Language Shaming in Malaysia

Journal of Nusantara Studies, 2016

This paper examines the motivations behind Malaysia's national language policy in theoretical terms to allow the Malaysian narrative to be positioned in an international context. To do this, it applies Spolsky's (2004) theory of what influences language policy making in contemporary nation-states, namely national ideology, the role of English in globalisation era, the nation's sociolinguistic situation, and an interest in linguistic minority rights. The paper argues that all factors are relevant in the Malaysian context. However, the domestic sociolinguistic situation only influences policy in so far as Malaysia's response to its ethnolinguistic minorities is limited to minimal linguistic rights in the education system. This limited acceptance of linguistic diversity continues a tradition of protecting what Malaysian law sees as the supremacy of Malay culture and language. The paper concludes with an invitation to apply this theory in the study of other nations in the region to foster a robust body of comparative data on national language policies in Southeast Asia.

In this article, we discuss Malaysia's major language policies surrounding Bahasa Malaysia and English as medium of instruction (MOI) since its independence. We show how issues involving a national language vis a vis English are shaped by different ethnic and social groups' competing views regarding these languages. We argue that the language debate in Malaysia is largely an emotive one that carries a historical baggage which no one is yet ready to discard and until such time, it will continue to represent a nation divided by nationalism, race-based politics and globalisation. However, we also interpret the Malaysian government's termination of English as the MOI in certain key school subjects starting in 2012 as not necessarily an arbitrary rejection of English but as a positive move, given the many problems associated with the over-reliance on English in education and language policies throughout Asia. We, thus, see the most recent act known as 'To Uphold Bahasa Malaysia & To Strengthen the English Language' (MBMMBI) as a necessary, firm, strategic and timely response by the Malaysian government to globalisation, nation building, the increasing international role of English, and the pressure to produce knowledge and maintain national cultural identity in today's world 59 nation BuiLding, engLish as an internationaL Language, MediuM of instruction, and Language deBate of a global elite community closely linked to the widespread use of English has pressured nation states to seriously engage with this assumed most powerful language of our times, as will be seen in the case of Malaysia presented in the subsequent sections. In particular, Malaysia's major language policies surrounding Bahasa Malaysia and English as the medium of instruction (MOI) in schools and universities since its independence are specifically drawn on. We then focus on Malaysia's two major policies regarding MOI: the sudden change from Bahasa Malaysia as the MOI to English for Mathematics and Science in 2003, which was reversed in 2012 following a decade of failure seen from various angles; and the introduction of a new language policy after the reverse, known as 'To Uphold Bahasa Malaysia & To Strengthen the English Language' (MBMMBI).

Journal of International and Comparative Education, 2013

In this article, we discuss Malaysia's major language policies surrounding Bahasa Malaysia and English as medium of instruction (MOI) since its independence. We show how issues involving a national language vis a vis English are shaped by different ethnic and social groups' competing views regarding these languages. We argue that the language debate in Malaysia is largely an emotive one that carries a historical baggage which no one is yet ready to discard and until such time, it will continue to represent a nation divided by nationalism, race-based politics and globalisation. However, we also interpret the Malaysian government's termination of English as the MOI in certain key school subjects starting in 2012 as not necessarily an arbitrary rejection of English but as a positive move, given the many problems associated with the over-reliance on English in education and language policies throughout Asia. We, thus, see the most recent act known as 'To Uphold Bahasa Ma...

National Language Planning and Language Shifts in Malaysian Minority Communities, 2011

This article sketches briefly construction and re-construction processes via language policies commencing from the very outset of the colonial establishment in Malaya to the contemporary Malaysia. The present writer argues this whole process normatively represents the plurality of the language policy owing to the changing actors and changing purposes throughout the various eras. Hence the research object of this article is to draw attention into two overall language policies: the first was implemented during the colonial era, and the second one has been the product of the Malay ruling elite after the independence. In the course of time, the language policies, as the reflection of cultural force, inevitably have become significant catalysts to inculcate and transmit respective cultural values as well. These processes will be traced through significant data in archival documentaries and contemporary researches. From the education of the children of Malay ruling elites in British schools to vernacular schools and national schools, language policies took an impressive place in the history of Malay Peninsula in the sense of reconstructuring the society designed on the basis of the political power. On the other hand, the same era also witnessed development of national awareness owing to some certain policies. It is plausible to urge that language policies seem to have been very decisive for the formation of national conciousness starting from the early decades of the last century. Andthe efforts of the founding fathers of Malay communityplayed crucial roles by introducing language policies reconstructively as unifying factors of multilingual and multiracial society. Key Words: Language Policies, Malay education, social change, colonial era, modern Malaysia.

