administration by providing language services
and resources to facilitate communication with
diverse linguistic communities. This goal is essential
for ensuring that government agencies can serve all
constituents equitably and address t needs of diverse
populations.
7. Economic Development:
Recognizing the economic benefits of linguistic
diversity and proficiency. Language policies may aim
to leverage multilingualism as a resource for
international trade, tourism, cultural exchange, and
innovation, while also addressing language barriers
that may hinder economic participation and mobility.
THE CASE OF
ISRAEL
Israel is a linguistically diverse country consisted of
Jewish, Arabs, immigrants from Russia and Ethiopia
to name a few.

Hebrew is the language for everyday communication

by the dominant group, the Israelis.

Arabs use a variety of spoken Arabic at home; they

adhere to the Modern Standard Arabic (MSA) for
writing.
Immigrants like Russians and Ethiopians use their
home language.

Hebrew and Arabic are considered as official

languages.

The first LEP was only documented in 1996. Prior to

this, no policy governs Jewish schools.
In 1996, the LEP of Israel was finalized; the LEP
claims to adopt a multilingual principle- that different
languages are used for different purposes. The
document explicitly states the following:

• For Jewish schools, Hebrew is the official language

of instruction. English is introduced in Grade 4
onward. Arabic and French will be considered as
additional languages and will be taught for a period
of three years, starting Grade 7.
• For Arab schools, Arabic is the language of instruction
and Hebrew will be taught in Grade 3 onward and
English starting in Grade 4. Additional languages are
encouraged to be taught.

• For immigrants, they are encouraged to maintain their

home languages through special classes; the national
curriculum does not mention anything about the age,
duration, and content, among others, of the teaching of
the home languages of the Immigrants.
 The language-in-education policies,
specifically those of Southeast Asian countries,
were, by principle, designed to promote
multilingualism in all layers and levels of
society. Clayton (2006) posited that LEPs of SE
Asian countries have two general themes:
1. LEPs are attempts of governments "to forge post-
colonial or contemporary identities at the national
level".

2. LEPs create spaces for learning English as a foreign

language. Though the attempts to accommodate the
non dominant languages are evident, it is undeniable
that nations, including SE Asian countries, continue to
face challenges in the implementation of a pluralistic,
more inclusive LEP.
Kosoken and Young (2010) presented some problems in
SE Asian countries concerning multilingual education.
1. Multilingual Education is expensive.

2. The use of multiple languages in education can divide a nation.

3. Most SE nations are still in the process of nation-building

(after colonization); thus, it is important that a national language
is identified and preferred.
4. The use of non dominant languages delays the learning of
dominant (national, official, or international languages).

5. No orthographies for non dominant languages.

6. So many languages being used in a school can cause

problems for teachers and students.

7. The LEP may be clearly written, but it is a different story

when implemented given the lack of support
 CHALLENGES AND POSSIBLE SOLUTIONS
ISSUES IN MULTILINGUAL
EDUCATION
• Prioritize and allocate
1. Multilingual Education is sufficient funding.
• Government and educational
expensive institutions can also seek
partnerships and collaborations
with international
organizations
• Investing in technology
• Implementing cost-effective
strategies
 CHALLENGES AND POSSIBLE SOLUTIONS
ISSUES IN MULTILINGUAL
EDUCATION

2. The use of multiple • Implementing

languages in education multilingual education
programs in a way that
can divide a nation. promotes inclusivity,
respect for linguistic
diversity, and national
cohesion strategies.
 CHALLENGES AND POSSIBLE SOLUTIONS
ISSUES IN MULTILINGUAL
EDUCATION

3. Most SE nations are still • Balancing factors like

in the process of nation- fostering national
building (after unity and identity
colonization); thus, it is
while also respecting
important that a national
language is identified and
and preserving
preferred. linguistic diversity.
 CHALLENGES AND POSSIBLE SOLUTIONS
ISSUES IN MULTILINGUAL
EDUCATION
4. The use of non dominant • Balancing the promotion
languages delays the of non dominant
learning of dominant languages with the need
(national, official, or to ensure proficiency in
international languages). dominant languages to
avoid potential
disadvantages for
students in the long run.
 CHALLENGES AND POSSIBLE SOLUTIONS
ISSUES IN MULTILINGUAL
EDUCATION

5. No orthographies • Develop orthographies

for non dominant for nondominant
languages to promote
languages. their use and preserve
linguistic diversity in
multilingual education
systems.
 CHALLENGES AND POSSIBLE SOLUTIONS
ISSUES IN MULTILINGUAL
EDUCATION

6. So many languages • Requires careful

being used in a school planning for effective
language policies.
can cause problems to • Ongoing support for
teachers and students. both teachers and
students in multilingual
education settings.
 CHALLENGES AND POSSIBLE SOLUTIONS
ISSUES IN MULTILINGUAL
EDUCATION

7. The LEP may be • Not only establish clear

LEPs but also ensure that
clearly written, but it they are accompanied by
is a different story the necessary support,
when implemented resources, and
infrastructure to enable
given the lack of successful implementation
support. in multilingual education
settings.
THANK
YOU!