2. Literature review2.1. Choice of language in education2.1.1. Language as an Aspect of Ethnicity and Nationality Language is generally defined as the ability of humans to use complex communication systems and is often considered an important part of nationality and/or ethnicity because it describes group identity. Ethnic groups consider a language to be the best way to express their cultures and traditions and may attempt to distinguish themselves on these dimensions. The survival of a language is therefore often correlated with the continued existence of a nation or ethnic group (Hoffman, 1991). It is therefore clear that there is a close relationship between language, ethnicity and nationality.2.1.2. Language and PoliticsThe language of a nation is closely linked to the policies exercised by a government. Groups that have a certain economic and political power exert linguistic influence on the minority of a country or a country that has superiority over another will have linguistic influence on the latter. Educational policies are the main factor imposed by a government that decides the basic framework of a country's education system and directs society towards bilingual or multilingual attitudes. Additionally, any threat to a nation's linguistic identity can arouse feelings of hostility within that nation or country, which can also be seen as a political issue. It is therefore clear that language is essentially linked to the politics of a country (Spolsky, 1998).2.1.3. Language policyLanguage policy or language status is a very important aspect of education when it involves the choice of languages ​​in bilingual or multilingual systems. Therefore, this is strongly linked to the political decision...... middle of article...... ve / Academic language competence, on the other hand, occurs in reduced academic situations in context where skills higher thinking skills such as analysis, synthesis and evaluation are required. This involves “learning language,” which includes problem solving, hypothesis building, imagining, reasoning, and focusing on situations with which they have no prior experience (Cummins, 1984). A pedagogical implication of cognitive/academic language competence has been described. in two areas including cognitive and academic. Cognitive means that teaching should be cognitively stimulating with higher-order thinking skills (e.g., evaluate, infer, generalize, and classify) and Academic means that program content should be integrated into language teaching so that students learn the language of the specific academic area (Cummins, 2000).