OFFLINE ACTIVITY

Instruction: Complete the table below by browsing the net. Identify the English Proficiency
Index of the ten members of the ASEAN region and identify its ranking in Asia and the world.
On the last column, identify the implications of their English proficiency level considering their
linguistic diversity and the entrance of English in the educational system. (You may modify the
table formatting)

ASEAN English Asian World Implication

Nation Proficiency Ranking Ranking
Index
Brunei Not stated on the 10 2 English medium instruction is
English mandatory for all students
Proficiency commencing in Year 1 of primary
Index school in the key subject areas of
mathematics, history, science and
geography as well as English.
Burma 93rd Very low 7 11 Exceptions do exist for medium of
proficiency instruction for schooling including
the use of English and Chinese in
private schools and the use of
mother tongues in certain local
contexts.
Cambodia 97th Very low 8 10 Cambodia is becoming more
proficiency integrated into a global
community, where it is frequently
utilized as a corporate,
educational, and development
language.
Indonesia 74th Low 1 5 In Indonesia, English has never
proficiency been recognized as an official or
second language. While the
majority of the population speaks
the national language, many
people also speak one or more
local dialects.
Laos Not stated on the 9 8 English had a limited use in Lao
English PDR since French was still widely
Proficiency used in official government
Index publications and as a language of
teaching and learning in most
secondary and higher education
institutions, as well as in trade.
Malaysia 28th High 4 3 In urban areas, English is
proficiency frequently used as a means of
communication. Malaysia has
identified English as a second
language, as specified in Article
152, and has given it the respect it
deserves.
Philippines 18th High 5 6 More than 14 million Filipinos
proficiency speak English, which has long
been one of the country's official
languages.
 Singapore 4rth Very high 6 1 Students in Singapore are required
proficiency to learn two official languages:
English and one of the ethnic
mother tongues. English is taught
as a "First Language" in schools,
while the ethnic mother tongue is
taught as a "Second Language."
Thailand 100th Very low 2 4 Despite the fact that most Thai
proficiency instructors work hard to educate
their pupils, just a handful have
the necessary abilities to teach
English appropriately. They all
went through the same inferior
high school system, were educated
at insufficient institutions, and
took teacher development courses.
Vietnam 66th Low 3 7 Teaching and studying English in
proficiency Vietnam appears to be centered on
the test, with less emphasis on
other abilities such as listening
and speaking. This primary cause
contributes to a decrease in the
quality of English instruction.

I. DISCUSSION BOARD
Instruction: Answer the following questions concisely based on your understanding of the
module. Write your answer on a separate sheet of paper.

1. What is language accessibility and language loss?

Language accessibility means a language that is available to everyone where everyone
can communicate and interact using a certain language. While the reason of language
loss is not being able to use it or maybe not bring able to adapt it in longer times and
sometimes replaced by another language used.

2. What are the issues and challenges in language accessibility and language loss (in the
ASEAN region) and how it can be resolved?
 Brunei
Bruneians are skilled in innovative language use, even coining new terms as
needed, they tend to cut off words and make new words with it. It is better to have
one language that all of them can communicate and understand that why the
English medium instruction is mandated.

 Burma
Some people in Burma with tribal populations are more proficient in their own
indigenous languages and few of the adult people speak Burmese which is the
National Language of Burma Myanmar. Nurturing children in their mother
language has a broader impact on their general well-being. In a holistic approach
to education that promotes the complete kid and their long-term well-being, which
reinforces our case for including mother tongue instruction into schools and will
actually helps the youngsters learn Burmese.

 Cambodia
 They have no access in school education and Lack of updated materials in
learning. Corruption and the Infrastructure are the main issue In 1979 when the
dictatorship ended the educational resources are destroyed and the most terrible
things that happened is the country’s national intellectual capital was found nearly
wiped out. Way to resolved it is to monitor teacher credentials, broadening the
scope of schools at all levels, improving comprehensive School Based
Management (SBM) inspections, boosting technical education in upper secondary
schools, job-skills education, and establishing comprehensive curriculum and
textbooks.

