Cabaran Bahasa Melayu Dalam Era Globalisasi
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 BIN MOHAMED SULOR.
Is Kit Siang prepared to declare that those who cannot and refuse to speak the Bahasa Kebangsaan when communicating with other Malaysian on TV and on daily basis are anti-national and must be condemned by all patriotic Malaysians and will have no place in Malaysian politics and public service?In trying to downplay the Bahasa Kebangsaan, those irresponsible is admitting to a couple of things;1. Firstly, refusal to speak the Bahasa Kebangsaan when interviewed by local TV and on daily basis hence, ironically they claimed that they have lived here for generations.2. Secondly, refusal to write in Bahasa Kebangsaan in official blog even though their party was registered in Malaysia and purportedly claimed to champion all Malaysian regardless race.3. Thirdly, keeping mum over extremist demand to promote segmentation and division in certain school by neglecting the importance of the Bahasa Kebangsaan as agent of unity. In actual fact, the failure to speak common language is most potent proof of the failure of Malaysian nation building in the past five decades, as it is not confined to one or two non bumi but infected the nation as a whole.Everyday on local TV, when the non Bumi are interviewed, little that they were recorded speaking the Bahasa Kebangsaan wheras the subject oft local and little to do at the international level, so for what reason that they speak in English when addressing fellow Malaysian.Malaysia will be celebrating our 55th National Day on August 31. Is Kit Siang prepared to send out a clear and unmistakable message that those who continue to undermine the Bahasa Kebangsaan are aliens per se, positively anti-national who must be condemned by all rational and patriotic Malaysians in unequivocal terms and who should have no place in Malaysian politics or public service?Junah: twitter.com/opshield(The views expressed here are the personal opinion of the columnist).
ON the eve of the formation of the nation state, the government set up a committee under Datuk Abdul Razak Hussein (later Tun) to come up with a national education policy after the first federal elections in 1955.Its 1956 Razak Report stated that the national education policy’s main objective was national unity.Until the present, parents have never considered nation-building a priority in education. 23 JUN — Banyak istilah yang terang-terangan salah dalam bahasa Melayu. Contohnya Amerika Syarikat. Saya yakin ianya diterjemah langsung dari bahasa Indonesia yang menggunakan “Amerika Serikat”. Syarikat dan Serikat adalah dua perkara berbeza. Syarikat adalah “company” dalam bahasa Inggeris manakala Serikat ertinya “Union”. Jadi, terjemahan yang paling sesuai untuk “United States of America” adalah “Kesatuan Amerika”.“Malaysia adalah sebuah negara yang mempunyai rakyat dari pelbagai bangsa seperti Melayu, Cina, India, Iban, Kadazan dan ramai lagi”.
Ayat ini pasti anda akan temui apabila membaca pengenalan tentang negara kita. Sebenarnya, ayat diatas seharusnya berbunyi begini, “ Malaysia adalah sebuah negara yang mempunyai rakyat dari pelbagai etnik atau kaum seperti Melayu, Cina, India, Iban, Kadazan dan ramai lagi”.Melayu boleh dipanggil bangsa Melayu jika Almarhum Dr. Burhanuddin Al Helmy adalah perdana menteri pertama dan bukan Tunku Abdul Rahman. Dalam bukunya yang bertajuk Perjuangan Kita, dengan jelas Dr. Burhanuddin ketengahkan konsep “Melayu sebagai rakyat kepada Malaya”.Pada ketika itu, konsep “Melayu” masih lagi diperdebatkan. Melayu seperti yang dipanggil pada hari ini masih belum wujud dan terpecah kepada Bugis, Banjar, Jawa, Minang, Darah Keturunan Arab (DKA), Darah Keturunan Keling (DKK) dan pelbagai lagi.Hari ini, Melayu adalah kesatuan kepada Bugis, Banjar, Jawa, Minang, DKA, DKK dan pelbagai lagi. Oleh itu, Melayu itu adalah etnik dan bukannya bangsa.
Bersesuaian dengan konsep Melayu pada hari ini. Begitu juga Cina dan India. Cina boleh dipanggil bangsa Cina apabila ianya merujuk kepada rakyat China. India juga lebih sesuai jika kita merujuk kepada rakyat negara India.
Etnik atau kaum lebih sesuai digunakan jika kita merujuk kepada Cina dan India di Malaysia.United Malay National Organization (UMNO) lebih sesuai digantikan kepada United Malay Ethnic Organization (UMEO). UMNO adalah sebuah parti yang mewakili etnik atau kaum Melayu dan bukannya bangsa Melayu. Jika tetap mahu menggunakan istilah “Bangsa”, UMNO perlu mencadangkan agar berlakunya sedikit perubahan dalam perlembangaan persekutuan. Ambil konsep “Melayu” sepertimana yang dibawa oleh Dr. Burhanuddin Al Helmy. Lebih jelas menggambarkan sebuah negara bangsa.Apabila menteri besar Kelantan, Datuk Nik Aziz, menghentam UMNO, beliau seringkali menghentam “faham kebangsaan” atau dalam bahasa Inggeris nya merujuk kepada “Nationalism”. Beliau terkeliru dengan penggunaan istilah.
