Pembelajaran Bahasa Melayu dalam Era Globalisasi: Kajian Penggunaan Translanguaging (Malay Language Learning in a Globalised Era: Research on the Use of Translanguaging)

MOHAMED AIDIL SUBHAN MOHAMED SULOR

Abstract


ABSTRAK: Dalam konteks pendidikan dwi-bahasa yang berpusatkan bahasa Inggeris dan perancangan bahasa yang berpaksikan bahasa Mandarin, Singapura menghadapi cabaran getir dalam bukan sahaja melestarikan bahasa Melayu, tetapi menentukan kewujudan berterusan bahasa tersebut dalam konteks sebuah negara kosmopolitan. Banci penduduk 2015 menunjukkan peratusan keluarga Melayu menggunakan bahasa Melayu di rumah semakin menurun dibandingkan dengan penggunaan bahasa Inggeris (www.singstat.gov.sg) Untuk mengatasi masalah ini, Kementerian Pendidikan Singapura melalui Institut Pendidikan Nasional, Universiti Teknologi Nanyang telah memberi geran kajian untuk meninjau penggunaan bahasa lazim (bahasa yang sering digunakan pelajar – bahasa Inggeris) untuk mencapai objektif pembelajaran bahasa sasaran (bahasa yang hendak dipelajari – bahasa Melayu). Kertas kerja ini meninjau konsep pembelajaran bahasa dengan menggunakan pendekatan translanguaging di sebuah sekolah rendah di Singapura. Pengkaji akan menjelaskan konsep translanguaging serta pengimplementasiannya dalam kelas tersebut. Selain daripada itu, kertas kerja ini juga akan menjelaskan cabaran yang dihadapi serta saranan untuk meluaskan penggunaan pendekatan ini dalam konteks penggunaan bahasa Melayu terhadap mereka yang lebih fasih berbahasa Inggeris. Kajian awal menunjukkan pencapaian pemahaman semakin meningkat apabila bahasa lazim pelajar digunakan dalam pembelajaran bahasa sasaran.

Kata kunci: Pembelajaran Bahasa Melayu; era globalisasi; translanguaging

 

ABSTRACT: In a bilingual education context that is English-knowing and Mandarin-inspired, Singapore faces an uphill task in ensuring the vitality of the Malay language in the context of a cosmopolitan country. The 2015 Census Report indicated that the percentage of Malay household using Malay at home has steadily decreased compared to their use of English (www.singstat.gov.sg). To address this issue, the Ministry of Education Singapore, through the National Institute of Education, Nanyang Technological University gave out a grant to research on the use of familiar language (English Language) in the learning of a specified target language (Malay Language). This research paper will focus on the use of translanguaging in a neighbourhood primay school in Singapore. The researcher will explain the concept of translanguaging and its implementation in the classroom. This paper will also attempt to indicate some of the issues pertaining the use of translanguaging. Initial research shows that the use of a familiar language has shown a slight increase in the understanding of students’ comprehension of text in the target language. 2

Keywords: Learning of Malay language; globalization; translanguaging


Full Text:

PDF

References


Arthur, J., & Martin, P. 2006. Accomplishing lessons in postcolonial classrooms: Comparative perspectives from Botswana and Brunei Darussalam. Comparative Education 42: 177–202 A

Census of Population 2010. Statistical Release 1, Demographic characteristics, education, language and religion. 2011. Department of Statistics, Ministry of Trade and Industry.

Creese, A., & Blackledge, A. (2008, March). Flexible bilingualism in heritage language schools. Paper presented at Urban Multilingualism and Intercultural Communication, Antwerp, Belgium.

García, O. 2009. Bilingual education in the 21st century: A global perspective. Oxford, UK: WileyBlackwell.

Goh Keng Swee & the Education Study Team. 1979. Report On the Ministry of Education 1978. MOE.

Canagarajah, A. S. 2011. Translanguaging in the classroom: Emerging issues for research and pedagogy. Applied Linguistics Review 2: 1-28.

Garcia, O. & Wei, L. 2014. Translanguaging: Language, Bilingualism and Education. UK: Palgrave Macmillan.

Hornberger, N. H. 2005. Opening and filling up implementational and ideological spaces inheritage language education. Modern Language Journal 89: 605–609.

Hornberger, N. H. & Link, H. 2012. Translanguaging & transnational literacies in multilingual classrooms: A biliteracy lens. International Journal of Bilingual Education and Bilingualism 15(3): 261-278.

Lin, A. M. Y. 1999. Doing-English-lessons in the reproduction or transformation of social worlds? TESOL Quarterly 33: 393–412.

Lin, A. M. Y., & Martin, P. 2005. (Eds.). Decolonisation, globalisation: Language-in-education policy and practice. Clevedon, UK: Multilingual Matters.

Ministry of Education. 2005. Report of the Malay Language Curriculum and Pedagogy Review Committee. Singapore: National Photo Engravers.

Ministry of Education. 2011. Nurturing Active Learners and Proficient Users: 2010 Mother Tongue Languages Review Committee. Singapore.

Mohamed Aidil Subhan. 2003. Planning for Malay Language in Education: Lessons of History and Present Ecology. Centre for Research in Pedagogy & Practice, NIE

Pakir, Anne. 1991. The range and depth of English-knowing bilinguals in Singapore. World Englishes 10(2): 167-179.

Pakir, Anne. 2004. ‘Medium-of-Instruction Policy in Singapore’ In Tollefson, James W. & Tsui, Amy B., Medium of Instruction Policies: Which Agenda? Whose Agenda? LEA: New Jersey

Report of the All Party Committee of the Singapore Legislative Assembly on Chinese Education. 1956. Singapore Government.

Tomlinson, C.A. 2005. How To Differentiate Instruction In Mixed-Ability Classrooms (2nd Edition). USA: Pearson Education.

Vaish, Viniti & Aidil Subhan. 2015. “Translanguaging in a reading class”. International Journal of Multilingualism 12(3): 338-357.


Refbacks

  • There are currently no refbacks.


 

ISSN 2289-1706 | e-ISSN : 2289-4268 

Institut Alam dan Tamadun Melayu (ATMA)
Universiti Kebangsaan Malaysia
43600 UKM Bangi, Selangor Darul Ehsan
MALAYSIA

© Copyright UKM Press, Universiti Kebangsaan Malaysia