Learning English in ASEAN: Myths and Principles

Abstract

Taking the ten countries which make up the Association of Southeast Asian Nations (ASEAN) as the context, in this paper I want to challenge some beliefs about language learning and propose some new principles. I shall argue that, in the richly multilingual contexts of ASEAN, the increasing tendency to introduce English earlier and earlier into the primary language curriculum not only threatens the long-term future of many local languages, but is also detrimental to the overall learning and cognitive development of many children, especially those who come from poorer socio-economic backgrounds. After showing that “traditional” English itself developed in contact with many languages, I shall also propose that a “multilingual model” of English should be taught. I shall further propose that the language learning focus of the ASEAN primary school should be on local languages, and that the teaching of English can be delayed.