Abstract
English has become the second language of basic education in many countries and jurisdictions within the Asia Pacific region, and it is now second only to the countries’ respective national languages. It is also being introduced earlier and earlier into the school curriculum, now often at Grade/Primary 3 (Kirkpatrick and Liddicoat 2019). This chapter first reviews the place of English in basic education and consider the reasons why English is becoming so dominant in so many educational systems. The chapter then raises a number of concerns connected with the dominant position of English in the school curriculum and argues that the early introduction of English can cause a range of problems: for example, there is often a shortage of qualified teachers with adequate proficiency in English to teach it at primary level; the focus on English leads to a neglect of local languages, which may, in fact, be the mother-tongues of many of the children in a region that is highly multilingual, and this denies these children the opportunity to learn in their first language; the focus on English can undermine the role of the respective national language as a language of education; and the early introduction of English privileges elite and wealthy families where English is already spoken and who can also afford to provide extra-English lessons for their children. The chapter concludes by suggesting how language education policy might be revised in ways that will enable children to become proficient in English, while also developing literacy and fluency in their mother tongue and the national language.
References
ASEAN. (2013, June). Educating the next generation of workforce: ASEAN perspectives on innovation, integration and English. In Keynote address presented at the British Council Conference, Bangkok.
Bolton, K., & Bacon-Shone, J. (2020). The statistics of English across Asia. In K. Bolton, W. Botha, & A. Kirkpatrick (Eds.), The handbook of Asian Englishes (pp. 49–80). Wiley-Blackwell.
Bolton, K., Botha, W., & Zhang, W. (2020). English in contemporary China. In K. Bolton, W. Botha, & A. Kirkpatrick (Eds.), The handbook of Asian Englishes (pp. 503–528). Wiley-Blackwell.
Canh, L. V., Nguyen, H. T. M., Nguyen, T. T. M., & Barnard, R. (Eds.). (2019). Teacher capacity building for standards-based ELT: Insights from Vietnam. Routledge.
Dekker, D. E. (2003). A case study of the first language component bridging component in rural Philippines. Philippine Journal of Linguistics, 34(1), 143–149.
Deterding, D., & Kirkpatrick, A. (2006). Intelligibility and an emerging ASEAN English lingua franca. World Englishes, 25(3), 391–409.
Di Sabato, B., & Kirkpatrick, A. (2022). Learning English and learning languages other than English in Asia and Europe: Current scenarios and debates. In E. Macaro & R. Woore (Eds.), Debates in second language education. Routledge.
Feng, A., & Adamson, B. (2015). Trilingualism in education in China: Models and challenges. Springer.
Feng, A., & Adamson, B. (2019). Language policies in education in the People’s Republic of China. In A. Kirkpatrick & A. J. Liddicoat (Eds.), The Routledge international handbook of language education policy in Asia (pp. 45–59). Routledge.
Gill, S. K., & Shaari, A. H. (2019). Malaysia’s complex language policy journey via Bahasa Melayu and English. In A. Kirkpatrick & A. J. Liddicoat (Eds.), The Routledge international handbook of language education policy in Asia (pp. 257–271). Routledge.
Gonzalez, A. B. (1996). The history of English in the Philippines. In M. L. S. Bautista (Ed.), English is an Asian language: The Philippine context (pp. 25–40). The Macquarie Library.
Hadisantosa, N. (2010). Insights from Indonesia. In R. Johnstone (Ed.), Learning through English: Policies, challenges and prospects (pp. 24–46). British Council.
Hamid, O., & Rahman, A. (2019). Language in education policy in Bangladesh. A neoliberal turn? In A. Kirkpatrick & A. J. Liddicoat (Eds.), The Routledge international handbook of language education policy in Asia (pp. 382–398). Routledge.
Hosali, P. (2005). Butler English. English Today, 21(1), 34–39.
Jenkins, J. (2000). The phonology of English as an international language. Oxford University Press.
Jenkins, J. (2007). English as a lingua franca: Attitude and identity. Oxford University Press.
Kachru, B. B. (1992). The other tongue: English across cultures (2nd ed.). University of Illinois Press.
Kachru, B. B. (1998). English as an Asian language. Links & Letters, 89–108.
Kan, V., Lai, K. C., Kirkpatrick, A., & Law, A. (2011). Fine-tuning Hong Kong’s medium of instruction policy. Strategic Planning Office & Research Centre into Language Education and Acquisition in Multilingual Societies, The Hong Kong Institute of Education.
Kirkpatrick, A. (2015). Teaching English in non-Anglo cultural contexts: Principles of the lingua franca approach. In R. Marlina & R. Giri (Eds.), The pedagogy of English as an international language (pp. 23–34). Springer.
