Project Focus
Language · Identity · Education · Social equality · Participatory design

Research Intent

• Examine how English functions as a status symbol in Asian countries

• Understand the link between language fluency, classism, and perceived intelligence

• Investigate early social conditioning around language and worth

• Explore how design can address deep-rooted systemic bias without political intervention

• Identify age-appropriate interventions for long-term social change

​Key Research Insights

• English in many Asian countries is no longer just a language but a measure of intelligence and social value

• Language-based judgement begins at a very young age

• Talent and capability are often overlooked due to lack of English fluency

• “Just learn English” ignores economic, age, and access barriers

• Awareness efforts aimed at adults are limited; early education is more impactful

​Design Problem

• How can children be taught early on that language is a tool for communication, not a measure of intelligence or worth?

Design Approach

• Learning through play and participation

• Shift focus from awareness posters to interactive engagement

• Use games as neutral, non-judgemental learning spaces

• Remove spoken language to highlight non-verbal communication

• Encourage empathy, teamwork, and collaboration

• Design for accessibility across multiple linguistic backgrounds
   

Design Outcome

• An educational workshop supported by a custom-designed card game

• Target audience: 10–13 year olds

• Format: School-based interactive workshop

• Core component: Physical, team-based guessing game

• Outcome supported by:

• Game box

• Card system

• Score sheets & notepads

• Facilitated discussion & reflection
   

Game Strategy 

• No speaking

• Story-building through actions

• Charades + word association hybrid

• Team collaboration

• Equal participation regardless of language

• Learning through experience, not instruction
   

Visual & Interaction Design

• Minimal, child-appropriate visual language

• Clear colour coding for categories

• Symbol-based system over text reliance

• Balance between playfulness and clarity

• Designed for repeat use and scalability
   

Testing & Iteration

• Game trials with peers

• Observation-led feedback

• Refinement of rules, timing, and complexity

• ​Adjustments based on engagement and comprehension
   

Design Thinking

• Design as a starting point for systemic change

• Process over perfection

• Participation over persuasion

• Small-scale intervention with long-term impact

• Designer as facilitator, not authority
  
   

Final Intent

• To challenge language-based judgement at its root by introducing children to the idea that intelligence, creativity, and worth exist beyond spoken language, using play as a tool for empathy and understanding