Refugee children’s perspectives on language policy and well-being at alternative learning centres in Malaysia

Abstract

Language is a primary barrier to education for refugee and asylum-seeking children attending Alternative Learning Centres (ALCs) in Malaysia. This study examines children’s perspectives on the language policy of an ALC in Kuala Lumpur that emphasizes English for resettlement. Utilizing participatory methods with ten ethnic Chin refugee children (aged 11–16) and supplementary teacher interviews, the research revealed that punitive restrictions on L1 use shaped classroom participation and well-being. The school’s English-only policy contributed to the internalization of monolingual ideologies, causing stress and fear of punishment among the children. For newly arrived learners, these factors potentially led to disengagement. The findings also highlight a misalignment between resettlement-focused school policy and the reality of protracted transit. Many children were born in Malaysia and expressed a desire to use their L1 alongside an interest in learning local languages, particularly Malay. The paper argues for a shift toward flexible multilingual approaches. By allowing children to leverage their L1, ALCs can support academic engagement and L1 maintenance without requiring additional resources, ultimately fostering harmonious bilingualism and enhancing well-being.