Book Chapters

The paper examines the position of the Tamil language in Singapore. It is one of the four official languages of the country, but shows signs of decline in recent years relative to English, Chinese and Malay. The reasons for this are explored. Its low social status is the primary factor. Tamil is still associated with poverty and lack of social and political influence. But other factors, some of them more amenable to planned intervention, are also working against it. Formal varieties of the language are still dominant in the media, limiting its popular appeal to many Indians and even its comprehensibility. A prescriptive, language-centred attitude dominates in the schools also, making Tamil increasingly a 'classroom language' that has little likelihood of being used for everyday communication. The paper argues that it will be essential in the coming years to increase the out-of-school use of the language among young Singaporean and Malaysian Tamils. To achieve this it will be necessary to get them to use the language more often in the home, thus bridging the gulf between the formal varieties of the language, associated with school, media, and temple, and the informal varieties that still flourish in everyday transactions.

The paper examines performance in written English and Chinese in a sample of Singapore students (N = 43). Students had to write essays in both languages and were invited to think aloud while doing so. Quantitative and qualitative analyses of the protocols are presented. They show that both effective and ineffective writers use meaning-constructing strategies in their writing, but they differ in the quality of this use. Those who have developed good meaning constructing strategies in their stronger language seem to be able to transfer these strategies to their weaker language. However, their transfer seems to be more apparent if the stronger language is English. The implications of the findings for the Singapore classroom are discussed.

As Hong Kong approached its hand-over to Chinese sovereignty, it has been instructive to compare its experience with that in other former British colonies. This article focuses on how education policies in areas such as the medium of instruction nd curriculum changed as Singapore moved towards self-government and independence in the 1950s and 1960s. It also ompares the changes that took place in Singapore with those currently occurring in Hong Kong. Observations will be made about the likelihood of the 'one country, two systems' concept working in Hong Kong after 1997.