Colonial Language Policies in Education and Their Legacies: A Comparative Study of the Philippines and Malaysia

Abstract

Education has the power to transform society, and language education policies have historically been a tool for colonial powers to establish and maintain norms, significantly shaping Southeast Asia's linguistic, socio-political, economic, and cultural landscapes. Previous studies have typically examined these policies in isolation, limiting a comprehensive understanding of how colonial language policies operated and interacted with local societies. To illustrate the various impacts and lasting power of education more clearly, this study analyzes and compares the language education policies of the United States in the Philippines and Britain in Malaysia based on their distinct approaches and legacies. The U.S. adopted an assimilationist approach, while Britain employed selective assimilation, multilingual accommodation, and divide-and-rule approaches due to differing ideologies and local social structures. Despite these different approaches, both cases shared ethnocentrism as a core principle of colonialism, using education to reshape societies and instill colonial values. Furthermore, English created an elite class and became an economic tool in both countries. However, the post-colonial impacts diverged due to different colonial approaches. The Philippines retained English as an official language, fostering reliance on the BPO industry and overseas employment, particularly in lower-skilled roles. Influenced by selective assimilation, Malaysia did not adopt English as an official language and has experienced a significant brain drain of skilled workers. Both nations now grapple with balancing their national language to preserve identity and English as a global economic tool, adopting distinct approaches and addressing unique issues. Education once again plays a significant role in this balancing act.