LANGUAGE-IN-EDUCATION-POLICIES-ISSUES-AND-CHALLENGES-1.pptx

This is all abut mass media.

1. LANGUAGE-IN- EDUCATION POLICIES: ISSUES AND CHALLENGES

2. Karyl Kee Resente Angel Grace I. Hermogenes GROUP MEMBERS Roselle Mae Atienza

3. At the end of the lesson, you should be able to: Analyze an actual case of introducing an LEP to understand the requisite transformation in education and the challenges associated with it; Evaluate the veracity of the reported challenges in LEP, language Instruction, and multilingualism; and research and propose viable solutions to the challenges. LEARNING OBJECTIVES:

4. 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. LANGUAGE POLICY AND LIMITED ENGLISH PROFICIENCY (LEP) PROGRAMS TYPICALLY HAVE SEVERAL MAJOR GOALS:

5. 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. 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.

6. 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. 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.

7. 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. 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 the needs of diverse populations.

8. THE CASE OF ISRAEL

9. Israel is a linguistically diverse country consisted of Jewish, Arabs, and 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.

10. 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.

11. 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.

12. 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:

13. 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 nondominant 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.

14. 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 nondominant languages delays the learning of dominant (national, official, or international languages). 5. No orthographies for nondominant 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.

15. CHALLENGES AND ISSUES IN MULTILINGUAL EDUCATION POSSIBLE SOLUTIONS 1.prioritize and allocate sufficient funding. 2.Governments and educational institutions can also seek partnerships and collaborations with international organizations. 3. investing in technology 4.implementing cost-effective strategies Multilingual Education is expensive

16. 2. The use of multiple languages in education can divide a nation. Implementing multilingual education programs in a way that promotes inclusivity, respect for linguistic diversity, and national cohesion.ctive strategies Balancing factors like fostering national unity and identity while also respecting and preserving linguistic diversity. 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.

17. 4. The use of nondominant languages delays the learning of dominant (national, official, or international languages). Balancing the promotion of nondominant languages with the need to ensure proficiency in dominant languages to avoid potential disadvantages for students in the long run. Develop orthographies for nondominant languages to promote their use and preserve linguistic diversity in multilingual education systems. 5. No orthographies for nondominant languages

18. 6. So many languages being used in a school can cause problems to teachers and students. Requires careful planning for effective language policies. Ongoing support for both teachers and students in multilingual education settings. Not only establish clear LEPs but also ensure that they are accompanied by the necessary support, resources, and infrastructure to enable successful implementation in multilingual education settings. 7. The LEP may be clearly written, but it is a different story when implemented given the lack of support.

19. THANK YOU SO MUCH