scholarly journals PELESTARIAN BAHASA MELAYU SEBAGAI BAHASA IBUNDA DI SINGAPURA

2021 ◽  
Vol 32 (2) ◽  
pp. 39-56
Author(s):  
Aishah Mohamad Kassim

The latest statistics from the Department of Statistics in Singapore (2020) shows that more Malay families speak English at home. However, this trend is common across all ethnic groups in Singapore. Over the five decades of independence and enforcement of the bilingualism policy, the Malay language, which is the National Language and language commonly spoken in Malay households, is gradually being replaced with English. Other statistics reveal that the Malay language, which is the mother tongue of the majority of the Malays, is used less frequently, even from the early years of socialisation in a Malay household and the exposure of Malay only begins at the preschool level (Maliki, 2020). There is an assumption that, as long as the government maintains the Malay language in the education system through language learning in Singaporean schools, the bilingual policy will continue to maintain the usage of vernacular language. This development is likely to create more issues towards learning and teaching the Malay language as a mother tongue. Hence, this study utilises the approach of the sociology of language to discuss the reasons and impact of the language shift in efforts to preserve the status of the Malay language among the Singapore Malays.

2021 ◽  
Vol 6 (41) ◽  
pp. 38-54
Author(s):  
Muhammad Safuan Yusoff ◽  
Irma Wani Othman ◽  
Herlina Jupiter ◽  
Saifulazry Mokhtar

Malaysia is a multi-racial country with a multi-racial composition, thus producing a variety of communication languages spoken as a result of ethnic assimilation from various races. Malay language is the mother tongue and is upheld as the national language, and thus becomes an element of the identity of Malaysians. It is also considered a point of unity of all the people that lead to national cohesion. The increase in the enrolment of international students every year proves the success of the Ministry of Education Malaysia in fulfilling the vision and mission of the Internationalisation Policy of Malaysian Institutions of Higher Learning. However, in the excitement of pursuing modernisation of education today, the university is bearing heavy responsibility in lifting the position of the Malay language as the official forum for learning and teaching as well as a selection of the main medium of communication among students, especially international students. Discussion of this paper focused on dismantling trade empowerment in the context of the Malay language proficiency in the language that seeks to help assimilation and accommodating international students. This research chooses a qualitative approach by utilising the semi-structured interview method to generate empirical data from a target group of 30 international students in selected Malaysian Public Universities. The findings show that international students utilise their mother tongue to recognise their abilities and agree that the importance of understanding and having the skills of the local language can contribute to the transformation of assimilation in the culture of Malaysia’s multi-ethnic society. Ultimately, mastering the mother tongue as a medium of communication for HLI students is a universal skill requirement of international students for the improvisation of self-confidence in facing the challenges of language learning in a multi-racial country.


2018 ◽  
Vol 2 (2) ◽  
pp. 122-130
Author(s):  
Ha Ngan Ngo ◽  
Maya Khemlani David

Vietnam represents a country with 54 ethnic groups; however, the majority (88%) of the population are of Vietnamese heritage. Some of the other ethnic groups such as Tay, Thai, Muong, Hoa, Khmer, and Nung have a population of around 1 million each, while the Brau, Roman, and Odu consist only of a hundred people each. Living in northern Vietnam, close to the Chinese border (see Figure 1), the Tay people speak a language of the    Central    Tai language group called Though, T'o, Tai Tho, Ngan, Phen, Thu Lao, or Pa Di. Tay remains one of 10 ethnic languages used by 1 million speakers (Buoi, 2003). The Tày ethnic group has a rich culture of wedding songs, poems, dance, and music and celebrate various festivals. Wet rice cultivation, canal digging and grain threshing on wooden racks are part of the Tày traditions. Their villages situated near the foothills often bear the names of nearby mountains, rivers, or fields. This study discusses the status and role of the Tày language in Northeast Vietnam. It discusses factors, which have affected the habitual use of the Tay language, the connection between language shift and development and provides a model for the sustainability and promotion of minority languages. It remains fundamentally imperative to strengthen and to foster positive attitudes of the community towards the Tày language. Tày’s young people must be enlightened to the reality their Tày non-usage could render their mother tongue defunct, which means their history stands to be lost.