Sebenarnya, ia merujuk kepada fahaman politik etnik atau kaum yang menjadi ideologi UMNO.Tidak ada masalah dengan fahaman “Nasionalis”. Seorang nasionalis akan meletakkan kepentingan negara melebihi dari kepentingan politik atau diri sendiri. Kita boleh huraikan dan bahas lagi mengenai nasionalisme dalam penulisan akan datang. Istilah-istilah yang salah dalam bahasa Melayu perlu dibetulkan semula.
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Pakar-pakar bahasa perlu mula membuat kerja. Jangan biarkan rakyat Malaysia terus berada dalam kesesatan.
Apalagi apabila bahasa Melayu itu adalah bahasa kebangsaan bagi negara. Pandangan di atas hanyalah pandangan peribadi penulis.Comments: Tags:, Categories:. Terkejut tapi suka bila terbaca satu artikel dari BERNAMA yang mempromosikan Sekolah Berbilang Kaum sebagai tempat TERBAIK bagi memupuk Perpaduan Antara Kaum rakyat Malaysia. Walaupun tidak dinyata secara spesifik, tapi apa yang digambarkan BUKAN merujuk kepada mana-mana sekolah yang bersifat vernakular dimana majoriti murid terdiri dari satu kaum saja. Inilah maksud SATU SEKOLAH. Ini maksud SATU yang sebenarnya sebagaimana terkandung dalam slogan 1MALAYSIA! Logik akal menyokong konsep Satu Sekolah sekiranya 1Malaysia menjadi wawasan.
Tapi sayang. Bila politik menjadi perkiraan, SEGALANYA DIPERTARUHKAN!
Termasuk masa depan perpaduan rakyat negara kita. Semakin hari semakin terpisah kaum2 yang ada. Semakin bercambah sekolah vernakular maka semakin luas jurang perpaduan generasi akan datang. Bom jangka perkauman terus berdetik.
Oleh Mohd Hisham Abdul RafarKUALA LUMPUR, 20 Jun (Bernama) — Banyak sekolah di negara ini mempunyai pelajar berbilang kaum, yang menjadi tempat mulanya perkenalan kanak-kanak dan remaja dengan rakan-rakan daripada kaum lain.Awalnya di sekolah jugalah mereka belajar dan mula tahu mengenai adat resam, budaya dan agama rakan-rakan daripada kaum lain. Namun, persahabatan tetap terjalin mesra dalam pergaulan mereka tanpa merasa harus ada pengasingan atau peminggiran atas dasar kelainan itu.“Kanak-kanak dan remaja memang sentiasa ‘innocent’ dan ikhlas dalam berkawan. Bagi mereka Ah Choon adalah kawan dan bukannya seorang Cina dan Eh Tiang juga adalah rakan dan bukan orang Siam. Can't open pictures in windows 10 word. Bagi Alif Ezwan Abdul Razak, 30, jalinan hubungan erat antara kaum di alam persekolahan wajar terus dipupuk dan disuburkan sehingga ke alam pekerjaan dan dalam segenap aspek kehidupan.“Janganlah kita hadkan pergaulan kita dengan satu kaum sahaja.
Kalau di sekolah, kita boleh bergaul dengan bangsa lain tanpa masalah janganlah setelah menginjak dewasa, kita menyisih dan meminggirkan pula mereka.“Ini tidak betul. Saya ingat lagi ketika bersekolah di SMKTP, rakan-rakan baik Melayu, Cina dan India amat terbuka untuk saling membimbing dalam subjek yang kita tak faham. Kita pula membantu mereka dalam subjek yang kita lebih arif,” katanya.Beliau percaya hubungan akrab berbilang kaum yang dipupuk di sekolah perlu terus diperkasakan dalam mencapai status negara maju menjelang tahun 2020 supaya Malaysia bukan saja maju malah kekal sebagai negara teladan dalam aspek perpaduan rakyatnya.“Ibarat kata pepatah melentur buluh biarlah daripada rebungnya. Dengan cara itu, barulah nampak hasilnya seperti matlamat 1Malaysia,” katanya.Menurut Azli pula, tugas memupuk dan menyuburkan perpaduan kaum selaras 1Malaysia tidak boleh dibebankan kepada guru atau dalam persekitaran sekolah sahaja, malah mestilah disokong dengan bimbingan ibu bapa juga.“Bukanlah susah pun untuk dilaksanakan hal ini. Ibu bapa yang mengetahui akan-anak yang mempunyai kawan daripada kaum lain, hanya perlu mengambil inisiatif mengenali keluarga rakan anaknya itu yang tinggal berdekatan dan sesekali saling berkunjung bersama anak-anak,” katanya.Katanya kejayaan semangat 1Malaysia bukanlah impian perdana menteri atau kerajaan semata-mata malah setiap rakyat juga, yang mahu mewariskan Malaysia yang kekal harmoni, aman dan makmur kepada anak-anak.— BERNAMAComments: Tags: Categories. If a Chinese Malaysian can pursue his entire education in Chinese, from primary to university level, how much exposure would he have to Malaysian students and teachers from other communities? How would this affect his attitude towards, and outlook on, the other?
