English Language Education Policy In South Korea.docx (original) (raw)
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Language policy changes in Malaysia have taken many twists and turns throughout its 55 years of independence. English language was the major language in Malaysia prior to its independence from the British in 1957. Then, in post-independence Malaya (now Malaysia), Bahasa Malaysia (BM), stipulated to be the national language of Malaysia under Article 152 of the Federal Constitution of Malaysia. Article 152 was amended in 1971 where it clearly stated that the status of BM may not be questioned, and any amendment to Article 152 can only be made with the consent of the Conference of Rulers. The amendment also required all government bodies to use BM as their principal official language. When 'The National Education Policy' was established in 1971, it brought about the gradual change in the use of the English language in the Malaysian education system. All national schools would have to use BM as the medium of instruction for all subjects, except English. This decision has caused the standard of English language to
English Education Policies in South Korea
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English language curriculum development in a culturally and linguistically diverse setting is always site of struggle. Particularly in Indonesia, there has been a dramatic change in English language curricula in the secondary education sector during the past decade. This change has much been driven by the ideological and political agenda instead of pedagogical benefits of interested stakeholders (e.g., students, teachers, and parents). This is evidenced by the fact that the current curriculum, The 2013 ELT Curriculum, does not detail key elements, such as curriculum materials, pedagogy, and assessment from relevant theories of language, language learning, and language teaching. Though there is much literature on English language curricula in Indonesia, it does not specifically highlight key principles of reframing English language curricula in the Indonesian secondary education sector from a critical situated perspective (Tollefson, 2015). To fill this gap, the present chapter attempts to provide directions for reframing the current curriculum and to give fresh insight into the design of English language curricula, which takes into account agencies of teachers and students as well as socio-cultural environments. These directions are also applicable to other ELT contexts in Asia or the context where the status of English is a foreign language or an additional language.