Kirkpatrick, A. (2020). Is English an Asian language? Cambridge University Press.
Kirkpatrick, A., & Liddicoat, A. J. (2017). Language education policy and practice in East and Southeast Asia. Language Teaching, 50(2), 155–188. https://doi.org/10.1017/S0261444817000027
Kirkpatrick, A., & Liddicoat, A. J. (Eds.). (2019). The Routledge international handbook of language education policy in Asia. Routledge.
Kirkpatrick, A., & Xu, Z. (2001). The new language law of the People’s Republic of China. Australian Language Matters, 9(2), 14–18.
Kosonen, K. (2019). Language education policy in Cambodia. In A. Kirkpatrick & A. J. Liddicoat (Eds.), The Routledge international handbook of language education policy in Asia (pp. 216–228). Routledge.
Lazaro, D. C., & Medalla, E. M. (2004). English as the language of trade, technology and finance in APEC: An East Asia perspective. Philippine Journal of Development, 31(2), 278–300.
Lim, S. G. L., Patterson, C., Troeung, Y. D., & Gu, W. (2020). Asian literatures in English. In K. Bolton, A. Kirkpatrick, & W. Botha (Eds.), The handbook of Asian Englishes (pp. 787–812). Wiley-Blackwell.
Martin, I. (Ed.). (2018). Re-conceptualizing English education in a multilingual society – English in the Philippines. Springer.
Monje, J. D., Aniceto, C. O., Francisco-Abrigo, K. A., & Capones, E. M. (2019). ‘Starting where the children are’. A process evaluation of the MTB-MLE implementation in the Philippines. Philippines Institute of Development Studies. https://pidswebs.pids.gov.ph/CDN/PUBLICATIONS/pidsdps1906.pdf. Accessed 3 Oct 2021
Naik, M. K., & Narayan, S. A. (2004). Indian English literature 1980–2000: A critical survey. Pencraft International.
Nashruddin, W. (2015). Teaching English as a foreign language at “Madrasah Ibtidaiyyah”: Facts and challenges. Dinamika Ilmu, 15(1), 67–84.
Rana, K., & Sah, P. K. (2022). English medium instruction policy development at a university in Nepal. Unpacking motivations and hidden agendas. In P. K. Sah & F. Fang (Eds.), English medium instruction and linguistic diversity in Asian universities: Unsettling critical edges. Routledge.
Schaller-Schwaner, I., & Kirkpatrick, A. (2020). What is English in the light of lingua franca usage? In C. Hall & R. Wicaksono (Eds.), Ontologies of English (pp. 233–252). Cambridge University Press.
Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford University Press.
Thompson, R. T. (2003). Filipino English and Taglish: language switching from multiple perspectives. John Benjamins.
Tupas, R., & Metila, R. (2022). Language, class and coloniality in medium of instruction projects in the Philippines. In P. K. Sah & F. Fang (Eds.), English medium instruction and linguistic diversity in Asian universities: Unsettling critical edges. Routledge.
UNESCO. (2015). Education for all. National EFA 2015 Review. Retrieved from http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/resources/national-efa-2015-reviews/
UNESCO. (2016). MTB MLE resource kit. Booklet for case studies. UNESCO.
Walker, R. (2010). Teaching the pronunciation of English as a lingua franca. Oxford University Press.
Wang Gungwu. (2007). Keynote address. In L. H. Guan & L. Suryadinata (Eds.), Language nation and development (pp. ix–xvii). Institute of Southeast Asian Studies.
Young, C., & Igcalinos, T. (2019). Language-in-education policy development in the Philippines. In A. Kirkpatrick & A. J. Liddicoat (Eds.), The Routledge international handbook of language education policy in Asia (pp. 165–184). Routledge.
Zein, M. S. (Ed.). (2018). Teacher education for English as a Lingua Franca: Perspectives from Indonesia. Routledge.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Section Editor information
Rights and permissions
Copyright information
© 2023 Springer Nature Singapore Pte Ltd.
About this entry
Cite this entry
Kirkpatrick, A. (2023). English in General Education: Current Issues and Possible Solutions. In: Lee, W.O., Brown, P., Goodwin, A.L., Green, A. (eds) International Handbook on Education Development in Asia-Pacific. Springer, Singapore. https://doi.org/10.1007/978-981-16-2327-1_21-1
Download citation
DOI: https://doi.org/10.1007/978-981-16-2327-1_21-1
Received:
Accepted:
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-16-2327-1
Online ISBN: 978-981-16-2327-1
eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education