What would be his notion of a Malaysian identity?Chandra Muzaffar. Electoral politics in multi-ethnic societies sometimes undermines the quest for national unity. We are witnessing that in Malaysia now. As the battle for votes in the coming General Election intensifies, the major competitors for power are going all out to project themselves as the champion of this or that ethnic constituency.
This is obvious in their approach to Chinese education. While Chinese primary education is integral to the national school system, the push for secondary education in the Chinese language beyond what is provided for, at present, has become more pronounced. The clamour for an independent Chinese language secondary school in Kuantan is part of this. Political parties in the Opposition and in the Government are now in the forefront of this demand. If the limit upon independent Chinese secondary schools — there are 61 now — is set aside, it is quite conceivable that the number would increase dramatically in a short while.
Would this lead to the emergence of a complete Chinese secondary school system that would parallel the national secondary school system in Bahasa Malaysia? The implications of such a possibility should be understood within the context of the Government’s recent recognition of most universities in China. If a Chinese Malaysian can pursue his entire education in Chinese, from primary to university level, how much exposure would he have to Malaysian students and teachers from other communities? How would this affect his attitude towards, and outlook on, the other? What would be his notion of a Malaysian identity?.
It is not just the silo that an exclusive Chinese education would create that is a challenge to us all. Many urban Malay parents are now opting for Islamic religious education at primary and secondary school level for their children. With the proliferation of Islamic universities and colleges in the country, they could choose to continue their tertiary education in a largely mono ethnic, mono-religious environment. Needless to say, this will also have a negative impact upon inter- ethnic, inter-religious ties in the future. There are other current developments that will also impact upon the national school. The Government has made it easier for Malaysians to enrol in private schools which ipso facto will be patronised by those from the upper echelons of society.
Makalah Globalisasi Pendidikan
Thus, a class division which is already entrenched will be further exacerbated. A handful of Malaysians want the authorities to allow for English medium education, without much concern for what it will do to a school system that is already dichotomised in so many other ways.
It appears from all this that there isn’t that much commitment to the national school. Has the national school become the ‘step-child’ of our education system?. Since the Malaysian Constitution recognises Malay as the national language, it follows logically that the national school with Malay as the main medium of instruction should be the pivot of our education system. The Razak Report of 1956, the only comprehensive education report that the nation has had, acknowledges this. It is emphatic about the role of the national school as the channel for promoting national unity.
It is not widely appreciated that the Malay language had for hundreds of years served as the lingua franca— the language that facilitated communication among diverse ethnic communities— of a vast region that is today described as the Malay world. It created a sense of cultural unity and forged an identity— the Malay identity— that transcended ethnicity, making the Malays one of the most cosmopolitan people on earth. In contemporary times, Malay, as Bahasa Indonesia, has also helped to develop a national identity out of tremendous ethnic diversity in Indonesia. Malay can play that role in Malaysia too, if the national school becomes truly national.
To become national, the Bahasa Malaysia based school has to emerge as the school of first choice for all Malaysians. Its quality has to improve significantly.
Bahasa Malaysia, English and other languages should be taught well. This also applies to other core subjects such as Mathematics, Science and History. Parents will also be impressed by the school if student discipline is strictly enforced within a caring environment. Competent, dedicated teachers would be the essential pre-requisite for such a school system. They should not just impart knowledge and skills but also try to mould the young under their charge into honest and trustworthy human beings.
Teachers should treat all students, regardless of their backgrounds, with fairness and a sense of justice. The national school teaching community should be much more multi-ethnic and multi- religious than what it is today. More non-Malays and non-Muslims should be appointed as School Heads and Senior Assistants.
At district, state and national levels, the education office or department should reflect the multi-ethnic composition of the nation. Qualified Dayaks and Kadazans should be given administrative roles outside Sarawak and Sabah. What this means is that within the three component elements of the education system — administrators, teachers and students — ability should be recognised and rewarded. It is only when the education system is perceived to be promoting ability and excellence that parents will have the confidence to send their children to the national school. At the same time, the national school should extend a helping hand to the disadvantaged student, irrespective of cultural or religious affiliation. In a nutshell, there has to be a total transformation of the national school. The Ministry of Education, I am sure, is working towards this goal.
Globalisasi Dalam Budaya Bangsa
It is a transformation which will have to be carried out in tandem with other fundamental changes to the education system as awhole. For a start, let us try to reduce the impact of electoral politics upon education and national unity.Dr. Chandra Muzaffar is Chairman of the Board of Trustees of Yayasan 1Malaysia.Comments: Tags: Categories. This blog carries the personal views of several authors.
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