By Phyllis Ghim-Lian Chew
'Pulau Panjan', 'Po Luo Chung', 'Pulau Ujong', 'Lung –ya-men', 'Temasek', 'Singapura' are all former names of Singapore and belie its colourful historical past because the El-Dorado and nexus of Southeast Asia. Who have been Singapore's earlier multilingual population? What have been the pidgins, creoles and languages that thronged its marketplace locations and created its forgotten identities? How did polyglot migrants stuck within the throes of an prior globalization set up their respective identities? What hybrid identities arose from such cross-cultural interactions? This e-book provides a desirable heritage of early identities in Singapore as tested during the retrospective lens of language. an extended view has been selected for its virtue in offering unforeseen socio-political and linguistic insights into the long run results of swap and continuity.
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Additional resources for A Sociolinguistic History of Early Identities in Singapore: From Colonialism to Nationalism
She was also a part of Dunia Melayu (“Malay world”), which included Indonesia, the Philippines, Malaysia, and Singapore (Asis, 2004). Geographically, she is an integral part of the Riau-Lingga group of islands, many of them separated by numerous straits along the peninsula of Malaya and adjacent islands, the greater part of the coasts of Sumatra and Borneo, the seaports of Java, and the Sunda and Banda islands. Examples of its multicultural sister ports around the vicinity of the Straits of Malacca includes Penang, Batavia, Tanjong Pinang, Melaka, Palembang, Jambi, Tamiang, Kota Cina, Patani and Semarang.
7 Racial Identities: Plurality in the Making 27 Education and identity In colonial Singapore, multiple schooling systems were created to meet what was diagnosed to be the different needs of the ethnic-linguistic groups. 8 This section discusses Malay-, Chinese-, Tamil- and English-medium education and their respective contributions to a racially-minded identity. Malay-medium schools The Malays were the only racial group provided free elementary education by the British, who were themselves influenced by a paternal and humanitarian sense of obligation to protect and preserve what they viewed was the way of life of the “rightful” people.
Milne, 1933: 44–48) On the other hand, Kim Seng the schoolboy: Collects stamps ... brother studying to be engineer, father is a clerk but wants him to be a doctor, and he goes to the cinemas during his spare time. (Milne, 1933: 49–53) In contrast, Mutusamy the schoolboy: ... is born in India, has two brothers – one is a teacher – hopes to be a lawyer when he grows up – wants to go to England to study. (Milne, 1933: 54–56) While the Straits-born or Babas were able to learn English and became part of the ruling elite, graduates from the Chinese-medium schools founded by the clans, and which educated the majority of the Chinese population, were unable to speak English and were thus marginalized, excluded from careers in government and the professions, and forced to take ill-paid jobs in factories or on the buses (Bloodworth and Liang, 2000: 31).
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