Sustaining and maintaining a minority language
-
Chitra Shegar
Abstract
Singapore offers clues as to how languages of lesser power may thrive in contexts where there is a multiplicity of languages and metropolitan languages dominate. Under colonial rule the position of Tamil in both society and schooling was marginal. The community lacked numbers and economic power and many Indian children were sent to English medium schools. A multiplicity of Indian languages further complicated the situation. In 1956, an emergent multilingual elite committed itself to equal treatment for the four official languages – English, Chinese (Mandarin), Tamil and Malay. We provide some insights as to how this commitment has resulted in various initiatives sustaining Tamil in Singapore despite its declining functional value in the larger community.
Abstract
Singapore offers clues as to how languages of lesser power may thrive in contexts where there is a multiplicity of languages and metropolitan languages dominate. Under colonial rule the position of Tamil in both society and schooling was marginal. The community lacked numbers and economic power and many Indian children were sent to English medium schools. A multiplicity of Indian languages further complicated the situation. In 1956, an emergent multilingual elite committed itself to equal treatment for the four official languages – English, Chinese (Mandarin), Tamil and Malay. We provide some insights as to how this commitment has resulted in various initiatives sustaining Tamil in Singapore despite its declining functional value in the larger community.
Chapters in this book
- Prelim pages i
- Dedication v
- Table of contents vii
- Preface xi
- Foreword xiii
-
Introduction
- The diversity of Asia-Pacific language ecologies 1
- Education, power and sociolinguistic mobility 13
-
East Asia
- A Yami language teacher’s journey in Taiwan 33
- Power and other issues in minority language education in China 49
- Forming a Korean identity in Japan 65
-
Southeast Asia
- Patani Malay in Thai education 91
- Language in schooling in Timor-Leste 111
- Bidayuh as a subject at pre-school and primary levels 131
- Sustaining and maintaining a minority language 153
-
Oceania
- UNESCO’s action in culture and the importance of language maintenance in the Pacific 175
- State versus community approaches to language revival 185
- Vernacular education in Papua New Guinea 205
- From despised jargon to language of education 223
- Te Reo Māori – He Reo Kura? (Māori Language – A School Language?) 243
- A study of bilingual education using Samoan language in New Zealand 261
- Index 293
- Authors 289
Chapters in this book
- Prelim pages i
- Dedication v
- Table of contents vii
- Preface xi
- Foreword xiii
-
Introduction
- The diversity of Asia-Pacific language ecologies 1
- Education, power and sociolinguistic mobility 13
-
East Asia
- A Yami language teacher’s journey in Taiwan 33
- Power and other issues in minority language education in China 49
- Forming a Korean identity in Japan 65
-
Southeast Asia
- Patani Malay in Thai education 91
- Language in schooling in Timor-Leste 111
- Bidayuh as a subject at pre-school and primary levels 131
- Sustaining and maintaining a minority language 153
-
Oceania
- UNESCO’s action in culture and the importance of language maintenance in the Pacific 175
- State versus community approaches to language revival 185
- Vernacular education in Papua New Guinea 205
- From despised jargon to language of education 223
- Te Reo Māori – He Reo Kura? (Māori Language – A School Language?) 243
- A study of bilingual education using Samoan language in New Zealand 261
- Index 293
- Authors 289