World Englishes, 2014

The Southeast Asian region is undergoing rapid social, economic and cultural change brought about by movements of capital, people and ideas within and beyond the region. The dynamics of independence, nation-building and globalization have had an impact on most of the nation-states in the region, many of which attained independence only in the second half of the 20th century. This paper focuses on the development of Malaysia's language ecology within the context of nation-building, its embedding in the Southeast Asian region, and the global challenges it seeks to meet. Malaysia's languages are an essential component of the nation's ability to communicate internally in a multilingual country and externally to the region and the world. The interplay of English with Malay and other languages, and the tensions that arise and call for responses in education and other domains like the law in the wider multilingual situation are also discussed.

2015

This paper analyses Malaysia’s English language policies, especially since the mid 1990s, in the light of more recent claims for a united Malaysian nation (under the banner of bangsaMalaysia) and in the context of English language and its potential for Malaysia to forge more of an externalised identity. It examines the impact of post-independencemeasures to boost the status ofMalay by switching the languagemedium in schools toMalay (BahasaMalaysia). Thishadan immediate effect onEnglishmedium schools, but the samemeasurewas not carried through toChinese or Tamil schools. For the latter, students nonetheless had to demonstrate competence in Bahasa Malaysia and so there evolved an effective bilingualism for non-Malays – a bilingualism that was not generally available for the bulk of Malay students. By the 1990s, Malaysia sought to reintroduce English language competence via its schools and tertiary educa-tion. This measure is part of an overall effort to engage with the globalising world.

Journal of Islamic Governance

In the first part of this thought paper, 4 we showed that, based on a survey conducted on 830 Brunei Malays, Bruneians are becoming increasingly anglophonic. This is especially true of the young Bruneians, who have indicated a preference to using English or at the very least, dual Malay-English, for their day-today interactions. One of the reasons offered for this language shift has been explained in terms of the country's education system. With the introduction of the Dwibahasa in the early 1980s, followed by the even more English-heavy SPN21 in 2009, Bruneians are now more adept in English, so much so that English is even considered as a first language by some. 5 Depending on where one situates himself on the socio-linguacultural continuum, this linguistic development will elicit varied reactions. To those who are familiar with the link between English and economics, specifically of the positive correlation between a population's English proficiency and a country's economic performance, 6 this news would be lauded as a sign of prosperity and development. On the other hand, to those who view language through the cultural prism, the dominance of English would be seen as imperialism all over again, albeit a linguistic one. 7 Indeed, concerns over the weakening and contamination of Malay as a consequence of English have always been a staple feature of the local newspapers. In 2010, the then Director of Language and Literature Bureau lamented over the deteriorating quality of Malay among Bruneian students. 8 In 2012, a dire warning was issued on the probable impending death 1

Language planning influences how the language will be deliberately used, functioned and acquired by a local speech community where thoughtful consideration of the language image, learning opportunity, and social standing of the proposed language are required. The aim of this paper is to describe the language planning and language policies adopted by Malaysia and Singapore and what sociocultural factors had been taken into account in crafting the policies. The study provides an overview on the language planning process prior and after the independence of both countries, followed by the struggles to ensure the survival of the newly-embraced policy. In addition, the recent significant changes in the policies will also be discussed. The paper concludes that the language policy of Singapore was driven by the economic utility of the language, while Malaysia, at first, was based on the population identity preservation and cultivating nationalism among its citizens. However, Malaysia followed the footsteps of Singapore decades later.

AILA Review, 2009

This paper focusses on language and education issues in Malaysia as they have unfolded in the context of nation building, societal multilingualism and globalization from independence to the present day. The paper first examines the origin and nature of language and medium-of-instruction policies in Malaysia and the rationale for them. Secondly, it discusses the conflicts and controversies pertaining to language and education analyzing the domains of contestation. The next part of the paper reflects on the various shifts in language policy over the decades, from the early institutionalization of Malay to the growing importance of English amidst globalization trends, and finally the recent shift back to Malay, also examining the positioning of the Chinese and Tamil languages in the country. This is followed by a discussion of the emergence of an indigenized variety of English and English as a lingua franca in the region. The paper ends with a critical evaluation of the impact of the l...