Vol. 7, Issue 1, Part J (2025)

This comparative study explores the language policy and practices in Malaysia and Singapore with a focus on English language usage, planning, implementation, and sociolinguistic outcomes. The objective is to analyze how these two post-colonial Southeast Asian nations, which share similar colonial histories and ethnic diversity, have diverged in their approaches to English as a global language. The study draws upon official policy documents such as Malaysia’s National Language Acts, MBMMBI policy, and Education Blueprint 2013–2025, alongside Singapore’s Bilingual Policy, English Language Syllabus 2020, and the Speak Good English Movement. A qualitative comparative methodology was employed to analyze the status of English, varieties of usage, domains of application, and educational policies. The findings reveal that while Malaysia emphasizes Bahasa Malaysia as a national unifier with English as a second language, Singapore positions English as the first language and medium of instruction, supplemented by mother tongue education. Singapore adopts a bilingual ideology prioritizing English for economic utility and Singlish as a cultural marker, whereas Malaysia struggles with effective English pedagogy due to sociolinguistic diversity and uneven teacher proficiency. In conclusion, Singapore's cohesive top-down policy ensures higher English literacy, while Malaysia’s efforts show the need for more inclusive, multilingual-sensitive, and context-based educational reforms.