ERIC ED384205: Unlocking Australia's Language Potential. Profiles of 9 Key Languages in Australia. Volume 5: Indonesian/Malay.

285 Pages·1994·6 MB·English

by  ERIC

DOCUMENT RESUME
FL 022 493
ED 384 205
Worsley, Peter
AUTHOR
Unlocking Australia's Language Potential. Profiles of
TITLE
9 Key Languages in Australia. Volume 5:
Indonesian/Malay.
Australian National Languages and Litcracy Inst.,
INSTITUTION
Deakin.
REPORT NO
ISBN-1-875578-12-9
PUB DATE
94
286p.; For related documents, see FL 022 494-497 and
NOTE
ED 365 111-114.
NLLIA, 9th Level, 300 Flinders St., Melbourne,
AVAILABLE FROM
Victoria 3000, Australia.
Tests/Evaluation
Information Analyses (070)
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*Cultural Awareness; Cultural Education; Educational
DESCRIPTORS
History; Educational Needs; Foreign Countries; High
Schools; *Indonesian; *International Trade; *Language
Role: Language Usage; *Malay; Regional
Characteristics; Second Language Learning;
*Uncommonly Taught Languages
*Australia; Brunei; Indonesia; Malaysia; Singapore
IDENTIFIERS
ABSTRACT
The report on the status of the Indonesian and Malay
languages in Australia documents the history of those languages in
Australian education, within selected communities, in international
trade, and among high school students. The first chapter gives a
brief history of the Indonesian and Malay languages and comments on
their place in the life of contemporary Indonesia, Malaysia, Brunei,
and Singapore. Chapters 2-5 detail its teaching and use in
Australia's educational system, focusing on significant influences
and events in three periods: 1955-70, its introduction during a
period of crisis in the teaching of languages other than English;
1970-86, a period of retrenchment in Australian education and
business and turmoil in Indonesia; and 1986-92, characterized by
heightened awareness of the value of languages other than English.
Chapter 6 describes language use patterns in the Indonesian community
of the Sydney metropolitan area, and chapter 7 summarizes a survey of
Australian companies regarding their current and projected need for
Indonesian/Malay language and cultural skills. The final chapter
reports on a survey of Australian year 11 students studying these two
languages. A series of recommendations for the teaching of Indonesian
and Malay in Australia is also presented. Bibliographies of
references and instructional resources and a language attitude
questionnaire are appended. (MSE)
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Reproductions supplied by EDRS are the best that can be made
from the original document.
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AVAILABLE
BEST COPY
Unlocking Australia's Language
Potential
PROFILES OF 9 KEY LANGUAGES IN AUSTRALIA
Volume 5: Indonesian / Malay
Canberra
Publication Data
National Library of Australia Cataloguing in
of 9 Key 1 anguage, in A ii-s;ral:.1
Unlocking Australia's Language Potential: Profile
Volume 5 Indonesian / Malay
Bibliography.
Includes index.
ISBN 1 875578 07 2 (set)
ISBN 1 875578 08 0 (v.1)
ISBN 1 875578 09 9 (v.2)
ISBN 1 875578 10 2 (v.3)
ISBN 1 875578 11 0 (v.4)
ISBN 1 875578 12 9 (v.5)
ISBN 1 875578 13 7 (v.6)
ISBN 1 875578 14 5 (v.7)
ISBN 1 875578 15 3 (v.8)
ISBN 1 875578 16 1 (v.9)
angi
2. Australia
Australia
teaching
1. Language and languages Study and
National Language,: and I iterate I iistittitc of
Study and teaching - Foreign speakers. I.
Learning Fri gram
Australia. II. Australian Second Language
CD Commonwealth of Australia and NLLI A
ISBN 1 875578 12 9
permitted under the .op\ right Act 1,0)N. no part ma \
This work is copyright. Apart from any use
ant. the
written permission of the NLL IA
be reproduced by any process without the
I
Commonwealth.
41 8.(X)7
(1.1,1
front Hp.
Funded by DEET with additional resource totpitort
\I I
i
Cetwitoll,ec
not tietvc,tirtly repre,ettt the :teTc,,It the
t
The views expressed here do
of Australia I united
National Languages and Literacy Institute
2h00 Australia
Level 2, 6 Campion St, Deakin ACT
Fax: [phone]
Tel: [phone]
Indonesion / Malay Pro*.
