Unveiling English language education policies across primary and secondary levels in ASEAN

Abstract

This paper presents a small part of the results of a bigger research project carried out under the cooperation between Universitas Pendidikan Indonesia and SEAMEO (Southeast Asian Ministers of Education Organization) Regional Centre for QITEP (Quality Improvement of Teachers and Education Personnel) in Language conducted during 2021-2023. The study, unique in its scale and scope, investigates language policy in ASEAN countries involving eleven experts of foreign language teaching and 4,219 students from all ASEAN countries. This paper presents only data on English language education policy in ASEAN, obtained from a Google form questionnaire addressing foreign language education policy, and a focus group discussion involving eleven language teaching and policy experts in ASEAN countries. The qualitative analysis identified two key themes, including the existence of law on English and their application in primary and secondary education. The results show that all ASEAN countries have distinct legal frameworks for English education, positioning English as the dominant foreign language. While most countries mandate English as a compulsory subject at primary and secondary levels, some also prioritize other foreign languages like French and Portuguese. English frequently serves as a medium of instruction (EMI) alongside local languages, reflecting innovative bilingual and multilingual policy approaches. This study uniquely highlights how ASEAN countries balance the global importance of English with preserving local linguistic identities. It underscores the need for policies that support multilingualism, equitable access to quality education, and culturally responsive pedagogy in diverse contexts, offering new insights into the intersection of language policy and educational equity.