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:
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 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
1.Multilingual Education is
expensive

16. 2. The use of multiple
languages in education can
divide a nation.
1.Implementing multilingual education
programs in a way that promotes
inclusivity, respect for linguistic
diversity, and national cohesion.ctive
strategies
1.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).
1.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.
1.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.
1. Requires careful planning for
effective language policies.
2. Ongoing support for both
teachers and students in
multilingual education settings.
1.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