By Harold Jeffreys
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Nagata 1979, p. 45). Nonetheless, the meaning of the term ‘Malay’ in Brunei, is also complex. Maxwell (1980, p. 151) suggests it can refer to one or more of the following: a cultural practice; adherence to Islam; one’s legal status; 28 Peter Sercombe or one of the puak jati; a census category (since 1961, prior to which population figures were available for each separately named indigenous group); a grouping, since the nationality act of 1961; and a linguistic affiliation. 4 Furthermore, ethnolinguistically, Malays can be subdivided into three sub-groups, although these (sub-group) distinctions are eroding, for a number of reasons: the government’s decision to include all so-called indigenous groups in the Malay category for census purposes; the gradually increasing diversity of residential distribution in Brunei, resulting from greater employment opportunities; and increasing assimilation towards the (ethnic) Bruneis.
Singapore’s language policy requires the use of English as the medium of instruction, and one of the official mother tongues – Chinese, Malay or Tamil – as a separate and required subject. In the process, however, this policy has led to clines of linguistic minoritization. State support of English has also made it greater than Introduction 17 the three other languages, reflecting the primacy of fiscal pragmatism in policy-making, English being viewed as the language of money, while overlooking diversities on the ground, such that Singapore is, indeed, ethnolinguistically diverse, that English as a nativized language can and does function as a mother tongue (with the rise of local variants), and that children from mixed ethnic backgrounds are growing in number.
In Chapter 9, Wee describes the processes of minoritization of languages in Singapore which have accompanied the institutionalization of its brand of bilingual education. Singapore’s language policy requires the use of English as the medium of instruction, and one of the official mother tongues – Chinese, Malay or Tamil – as a separate and required subject. In the process, however, this policy has led to clines of linguistic minoritization. State support of English has also made it greater than Introduction 17 the three other languages, reflecting the primacy of fiscal pragmatism in policy-making, English being viewed as the language of money, while overlooking diversities on the ground, such that Singapore is, indeed, ethnolinguistically diverse, that English as a nativized language can and does function as a mother tongue (with the rise of local variants), and that children from mixed ethnic backgrounds are growing in number.