2018 ◽  
Vol 2 (2) ◽  
pp. 37
Author(s):  
Yifan Wang

 Against the backdrop of growing national strength and rapid economic development, the government has placed more emphasis on education. In recent years, remarkable achievements have been registered in terms of education in China, which lays a solid foundation for cultivating comprehensive professionally-trained personnel in the new era. However, the current education system is ridden with many setbacks and problems. This paper conducts an analysis of the specific conditions of education both at home and abroad, status quo of education in China, makes some reflections on the direction and measures of China's education reform based on the practical reality of education in China. Measures should be taken to inject personalities into the traditional, exam-oriented education system, which keeps pace with the new era. As is known to all, it's important to strike a balance between public education and non-government funded education in a scientific and reasonable manner. The overhauling of traditional education policies will pave the way for China's educational renaissance and realize the great blueprint of the Chinese dream. 


2019 ◽  
Vol 6 (1) ◽  
pp. 42
Author(s):  
Zulfikar Zulfikar

Using mother tongue (L1) in a foreign language (L2) classrooms is inevitable. Despite the debate over the adequacy of using L1 in the teaching of L2, this paper argues using L1 in the classroom does not hinder learning, and that L1 has a facilitating role to play in the classroom and can help L2 learning and acquisition. This paper shows that L1 is an inseparable part of language teaching, and it has several functions for both the students and teachers in English language learning and teaching. Therefore, those who believe L1 has a minimal role to play in the teaching of a foreign language are invited to think again of its role and contributions it makes to the fields of language learning and teaching.


1992 ◽  
Vol 16 (2) ◽  
pp. 137-162 ◽  
Author(s):  
Gabrielle Varro

SUMMARY "Immigrant Languages" and the French School System The situation of children who continue to be called "immigrant" in France, even though most of them were born or raised there, is paradoxical to say the least. On one hand, the government seeks to integrate the foreign communities established in France, and this would tend to relegate language maintenance to the sphere of private life. But at the same time, education experts have since 1970 imposed the idea that a foreign child will only learn his or her second language well (French in this case) only if he or she first learns to speak, read and write his/her "mother tongue" or "language of origin". Such culturally determined notions have dictated specific policies in the public schools which in fact often serve to create segregation. This article attempts, in sociolinguistic and historic perspective, to analyze a situation which concerns a large fraction of the school population in France, in four parts: (1) The status of foreigners and their languages in France and the social representations surrounding them; (2) Government policy concerning foreign pupils and languages in public schools since 1970; (3) Volunteer associations and "mother tongue" maintenance; (4) Family strategies. RESUMO "Enmigrulaj lingvoj" : kaj la franca lerneja sistemo La situacio de tiuj infanoj, kiujn, kvankam naskitaj kaj edukitaj en Francio, oni daŭre nomas "enmigrintoj", estas, minimume dirite, paradoksa. Unuflanke, la registaro celas integrigi la eksterlandajn komunumojn establitajn en Francio, kaj tio emus al sovo de lingva konservado al la sfero de la privata vivo; sed aliflanke edukistoj ekde 1970 trudas la ideon, ke eksterlanda infano bone lernos sian duan lingvon (ci-kaze la francan) nur se li/si unue lernos paroli, legi kaj skribi sian "denaskan lingvon" au "lingvon de origino". Tiaj kulture determinitaj nocioj diktis specifajn politikojn en la publikaj lernejoj, kiuj ofte kreas izoligon. La aŭtoro celas, laŭ socilingvistika kaj historia perspektivo, analizi situacion, kiu tuŝas grandan nombron de lernejanoj francaj, en kvar stadioj: la statuso de eksterlandanoj kaj iliaj lingvoj en Francio, kaj la sociaj prezentiĝoj, kiuj ĉirkaŭas ilin; registara politiko pri ekster-landaj lernejanoj kaj lingvoj en publikaj lernejoj de post 1970; volontulaj asocioj kaj konservado de "denaskaj lingvoj"; familiaj strategioj.


