Fixation on language in language policy debates is not a natural given. In fact, it has to be re-examined. This paper argues that another effective way to look at language policy is to suspend talk on language, and instead first engage with social development issues where people are at the heart of the social landscape. It discusses three ways of engagement with language policy as seen in the landscape of the politics of language, education and social development in the Philippines. The first way is engaging language policy which means debating the key features of the existing language policy usually based on ideological concerns. The second way is re-engaging language policy which highlights previously sidelined provisions of the policy such as those concerning local languages in education. The third way is disengaging from language policy which primarily sees language policy as part of a general social development framework, i.e. the imperative to focus on specific needs of local communities from which the roles of language emerge. The key point to note is that language does not seem to figure as a fundamental problem that needs to be addressed.
2023. Focusing on education through multilingual language policy in South African schools. Journal of Language and Cultural Education 11:3 ► pp. 58 ff.
Salomone, Rosemary
2023. In Pursuit of Sustainable Educational Development: The Philippines and the English Dilemma. In Language and Sustainable Development [Language Policy, 32], ► pp. 131 ff.
Osborne, Dana
2020. Codeswitching practices from “other tongues” to the “mother tongue” in the provincial Philippine classroom. Linguistics and Education 55 ► pp. 100780 ff.
Osborne, Dana
2024. Language and late modernity: An archaeology of statal narratives of multilingualism in the Philippines. Language Policy 23:1 ► pp. 5 ff.
Velasco, Yvonne Pedria
2019. The Kachruvian connection and English language teaching in the Philippines. World Englishes 38:1-2 ► pp. 294 ff.
Curdt-Christiansen, Xiao Lan & Elizabeth Lanza
2018. Language management in multilingual families: Efforts, measures and challenges
. Multilingua 37:2 ► pp. 123 ff.
Parba, Jayson
2018. Teachers’ shifting language ideologies and teaching practices in Philippine mother tongue classrooms. Linguistics and Education 47 ► pp. 27 ff.
Parba, Jayson
2023. Foregrounding the Ordinariness of Translingualism in Philippine Education: Towards Equitable Assessment for Multilingual Learners. In Translanguaging for Empowerment and Equity, ► pp. 225 ff.
Valdez, Paolo Niño & Neslie Carol Tan
2018. Migrant Workers, Language Learning, and Spaces of Globalization: The Case of Filipino Maritime Professionals. In Reconceptualizing English Education in a Multilingual Society [English Language Education, 13], ► pp. 177 ff.
Kamwangamalu, Nkonko M.
2016. Language Planning and the Medium-of-Instruction Conundrum in Africa. In Language Policy and Economics: The Language Question in Africa, ► pp. 105 ff.
Randy Green, Daekweon Bae & 안병길
2015. Expanding Circle learners in an Outer Circle environment: The experience of Koreans studying English in the Philippines. English Language Teaching 27:4 ► pp. 23 ff.
Guinto, Nicanor Legarte
2013. Segmental Features of English modeled by selected professors in a state university in the Philippines: Implications in teaching English. International Journal of Research Studies in Language Learning 3:1
Lim, Lisa
2012. Standards of English in South-East Asia. In Standards of English, ► pp. 274 ff.
This list is based on CrossRef data as of 30 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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