 Indonesia
Indonesia is not seen as having achieved sufficient progress in maintaining
indigenous languages and developing English as an important international
language. In comparison to Indonesia, Malaysia and the Philippines had certain
difficulties while adopting a majority language as the national language. They
should prioritize the development of English at the home level for global reasons

 Laos
The language in laos is endangered already and one of it is called Arem and is
already extinct. The said Arem people were forced to abandon their traditional
forest homes around 50 years ago and move to government relocation centers.
The substantive issues related to the establishment of Lao as a national language
almost exclusively concern orthography (very often with reference to the
orthography of Thai). Using low-cost tools to create educational resources with the
greatest potential for impact as well as teach the young ones the language to
continue and preserve it.

 Malaysia
Malaysian people believe that if they acquire the knowledge of other language
they will forgot the essence of their mother tongue. Educate that it doesn’t mean
learning English language will changed them as being patriotic with their own
language.

 Philippines
The Filipino people are going through a phase of linguistic convergence, with
significant levels of borrowing from big languages like English and Tagalog, as
well as locally important languages. Some languages are abandoned and become
extinct as a result of this process. Be like Jose P. Rizal studying different language
without forsaking his own mother tongue.

 Singapore
Although one of the official languages, English is encountered in a broad spectrum
of forms, ranging from standard Singapore English, which resembles standard
British English in its major aspects, to Colloquial Singapore English (CSE) or
Singlish. With English as the lingua franca, Singaporeans are encouraged to be
fluent in both English and their ethnic mother languages, which include Chinese
Mandarin, Malay, and Tamil. No one ethnicity is preferred, but the cultures are
also preserved.

 Thailand
They are busy preserving their own mother tongue to the point that they neglect to
learn English language. Hire teachers who have great patience in teaching English
 language.

 Vietnam
Lack of professionals who are proficient with English language, outdated teaching
method the differences between the Vietnamese and English languages are the
main cause of the majority of problems. Like Thailand they have the great
problem in preserving their mother tongue that is why they neglect to have better
understanding with other language. There are languages that have been utilized
as media for news broadcasts on television and radio. They have a bill according
to the Vietnamese Constitution of 1946 and 1992 All minority groups have the
freedom to use their mother tongues in education and to utilize their languages to
preserve their ethnic customs and values.

VI. POST-COMPETENCY CHECKLIST

Post-Test (Formative Assessment)

QUIZ 3
Direction: Read the questions and options carefully, then choose the letter of the CORRECT
answer.
1. All these countries have embraced English as a major foreign language EXCEPT .
A. Burma C. Laos
B. Cambodia D. Vietnam
2. Although Javanese has 75 million speakers or almost 40% of total population in
Indonesia, it was not adopted as the national language. Why so?
A. Because it was the language with most speakers which makes it
discriminatory of minority languages
B. Because Javanese is so complex that learning it entails learning variety of
languages
C. Because it is unsuitable to be the national language
D. Because Indonesians want a democratic language which was not spoken by
powerful group
3. What might happen to the other ethnic languages in Indonesia (in the ASEAN bloc, as
a whole) if five languages only were allowed to be taught in schools?
A. Local cultures and ethnic values will be diminished
B. A genocide might occur
C. Language loss is of high possibility
D. All of the above
4. It is the only country in ASEAN region which was not colonized?
A. The Philippines C. Thailand
B. Singapore D. Vietnam
5. What could be the cause/s of the disaster in English language teaching and learning
in Thailand?
A. Lack of resources C. Either A or B
B. Lack of qualified English teachers D. Neither A nor B
6. Why did the Do Bama Asiayone movement fail in their plight?
A. Because their aim is not pluralistic
B. Because the French popularity is powerful enough to threaten the ethnic
 minorities
C. Because they are unable to develop a strong, convincing, and all-
encompassing Myanmar identity.
D. All of the above
7. Although Lao is considered as the lingua franca in Laos, many are still reluctant in
learning it for a number of reasons such as .
A. Because Lao is not a language of culture C. Both A and B
B. Because Lao is not a language of unity D. Either A or B
8. Which among the following country was the last to join the ASEAN bloc?
A. Laos C. Vietnam
B. Cambodia D. Burma
9. Which among the following problems are common to some ASEAN nation in terms of
English language teaching?
A. Inadequate resources
B. Poor English proficiency of many English teachers
C. Lack of adequate teacher training
D. All of the above
10. What is the goal behind the establishment of Vietnamese Institute of Linguistics?
A. To standardize the language and develop a national, popular, and scientific
Vietnamese lexicon
B. To write a grammar of Vietnamese language with adequate, uniform, technical,
and scientific terminologies
C. To establish a Vietnamese identity through linguistic standardization
D. All of the above