This chapter discusses and compares language-in-education policies and
practices in the eleven SEAMEO countries. The focus is on the use of nondominant
languages (NDLs) spoken by ethnolinguistic minorities in basic
education (mostly primary education in the formal and nonformal systems and, to
some extent, also literacy) and the assessment of latitude given to NDLs in
education.
A brief summary of the situation in each of the SEAMEO member countries is
provided. In addition to reports on policies submitted to SEAMEO, the chapter
also draws from other published sources. Chapter 3 elaborates on languagein-education
policies in eight SEAMEO countries, but does not include country
reports from the Lao PDR, Myanmar, and Timor Leste, as their countries’ policy
reports were not submitted to SEAMEO. Therefore, the sections in this chapter
provide the only discussion on those three national situations.
In many Southeast Asian countries, and countries in other regions as well, the
issues of language-in-education policy, ethnolinguistic minorities, and nondominant
languages are rather sensitive. Some concepts and issues are also
contested. There is a variety of interpretations of issues related to non-dominant
languages, ethnolinguistic minorities, and policies concerning them. As not all
country sections in Chapter 3 address all the pertinent questions outlined in the
SEAMEO project guidelines, this chapter attempts to complement discussions in
Chapter 3. To gain the most thorough view on each country’s case, the reader is
advised to accompany the country overviews in this chapter with the more
elaborate discussion written by “insiders” in Chapter 3.
Table 1 offers a visually comprehensive synopsis of this chapter, attempts to
summarize the key policy facts, and provides an accessible comparison of the
language-in-education policies in Southeast Asia. The narrative after the table
recapitulates, explains, and interprets each national situation.