동남아시아 국가의 영어정책: 홍콩, 싱가포르, 필리핀
English Policies in Southeast Asia: Hong Kong, Singapore and the Philippines
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This is a comparative study of English policies in Southeast Asia: Hong Kong, Singapore and the Philippines. The three countries, which had somewhat similar but still varied English-speaking colonial experiences, are all included in Kachru's (1992) 'outer circle' of English. Given this historical background, it is likely to be assumed that in these countries English can almost automatically be accepted as either L1 or L2. This paper aims at demonstrating the fact that such is not the case and instead the current situation of English in these countries can be attributed to a series of English policies made by each of these countries during both pre- and post-independence. Added to this is an exploration of meaningful differences among these countries in the percentage of the English-speaking population. In so doing, a variety of data are presented, which will cover such factors as differences in ethnic groups, ethnic languages, the period of colonialization, and language policies with emphasis on English as a medium of instruction, bilingual education, etc.
Abstract
This is a comparative study of English policies in Southeast Asia: Hong Kong, Singapore and the Philippines. The three countries, which had somewhat similar but still varied English-speaking colonial experiences, are all included in Kachru's (1992) 'outer circle' of English. Given this historical background, it is likely to be assumed that in these countries English can almost automatically be accepted as either L1 or L2. This paper aims at demonstrating the fact that such is not the case and instead the current situation of English in these countries can be attributed to a series of English policies made by each of these countries during both pre- and post-independence. Added to this is an exploration of meaningful differences among these countries in the percentage of the English-speaking population. In so doing, a variety of data are presented, which will cover such factors as differences in ethnic groups, ethnic languages, the period of colonialization, and language policies with emphasis on English as a medium of instruction, bilingual education, etc.
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