TABLE OF CONTENTS
FOREWORD
i
PREFACE
i i i
EXECUTIVE SUMMARY
v
RECOMMENDATIONS
xx
INTRODJCTION
1
1
Indonesian/Malay in the world: A brief history
1.1
1
Introduction
1.1.1
1
1.1.2
Indonesia
3
Malaysia
1.1.3
8
1.1.4
Singapore and Brunei
10
Trade
1.1.5
11
The Report
1.2
12
2
A STATISTICAL HISTORY OF INDONESIAN /MALAY
16
Introduction
2.1
16
A statistical history of Indonesian/Malay
2.2
1955-1992
21
The schools
2.2.1
21
2.2.1.1
Students of Indonesian/Malay by State
27
2.2.1.2
Students of Indonesian/Malay by education
system
28
2.2.1.3
Students of Indonesian/Malay by gender
30
2.2.1.4
Conclusions
31
2.2.2
Higher education
33
2.2.2.1
Conclusions
40
2.3
General Conclusions
41
3
BEGINNINGS 1955-1970
43
Introduction
3.1
43
3.2
The coming of the crisis in the teaching of languages
other than English 1955-1970
44
Introduction
3.2.1
44
3.2.2
The economy
44
3.2.3
Australia's foreign relations
45
3.2.4
Australian attitudes towards immigration
48
3.2.5
The educational environment
49
3.2.6
The Wykes Reports
49
3.2.7
Introduction of Indonesian/Malay into schools and universities
53
3.2.8
Teaching methodology and coursebooks
56
3.2.9
Wykes
further recommendations
59
3.2.10
The Auchmuty Report
60
3.3
Conclusions
62
4
THE GREAT DECLINE 1970-1986
66
Introduction
4.1
66
4.1.1
Australia's foreign relations
66
4.1.2
Australian attitudes to immigration
68
4.1.3
The economy
71
4.2
Educational environment
73
4.2.1
The schools: Language study for the intellectual elite?
74
4.2.1.1
Background speakers of Indonesian/Malay
77
4.2.2
Higher education
78
4.3
Fitzgerald and Legge: Asian languages in decline
82
4.4
Teaching methodology and coursebooks
84
4.5
Conclusions
94
5
BEGINNING AGAIN 1986-1992
99
Introduction
5.1
99
5.2
The Australian relationship with Indonesia 1985-1992
104
Unlocking Australia's Language Potential
104
relationship with Indonesia
The Australian economy and the economic
5.2.1
and public opinion
Australia's diplomatic relationship with Indonesia
5.2.2
for speakers of Indonesian/Malay
Australian business and the employment prospects
1101 (8)
5.2.3
114
Indonesian/Malay
Conclusions: Economic reasons for learning
5.2.4
115
The late 1980s: A time of change in language education
5.3
115
The schools
5.3.1
116
Gender
5.3.1.1
116
Parental and community attitudes
5.3.1.2
118
Time and language education
5.3.1.3
118
classroom
A variety of linguistic proficiencies in the
5.3.1.4
121
Teachers, their training, appointment and teacher support
5.3.1.5
123
Contimity of language study
5.3.1.6
125
syllabus changes
Language teaching methodology, curriculum and
5.3.1.7
132
Coursebooks and teaching materials
5.3.1.8
138
Conclusion: Schools
5.3.1.9
141
Higher education
5.3.2
141
Introduction
5.3.2.1
university
Language study across the divide: School to
5.3.2.2
1114444(21
Time and language study
5.3.2.3
Varieties of proficiencies and streaming
5.3.2.4
146
education
The curriculum of language programs in higher
5.3.2.5
147
Combination of language study and disciplines
5.3.2.6
150
departments
Qualifications of academic staff in language
5.3.2.7
150
and materials
Teaching methodology, technological support
5.3.2.8
154
Teacher education
5.3.2.9
159
Conclusions
5.4
OF THE LANGUAGE USE OF
INDONESIAN/MALAY IN AUSTRALIA: A SURVEY
6
165
SYDNEY METROPOLITAN AREA
THE INDONESIAN COMMUNITY IN THE
165
in Australia
The Indonesian/Malay speaking community
6.1
165
Introduction
6.1.1
167
in the Sydney metropolitan area
A survey of the Indonesian speaking community
6.2
167
Aim
6.2.1
167
Methodology
6.2.2
169
Results and discussion
6.3
169
profile of the respondents
Demographic, educational and occupational
6.3.1
170
of Indonesian
Analysis of the functions and frequency of the use
6.3.2
and cultural situations
The use of Indonesian in familial, business
6.3.2.1
11771
Attitudes and strategies for using Indonesian
6.3.2.2
social
of appropriate registers in various
The mastery of Indonesian and the use
6.3.2.3
174
situations
175
Indonesian language
The preservation and maintenance of the
6.3.2.4
Commonwealth Government assistance for the
Indonesian community expectations of
6.3.2.5
176
language
promotion of Indonesian as a community
177
Conclusions
6.4
SURVEY OF AUSTRALIAN
INDONESIAN/MALAY IN AUSTRALIA: A
7
INDONESIAN/MALAY LANGUAGE AND
COMPANIES AND THEIR NEED OF
180
CULTURAL SKILLS
