Butuyan, Samantha Claire V (LEP Case Analysis)

Samantha Claire V. Butuyan Ma’am Salome M.
Malicdem
BSE English 3-1 Language Programs and Policies in Multilingual Societies
LEP Case Analysis
Direction: Read carefully the case presented. Answer the questions found below the
case of Israel.
LEP Case Analysis: The Case of Israel
Israel is a linguistically diverse country consisted of Jewish, Arabs, and immigrants from
Russia and Ethiopia to name a few. Hebrew is the language for everyday
communication by the dominant group, the Israelis. Arabs use a variety of spoken
Arabic at home, they adhere to the Modern Standard Arabic (MSA) for writing.
Immigrants like Russians and Ethiopians use their home language. Hebrew and Arabic
are considered as official languages. The first LEP was only documented in 1996. Prior
to this, no policy governs Jewish schools. Various languages were used as a language
of instruction for Hebrew and Arabic were used as the medium of instruction. English
was taught as a foreign language. For Jewish schools, most of the time, Arabic was
taught as a second language, and such is also the case for Arab schools. In 1996, the
LEP of Israel was finalized; the LEP claims to adopt a multilingual principle- that
different languages are used for different purposes. The document explicitly states the
following: For Jewish schools, Hebrew is the official language of instruction. English is
introduced in Grade 4 onward. Arabic and French will be considered as additional
languages and will be taught for a period of three years, starting Grade 7. For Arab
schools, Arabic is the language of instruction and Hebrew will be taught in Grade 3
onward and English starting in Grade 4. Additional languages are encouraged to be
taught. For immigrants, they are encouraged to maintain their home language through
special classes; the national curriculum does not mention anything about the age,
duration, and content, among others, of the teaching of the home languages of the
immigrants.
Answer the following questions in reference to the case of Israel.

1. Using the case of Israel, what do you think are the advantages and the
disadvantages of having a formal and official language-in-education policy? Present the
advantages and disadvantages through a matrix.
Israel (LEP) Advantages Disadvantages
Formal Language-  In utilizing formal  On the other hand,
Education-Policy Language-Education- formal LEP would be
Policy, which pertains a hindrance to the
to the indigenous students’ learning
languages in schools, resulting to its
this will broaden the confusion on what
knowledge of the should students use
students of other as their media of
various languages instruction in their
existing in their country. classes.
 This can sustain and  This could also
preserve the usage of affect the speech
non-dominant behavior of students
languages in their place in adapting foreign
as a medium of languages.
instruction.
Official Language-  One of its advantages  In official LEP,
Education-Policy is this will categorize students will just
the nation’s language merely focus in one
spoken in the aspect of language which
education thus, the makes them
students will be able to ignorant to their
enhance the utilization common language.
of their own national  Students have a
language. tendency to neglect
 Another is becoming other various
aware of the official languages to obtain
LEP could promote the because of official
culture of country. LEP.
2. How does the LEP promote or hinder multilingual education?

- Language policies can be broadly grouped into three groups based on the policy's
implicit or explicit goals: policy of elimination of multilingualism, policy of tolerance of
multilingualism, and policy of promotion of multilingualism. These policy categories are
related to the country's political form and the strength -demographic, economic, and
cultural- of the language communities. The policy of multilingualism promotion tries to
eradicate, or at least mitigate, the circumstances that contribute to language loss. It
promotes the use of multiple languages in the private sphere. It assures that language
use in the public scope is not biased. However, this will hinder multilingual education for
this policy recognizes the functional distinction between the language is used for cultural
expression and identity, as well as for material progress and political power. The
separation of languages based on symbolic and substantive use has the potential to
make multilingualism unbalanced.
3. How does the “one language, one nation” mindset of language policy affect
multilingual education?
- It will affect in a sense that this will hinder the sustainability of utilization of multilingual
education. Language policy that is properly managed can help to guarantee that a
foreign language is taught efficiently and integrated into society without having a
negative impact on the learners' first language, culture, and local identity. Also, the role
of language policy adhering to “one language, one nation” has the capacity to set
standards in using the official language which is overt policy. This will also increase the
quality of state education curriculum, teaching, and learning, as well as a policy that
promotes and protects the role of different languages.

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Samantha Claire V. Butuyan Ma’am Salome M.

LEP Case Analysis

LEP Case Analysis: The Case of Israel

Answer the following questions in reference to the case of Israel.

2. How does the LEP promote or hinder multilingual education?

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