The Evolution of Language-in-Education Policies in Brunei Darussalam Dr Gary M Jones Department of English Language & Applied Linguistics Universiti Brunei Darussalam

Map of Brunei

Population: Facts & Figures Population: 357, ,100 (66.2%) Malay 12,300 (3.4%) other indigenous 40,200 (11.2%) Chinese 68,200 (19%) unspecified 148,300 (41.4%) below 19 years old 8,000 (2.2%) over 65 years old

People & Languages Seven Malay Communities: Belait Bisaya Brunei Malay Dusun Kedayan Murut Tutong Two Non-Indigenous Communities: Iban & Kelabit Plus: Chinese & English

The Introduction of Formal Education 1914 – 1918 four vernacular schools established for boys 1928 elementary English classes 1929 a fifth boy’s vernacular school opened 1930 first girl’s school opened (this school then closed in 1934)

Oil, Gas & Revenue 1909 GBP27, GBP132,300 (1923 oil discovered) 1929 GBP145,800 (oil fields developed) 1939 GBP1,274,644.00

Mother Tongue Education At least a quarter of the indigenous population of the state is composed of races whose mother tongue is not Malay, that criterion is hardly satisfactory. The provision of education in several languages is obviously impracticable, and it is inevitable that, linguistically at any rate, the other races must be assimilated to Malay. It is proposed, therefore, to amend the Enactment to make attendance at Malay schools compulsory for all children of Malaysian race alike. ( British Resident - Graham Black, 1939:34 )

Post War Revenue: (1939 GBP1,274,644.00) 1951 GBP17,302, GBP98,976, Relatively vast wealth has fallen to their hands, and instead of being able to use it directly, themselves, they must perforce employ others to provide for them the services they need and their money can buy. (British Resident: Gilbert, 1957:42)

Introduction of English 1951 – Government English School opened Available only to selected pupils Able pupils were identified in four primary schools and then transferred to the English school when they were in Form 4 (eight years old)

Introduction of English at Primary IV There are other matters, however, which must be considered with this type of school. One is the very important consideration as to the extent such schools should be made available; and again, what repercussions they would have in respect of the languages and cultures of the two main racial groups in Brunei, i.e. the indigenous races and Chinese. There is also the consideration of the impact upon the economy of the State if all children went direct to English schools. Again it is felt that the great majority of parents are in favour of their children acquiring their first and early education throughout the medium of the child’s mother tongue in vernacular schools, with the study of English as a second language. This study … begins in their third and fourth year. There is no reason, it may be said, providing the subject is taught by a qualified teacher, and providing also that sufficient time is devoted to it, why results should not be as good as those in recognised English schools? ( British Resident: Barcroft, 1952:33-34 )

Development Plan for Education Fuelled with the increasing oil revenues, Brunei embarked on a 5 year development plan for education. By its completion, in 1959, the following had been achieved: 15,006 pupils enrolled in schools (70% male; 30% female) 52 Malay primary schools 3 English schools (including one for girls completed in 1958) 7 mission schools 8 Chinese primary schools 3 Chinese secondary schools 133 Bruneians at teacher training college (Brunei’s own college was started in 1956)

Language Medium & National Unity We believe further that the ultimate objective of the educational policy of this country must be to bring together the children of all races under a national education system in which the national language is the main medium of instruction though we recognise the progress towards this goal cannot be rushed and must be gradual. (Razak Report on Education, 1956) to make Malay as the main medium of instruction in National Primary and Secondary Schools as soon as possible in line with the requirements of the Constitution; (Education Report, 1972:9) The concept of a bilingual system is a means of ensuring the sovereignty of the Malay Language, while at the same time recognising the importance of the English Language. By means of the Education System of Negara Brunei Darussalam a high degree of proficiency in both languages should be achieved. (Brunei Government Publication, 1984:4) … a Bruneian “could now be defined as a Malay-English bilingual” (Noor Azam, 2005: 239).

Language Medium & National Unity This recognition of the importance of the English Language is partly based on an assumption of its importance for academic study, and thus its ability to facilitate the entry of students from Brunei Darussalam to institutions of higher education overseas where the medium of instruction is English. Such a perception may, of course, be subject to review should Brunei Darussalam itself be able, in the future, to provide its own facilities for higher education. –(Brunei Government Publication, 1984:4)

A role for the country’s indigenous languages in the schools today? Director of Curriculum Development, Ministry of Education Those languages cannot perform the formal and official function as a language of education, compared to Malay and English which have a complete corpus in terms of lexis, phonology, morphology and syntax. The area of spread of these languages are limited and do not transcend the speakers’ geographical boundaries. They are spoken in informal situations. Malay is used as the main regional language in MABBIM member countries. English on the other hand is an international language. The number of speakers of those languages is small and limited to each ethnic group. In the ASEAN region, Malay is spoken by roughly 250 million people while English is used by the global population. [Translation] (Noor Azam, 2005:195)

Thank You