180
Introduction
7.1
189
doing business with Indonesia
Two surveys of Australian companies
7.2
189
Introduction
7.2.1
189
Aim of the surveys
7.2.2
189
Methodology
7.2.3
Indonesian / *day Pratte
7.2.4
Results and discussion
191
7.2.4.1
Profile of the companies
191
7.2.4.2
Business communications
192
7.2.4.3
Communication breakdowns
198
Staff skills
7.2.4.4
201
Conclusions
7.3
206
8
INDONESIAN/MALAY IN AUSTRALIA. A SURVEY OF YEAR 11 STUDENTS OF
INDONESIAN/MALAY
213
Introduction
8.1
213
8.1.1
Studies before 1992
213
8.2
A national survey of Year 11 students in 1992
217
Aim
8.2.1
217
Methodology
8.2.2
217
Results and discussion
8.3
220
The sample of students of Indonesian/Malay
8.3.1
220
Profile of respondents
8.3.2
221
Gender distribution
8.3.2.1
221
Place of birth and language background
8.3.2.2
221
8.3.2.3
Educational background of parents
223
8.3.2.4
Subjects studied concurrently at school
223
8.3.2.5
Intended level of education of students of Indonesia/Malay
224
8.3.3
Reasons for discontinuing the study of Indonesian/Malay
225
8.3.4
Reasons for continuing the study of Indonesian/Malay
226
8.4
Conclusions
229
CONCLUSIONS
9
233
REFERENCES
244
COURSEBOOKS AND TEACHING MATERIALS
248
ATTITUDINAL SURVEY FORM
249
7
Indonesian / Malay Profile
Foreword
One of the consequences of the increased emphasis on language policy making
from state and federal governments in recent years has been the proliferation of
ways of categorising languages. The nine languages featured in these profile
studies were categorised as Languages of Wider Teaching.
There are obviously other ways in which the languages could have been
classified. Any one of a large number of possible categories could have been used
but this particular group of nine was listed in the National Policy
on Languages
as languages which either already had or could reasonably be predicted to have
the majority of all languages candidates in Australia.
This particular group of languages could not otherwise be classified together.
They represent therefore the vast bulk of the second language learning effort in
Australian education. As such these languages consume the greatest proportion of
the resources devoted to teaching second languages in this country and will do
so
for several years to come.
In addition to this quantitative rationale for grouping these nine the following
rationale supported this selection:
that language/teaching efforts are to be harmonised with Australia's
economic, national and external policy goals;
that language teaching and learning efforts are to enhance Australia's
place in Asia and the Pacific and its capacity to play its role as
a full and
active member of world forums; and
that, for planning purposes, resources allocation efforts and the
establishment of achievable long-term goals, choices must be made
on
language issues (National Policy on Languages 1987:124).
These nine were seen to combine internally orientated reasons for language study
(intercultural, community bilingualism rationales) with perceived externally
oriented reasons (economic and international relations rationales) with
a
pragmatic sense that only a selection from the very many possible languages that
could be promoted, should be.
The nine languages selected were: Arabic, Modern Standard Chinese, French,
German, Modern Greek, Indonesian/Malay, Italian, Japanese and Spanish. In
early 1990 the Australian Advisory Council on Languages and Multicultural
Education which was charged with the responsibility for the implementation of
the National Policy on Languages decided to review the teaching and place of
these languages since their designation as Languages of Wider Teaching. Funding
was provided under the Australian Second Language Learning Program for the
conduct of profile studies of the nine.
The NLLIA was successful in its hid for these funds and co-ordinated
a national
project of the research teams described in the volumes. The researchers and the
teams that assisted them were scattered across Australia and the co-ordination
8
Unlocking Australia's Language Potential
efforts
of their efforts was a major activity on its own. I wish to acknowledge the
of Dr Tony Liddicoat, Mr Athol Yates, Dr Richard Baldauf, Dr Pauline Bryant
and other NLLIA staff for succeeding in this difficult task.
