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Are 'languages' essentialized in language policy and planning in Brunei Darussalam and across ASEAN?
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DOI：10.1080/14664208.2026.2642979.png)
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Abstract
En 中文
The 'neoclassical' and 'historical-structural' frameworks for research into Language Policy and Planning (LPP) tend to essentialize the various languages used in education the media, and public and private sector business. Thus 'English' and the various standardized and codified national and official languages of ASEAN nations are assumed to be unitary and static. Recent findings from research into language alternation and 'translanguaging' have challenged this static, compartmentalized view as all varieties of English across ASEAN are code-mixed. In Brunei, there is an acknowledged reluctance to accept any deviation from British English as the target model for learners and teachers, motivated in part by the fear that such a policy shift would result in a marked decline in standards. As a country that has adopted English alongside Malay in its language-in-education policy, Brunei is a conducive setting for the provision of English Language Teaching (ELT) to other ASEAN member states. This article seeks to address issues of language-mixing in Brunei, as well as discussing on the relevance of adhering to native-speaker standards in ELT in a changing linguistic landscape across ASEAN. The discussion and conclusion relate to the national level, where local Englishes should be taken into account, as well as the wider regional pan-ASEAN level.
Keywords:
Language policy
language planning
translanguaging
bilingual education
English Language Teaching (ELT)
Global Englishes (GE)
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1.8
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