the mother tongue by about half of the population. At present, local languages are not used ineducation. Nevertheless, local languages are widely used orally in schools in ethnic minority areas.MalaysiaAbout 140 languages are spoken in Malaysia. Malay is the official national language. Most schoolsuse Malay as the medium of instruction. In ‘national-type’ primary schools, languages such asMandarin, Tamil or other Indian languages are used as media of instruction. In Malay-mediumschools, Tamil, Mandarin and some indigenous languages can be studied as subjects. Recently,several indigenous peoples of East Malaysia began education programmes using local languages,taught mainly as school subjects. However, these endeavours cannot yet be considered bilingualeducation.MyanmarMore than 100 languages are spoken in the Union of Myanmar. The language of instruction in thegovernment system of education is Myanma, the official language, and local languages are not usedin the government system of education. However, local languages are widely used in non-formaleducation and adult literacy programmes by civil society organizations and language communities,particularly in northern states that are predominantly inhabited by ethnolinguistic minorities.PhilippinesSome 170 languages are spoken in the Philippines. Most languages have writing systems, andmore than 100 languages have some literature in them. English and Filipino are the languages ofeducation, and the official languages of literacy for the nation. Local languages have been used insome government schools as “transitional” or “auxiliary” languages for initial instruction in earlyprimary grades. However, local languages are mostly used orally to explain the curriculum. Locallanguages are used more widely in the non-formal sector that focuses on adult literacy. Such educationprojects are usually run by NGOs and community organizations.SingaporeMore than 20 languages are spoken in Singapore. English is the sole medium of instruction at alllevels of education. Three other official languages, i.e. Malay, Mandarin Chinese and Tamil, aretaught as second languages. Apart from Tamil, other Indian languages can also be studied as subjects.Unlike in most nations in South-East Asia, local languages are not at all used in education.ThailandMore than 70 languages are spoken in Thailand. Standard Thai is the official and national languageof Thailand, and the medium of instruction at all levels of education. In minority areas, teachershave used local languages orally in early grades. In some areas, local language classes are taughtin the slot of “local curriculum.” Some local languages are used in non-formal education. Noneof these projects, however, are actual bilingual education.5
Viet NamApproximately 100 languages are spoken in Viet Nam. The national language is Vietnamese, andit is spoken as the first language (or one of the first languages of bilingual people) by around90 percent of the population. Bilingual education and the use of local languages in education arestrongly supported by various policy documents. Yet, Vietnamese remains the main medium ofinstruction at all levels of education, also in predominantly non-Vietnamese areas. Local languagesare used in education in some areas, and are mostly studied as subjects, accounting for up to20 percent of the primary education curriculum in some areas.Language-in-EducationPolicy and Practice in OtherCountriesChinaMore than 200 languages are spoken in thePeople’s Republic of China. MandarinChinese is the official language. There arelaws and policies supporting the use of ethnicminority languages as the media of instructionin minority areas. However, such policies arenot implemented everywhere, and they apply only to the 55 designated national minorities. Thereis a lot of variation in the use of local languages in education, depending on the geographical areaand ethnolinguistic group. Some half a dozen local languages are used as the medium of instructionfrom primary school through high school. In these cases, Mandarin is taught as the second language.However, the most common forms of local language use in bilingual education in China areprogrammes that start with the students’ mother tongue, but transfer to Mandarin fairly quickly.In many minority areas, local languages are taught as a subject at different levels of education.MongoliaIt is estimated that 12 languages are spoken in Mongolia. About 90 percent of the population areMongols who speak some variety of the official language, Halh or Khalka Mongolian. Mongolianis used as the medium of instruction at all levels of education, although English is playing an increasingrole at the university level. Halh Mongolian is spoken as the second language by practically allethnic minorities. The 1992 constitution supports the use of minority languages as the medium ofinstruction. However, currently only Kazakh is used in bilingual education.Papua New GuineaAbout 850 languages are spoken in Papua New Guinea (PNG). Papua New Guinea is providingpre-school and early primary education in some 350-400 languages. No other country in the worlduses local languages as widely as PNG. Previously, the formal education system used English as6
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- Page 23 and 24: NepalNepal is a land-locked country
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• Constructive• Achievable and
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CHAPTER 9Strategies for Government
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a linguistically diverse country. T
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There is a desire to replicate and
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egional languages of education, and
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RESOURCE PAPERSEducation for Multil
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Lack of skills necessary for paid e
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in its third year, was planned spec
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Stage 4 - Ongoing education. At thi
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“The minority languages lack grad
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• Provide funding or identify and
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Easton, C. (2003) Designing orthogr
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Benson, 2003) have come to the same
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The Role of Language in Learning:Wh
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eading skills in the mother tongue
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familiar, because they have learned
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ConclusionsThe findings of the stud
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Moll, L. (1992) Bilingual classroom
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It is often argued that providing e
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crucial in language development, cu