In addition, the NLLIA is producing a summary volume. This will present an
interesting
overview of the nine language profiles and an analysis of the most
by
and revealing differences and similarities among them. This is being written
Dr Paulin Djite of the University of Sydney.
These studies represent more than a review of the state of play after some years
bring
of designation of these nine languages as key languages. They promise to
teaching and
about a more precise and language specific form of planning for the
learning of languages in Australian education and therefore could well represent
itself. In recent years language policies
a more mature phase in policy making
languages.
have made only generic statements about individual, or groups of,
about the
Since there is now a high level of consensus across Australia
importance of Asian languages, the necessity of keeping strong European-world
profiles will
languages and the domestic value of multi-lingualism these
'condition' of
probably focus attention on the particular issues that affect the
individual languages considered important.
longer used. In
The classification, Languages of Wider Teaching is, however, no
the Australian Language and Literacy Policy issued by the Federal government.
incorporating
in September 1991, the Commonwealth identified 14 languages;
Under the
the present nine. These 14 languages were called priority languages.
the
Commonwealth's Priority Languages Incentives Scheme education systems,
they
States and Territories select eight each as the basis of the funding support
and Literacy
receive from the Commonwealth under the Australian Language
Policy.
Standard Chinese,
These languages are: Aboriginal Languages, Arabic, Modern
Spanish,
French, German, Modern Greek, Indonesian/Malay, Italian, Japanese,
Russian, Thai, Korean and Vietnamese.
volumes to
It would be desirable to extend the profile analysis contained in these
Russian, the NLLIA is in a
those languages not presently surveyed. In its work on
of Russian and is considering
strong position to commence a profile analysis
extending this to Thai, Korean and Vietnamese.
Joseph Lo Bianco
Director, NLLIA
January 1994
9
ii
Indonesian / Malay Profile
Preface
This report is dedicated to the teachers of Indonesian/Malay in Austraaa,
past
and present. My hope is that it documents the results of their enthusiasm and
professionalism. Self interest demands that Australians learn quickly to
come to
terms with the peoples of Indonesia and Malaysia. Friendships will follow.
As with any report of this kind, the present report is the result of the effort of
a
number of people.
I would like to thank them here for the hard work and the
enthusiastic support they have provided in bringing the task to its completion.
My thanks go to Kevin Huby, who gathered the information
on teaching
Indonesian/Malay in higher education, administered and analysed the
survey of
heads of departments teaching the language, and compiled the bibliography.
Thanks too to Beth Foster who initiated the work of the project
on higher
education. My thanks also to Toni Pollard who, with the assistance of Sarah
Roberts, worked hard to collect information on teaching Indonesian/Malay in
schools all over the country, and administered and analysed the
survey of
teachers of the language in schools. Without Bronwyn Dyson's careful reading of
reports on the teaching and learning of languages other than English spanning
the past three decades there could have been no historical depth to the report.
I
should also not neglect to thank Kath O'Brien who at
a very late stage in
proceedings managed to put order into the statistics for the period 1986-1992, and
Catherine Doughty who gave valuable advice to the project
on the survey
questionnaires which were used.
There were a number of other people who wrote parts of the report. Here I would
like to mention Boy Joseph, who surrendered some of his well earned retirement
to design, administer and analyse the survey of the Indonesian community in
Australia. My thanks to Peter Phelps, whose essay 'Australia and the Malay
World', written for the project, has been liberally drawn on in the report in its
discussion of Australian foreign policy and immigration, and who helped with
the editing of the chapters containing the accounts of the Indonesian community
survey and business survey. Many thanks also to David Reeve, who wrote the
sections on teaching methodology and course books, and to Jim Sneddon, who
wrote the account of the history of Indonesian/Malay incorporated in the
introduction of the report.
I would also like to thank Monica Wulff, who
designed and administered the surveys of Australian firms doing business with
Indonesia in Sydney and Jakarta and wrote up the initial reports
on which the
project drew. Thanks again to David Reeve, without whose co-operation these
surveys would not have been made accessible to the present project.
When a report is written there is always the job of editing and typing to be done.
Tony Day, who agreed to edit the manuscript, has done much more and in its
final form the report has benefited from his critical eye and clarity el. mind.
Some typists just type what is in front of them. Sarah Gornall, on whom the task
of the typing of the report has mostly fallen, has done much
more. She has had
an eye for corrections and editorial detail as she taped and for this service I
thank her and my daughter Natasja, who in the midst of her studies has helped
out in busy moments.
Thanks are also due to Raechelle Rubinstein and Alison Murray, who taught in
my place while I worked on the report. Their reward, I am sure, has been the
10
iii