1979 ◽  
Vol 6 ◽  
pp. 137-154
Author(s):  
Hugo W. Campbell

In the multilingual community of Surinam the official language is Dutch. This language has occupied the official status during almost three centuries of colonial government, the intermediate stage of self-government (as part of the kingdom of the Netherlands from 1954 through 1975) and after complete independence in 1975. Though the status of official language did not change, a different language policy had to be adopted with respect to different role components in each of four historical periods. The language policy adopted in each of these periods can be considered the result of social changes which took place, and of attitudinal changes with respect to the functioning of other languages in the community. The changing role of the Dutch language in the four periods is discussed in terms of its changing socio-linguistic profile. The first change was that from an ethnic group specific position (the European population only) to an obligatory position which concerned the whole population. In each of these two periods Dutch was used in relation to all main functions (communication* education., religion and literature). During the period in which Dutch played the ethnic specific role the language Sranan was used as a promoted language to perform the same functions for the slave population of the 17th, 18th and 19th century. This language was also used as language of communication between the Europeans and the slaves. The social change from a slavery society to a society of citizens only had forced the governement to discourage the use of Sranan and to consider Dutch the only language in the country. This obligatory position was eventually disregarded in favor of a partial role of the Dutch language in a multicultural society. The recognition by the government of a multitude of cultural ambitions has led it to accept the possibility of the sharing of functions among languages. Especially with respect to intergroupcoinmunication and literature, the recognition-of the role of Sranan as national language became the main feature of this period. However, the emergency of Surinam-Dutch, as a variety (xized language) of the Dutch language used by the majority of the Dutch speaking community in Surinam, has given the governement of the new republic of Surinam an opportunity to promote cultural integration by means of this language variety. Though this too will have to share functions with Sranan (inter-group communication, literature, etc.), it is suggested that a stan-dardized version might not only change its promoted language status into that of national official language but also give a better criterion to judge and to stimulate performances in education and literature.


2017 ◽  
Vol 10 (2) ◽  
Author(s):  
Hendarto Suparta

Will Javanese language die in ten to fifteen years to go? The answer tends to be “no”. How about in coming two or three generations? The answer will be “possibly yes”. The fact, since the day of the independence declaration of the Republik of Indonesia, Javanese language has been undergoing a process what may be called language obsolescent or language replacement, or language demise or language death, in a certain degree. There are at least two reasons to support the prediction on that undesired destiny of the Javanese language in next generation periods. First, in this global era caused by the speed development of science and technology especially in transportation and communication, half of the total languages in the world, around 6000 languages, were dead in the past three centuries and ten languages will die every year. Some local languages have been replaced by, not many but powerful and dominant international languages, like English, and by national language like Indonesian in Indonesia. In Semarang and possibly other cities in Java not including Surakarta and Yogyakarta, Javanese people rarely speak krama, in a situation where it should be, while at least in rural area where ngoko was used, now in certain domains are replaced by Indonesian language significantly, where the speakers are young generation. Javanese language, said many people, has been a foreign language taught in elementary school to senior high school. Today, however, in informal situation among those who are familiar one with another, especially between people from lower status, lower Javanese or ngoko is still used in many places, and full Javanese (ngoko and krama) is still used in areas such as Demak, Purwodadi, Salatiga, and Pekalongan. This phenomena will unlikely change in 5 to 10 years to go. But no one, I think, will dare to guarantee if people use one to two generations as criterion. Now people with different backgrounds have been without hesitant to choose Indonesian as their children’s mother tongue since 30 to 35 years ago, with many different reasons. Two among other reasons are, first, for their children’s success in school, and second, parents don’t want their children speak with them using ngoko, so it seems no choice but Indonesian. How about with krama? It is not a secret any more that some parents in Semarang city tend not having communicative competence to speak krama. Entering global era in this reformation period, English language has been used everywhere in this country although actually people still use Indonesian, so what I mean is that that is a case of code-mixing. What is important to note here is that people’s attitude toward that foreign language can be considered to endanger the status of Indonesian because of the high status of that foreign language in the situation only few people speak standard Indonesian, an Indonesian prestigious variety. It is clear without saying with the fate of Javanese language if no people are aware with the situation. This article proposes some suggestions to anticipate the situation described above beside the fact that Javanese people are still proud with their culture.


