This document discusses language planning and policy in education. It begins by explaining why the education sector is often the site of language planning activities, as it is responsible for transmitting culture and teaching standard versions of languages. It then outlines several objectives of language-in-education planning, including determining which students and teachers will receive language education, developing the syllabus and curriculum, choosing teaching methods and materials, identifying available resources, and establishing assessment and evaluation protocols. The document also discusses Indonesia's language policy as outlined in Presidential Regulation No. 63 of 2019 and presents a model for how language policy is implemented through related curriculum, personnel, materials, community engagement, and evaluation policies. Finally, it examines considerations for literacy planning within language

1. A R I D A H
LANGUAGE PLANNING AND
POLICY

2. LANGUAGE PLANNING IN
EDUCATION AND LITERACY
• Question:
• Why education sector is frequently selected as the site
for language planning activity?
• Education sector is the transmitter and perpetuator of
culture
• Education sector deals with the standard version of language,
both an official national language and an official foreign
language.
• Perpres no 63 tahun 2019 tentang penggunaan bahasa
Indonesia:
• Undang-undang no 24 tahun 2009
• Bahasa Asing sebagai bahasa pengantar langgar konstitusi?

3. OBJECTIVES OF LANGUAGE-IN-
EDUCATION PLANNING (1)
• 1. Determine who in the school population will receive
language education in which language(s):
• Identifying the target population of students who will receive
language education (where they are physically located in the
country: are they concentrated in urban center or spread across the
entire population? How will the students be selected? Hoe many?
Who will make the selection? On what aspect will the selection be
based?
• Can you add some more questions related to this issue?
• 2. Determine who will be the potential teachers in language
education?
• From what sector of the potential teachers will be drawn? What sort
of education will they be provided?
• Can you add some more questions related to this issue?

4. OBJECTIVES OF LANGUAGE-IN-
EDUCATION PLANNING (2)
• Determine the syllabus. This will concern with time, the values
of the educational system (whether it values science more
than language)
• How much time available in the curriculum for language education?
• When should language education begin? At what level?
• Can you add more questions about this issue?
• Determine Methods and Materials
• What teaching methodologies will be used to teach language?
• How and when will teachers be trained in the recommended
methodology?
• Who will prepare the materials?
• Please add more questions concerning this issue.

5. OBJECTIVES OF LANGUAGE-IN-
EDUCATION PLANNING (3)
• Identify the available resources to support language
education program
• How much money will it be spent to operate the viable program
• Where will this resource come from?
• Please add some more questions related to this issue
• Determine the assessments and evaluations
• What level of proficiency is expected to achieve at the end of the
program?
• How will it be determined whether the students have achieved the
level of proficiency.
• can you add some questions related to this issue?

6. LANGUAGE POLICY IN INDONESIA
• Peraturan Presiden No 63 tahun 2019

10. A MODEL FOR LANGUAGE IN
EDUCATION POLICY
• Question:
• How is language planning implemented in education?
Language
Policy
Curriculum
Policy
Personnel
Policy
Evaluation
Policy
Language
Policy in
Education
Material
Policy
Community
Policy

11. LANGUAGE POLICY IN EDUCATION
• Sub set of national language planning and a part of
human resource development planning.
• Should consider the languages spoken in a society, what
purposes those language serve, who speak them, where
those speakers are physically located and what
motivation there is for preserving those language.
• Example of language policy in education in Australia: the
introduction of several languages in secondary and
tertiary levels of education : Mandarin, Korean,
Japanese and Indoenesian (immediate needs)

12. CURRICULUM POLICY
• The space in the curriculum allocated for language
instruction ( In Indonesia, how many times has the
curriculum be changed in terms of English language
instruction?)
• The time when to start language instruction, over what
duration is it to be provided and with what intensity
ought to be administered
• The problem is that language policy makers have to find
space in the curriculum to permit more effective
instruction and to set realistic limit and total duration of
instruction

13. PERSONNEL POLICY
• The teacher cadre that will deliver the instruction:
• There is a need to train teachers in language pedagogy
and to train them to be fluent in the target language.
• Therefore three main concerns in this issue:
• The source of the teachers (local or imported teachers?)
• The training of the teachers
• The reward for the teachers

14. STRATEGIES OF HAVING
COMPETENT TEACHERS
• Train teachers more than one languages, For example in
Australia the teachers of French and German are
retrained to teach Japanese and Indonesian.
• Import teachers from a country where the target
language is spoken natively, Japan and China
• But the problem is that the overseas teachers may nit have the
language teaching and classroom management skills

15. INCENTIVE FOR TEACHERS
• Initial incentives (scholarships to finance the training and
stipends)
• Long-term incentives to maintain careers of the teachers

16. MATERIAL POLICY
• Language teaching must have content that is called
instructional material.
• What content will be used?
• What methodology will be used to deliver the content?
• Should it be authentic/real or not? (specically designed for
language teaching)

17. COMMUNITY POLICY
• Funding for the support of educational system comes from the
larger community. Funding may be derived from parents, tax
revenue and donation from other groups of people.
• It is necessary to consider the attitudes of the community
toward language teaching in general, towards language
teachers as a group, and toward the target language.
• The effect of those attitudes on those who controls the
curriculum through the potential sources of students and
teachers.
• It is implied that if the attitudes are negative, there will be only
a few candidate for language education.

18. EVALUATION POLICY
• This issue concerns whether the proposed planning and
its implementation is cost-effective, meaning that
whether the language education goals directed to the
total population have been successfully achieved.
• Indonesian case: Rintisan Sekolah Berbasis
Internasional in which the students are directed to be
bilinguals. Was it successful or not?

19. LITERACY PLANNING IN LANGUAGE-
IN-EDUCATION PLANNING
•The development of writing
•The development of printing
•The development of text processing
•The development of digital literacy

20. THE DEVELOPMENT OF WRITING
• The development of writing make it possible the
development of archives (the preservation of large
bodies of information.
• The duplication of text is also developed following the
development of technology, especially in relation to
electronic writing

21. THE DEVELOPMENT OF PRINTING
• The development of printing makes the process of book
production speed up and make multiple copies.
• Electronic books are available everywhere

22. THE DEVELOPMENT OF TEXT
PROCESSING
• This refers to the invention if automated word
processing.
• Technology has dramatically reduces the cost of test and
consequently serves to increase the segments of
population having access to literacy

23. QUESTIONS
• What types of literacy should the students have in
schools? (Kurikulum 2013 Revisi 2017)

24. ASSIGNMENT: INDIVIDUAL PRESENTATIONS
1. English-in-Education Policy and Planning in Bangladesh:
A Critical Examination
2. English Language Education Policies in the People’s
Republic of China
3. English Language Education Policy and the Native-
Speaking English Teacher (NET) Scheme in Hong Kong
4. English Education Policy in India
5. English Language Education Policy in Japan: At a
Crossroads
6. The Impact of English on Educational Policies and
Practices in Malaysia
7. Local-Global Tension in the Ideological Construction of
English Language Education Policy in Nepal
8. English Language Teaching in Pakistan: Language
Policies, Delusions and Solutions

25. 1. English Language Education in the Philippines:
Policies, Problems, and Prospects
2. Singapore’s English-Knowing Bilingual Policy: A
Critical Evaluation
3. English Education Policies in South Korea: Planned
and Enacted
4. English Language Policy and Planning in Sri Lanka:
A Critical Overview
5. English Language Education Policy in Timor-Leste
6. English Education Policy in Thailand: Why the Poor
Results?
7. Standardizing English for Educational and Socio-
economic
8. Betterment- A Critical Analysis of English Language
Policy Reforms in Vietnam