Author(s):  
Ghulam Mujtaba Yasir ◽  
Prof. Dr. Mamuna Ghani

Pakistan is among those very few multicultural and multilingual countries which are celebrated for their ethnic as well as linguistic diversity. From the coastal areas of Karachi to the mountainous terrain of Gilgit Baltistan six major and more than 70 minor languages are spoken in various parts of Pakistan. Urdu relishes the position of National Language whereas the official language of the country is English and is mostly used by the power-wielding strata of the country namely the government functionaries, corporate sector, and education sector. The purpose of the study was to find out the interplay between socioeconomic factors and the phenomenon of language shift. The present research is descriptive in which 300 Urdu speaking children of Saraiki families of D.G. Khan District were selected for data collection. A multiple-choice questionnaire was devised and administered to collect the required data. The results insinuated a strong interplay between socio-economic factors and the language shift.


2021 ◽  
Vol 4 (1) ◽  
pp. 261-271
Author(s):  
Saqib Jawad ◽  
Barkat Ali ◽  
Muhammad Assad ◽  
Muhammad Sohail

Though Urdu language has no religious background, it is inspired by Arabic a mother-tongue of Islam. However, after its development, Urdu was exclusively attributed to be the language of Muslims of the Sub-continent. They faced many challenges for the survival of Urdu during the Movement of Independence. For the same reason, after independence, Urdu was declared to be the National Language of Pakistan. Afterward, certain bodies were established for its proper implementation as official language of the country. This aspect is recognized as constitutional obligation in term of Article 251 of Constitution, 1973. Though, the government was given sufficient time for the compliance of the same, this task could not have been accomplished despite of lapse of almost fifty years. Even, the judicial verdicts could not make the concerned institutions mindful. Instead, English is the official language of Pakistan since independence. Of course, there is difference of opinion on the matter of Official Language. Among others, the medium of education and legislation including policy papers are the major issues which are on English pattern. However, if these issues are addressed, the constitutional obligation of implementing Urdu as official language may be ensured.


2021 ◽  
Vol 6 (41) ◽  
pp. 55-75
Author(s):  
Irma Wani Othman ◽  
Muhammad Safuan Yusoff ◽  
Herlina Jupiter ◽  
Saifulazry Mokhtar

This paper discusses the culture connotation of “Bahasa Jiwa Bangsa” (Language is the Soul of the Nation) as a reflection inseminating element that symbolises the solidarity of the national language of the Malay language in order to achieve synergies harmonisation Malaysians. The arguments were highlighted with the aim of exploring the experience of Malaysia as a country famous for its unique racial mix but had to face various challenges in order to uphold the mother tongue. Secondary data content analysis methods utilise the results of the journals’ conclusions, reports, books, interviews, online news, and other printed materials. Underlying the background of the inaugural study, the selection of significant issues discussed and justified included arguments such as (i) Attitude, awareness, commitment, and responsibility of the community towards a consensus on national language empowerment, (ii) Social media phenomenon, and the influence of mass media in sustainability national language, (iii) The negligence preservation of the artworks production and national literature and (iv) The vital role of Dewan Bahasa dan Pustaka (DBP) (Institute of Language and Literature) in promoting the cultivation of the connotation of “Bahasa Jiwa Bangsa”. The goal of the dispute through discussion emphasised the relevance of the drafting of the National Language Act 1963/67 which proves the state’s commitment to maintaining the continuity of the status of the Malay language through enforcement of legislation. The future direction of such a study should focus on the essence of further debate to support the mother tongue as one of the greatest treasures and heritage for Malaysians.


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