Linguistic Ecology of Singapore
The language situation in Singapore has undergone many changes throughout history. Linguist Anthea Fraser Gupta describe such changes as a language shift, guided predominantly by pragmatism. The language shift in Singapore is shaped by globalization, the government's language policy, and economic forces of the world.
Overview of change over three centuries:
| Date |
1800 |
1900 |
2000 |
| Historical circumstances |
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| Economic base |
- Malay littoral pattern – trading, ‘piracy’ and supportive fishing and agriculture.
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- Urban centre for British exploitation of hinterland. Trading and supportive fishing and agriculture. Base for activities in wider region.
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- Banking & investment. High-tech industry. Entrepot trade.
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| Ethnic groups |
- Malay littoral pattern – ‘Malays’, Chinese, Indians, Arabs, Thais.
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- Sharp distinction between ‘natives’ and ‘Europeans’ (less than 2% as of 1901 census).
- Increasing proportions of Chinese (44% as of 1901) and Indians (11%). Continued arrival of ‘Malays’ (42%) of various origins, especially archipelago.
- Concern for classification by race. Segregation for housing supported officially.
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- Sharp distinction between citizens/ permanent residents (74% of population citizens and 7.2% permanent residents in 2000), and foreign residents. Citizens: Chinese (77%). ‘Malays’ (14%); Indians (7%)).
- Racial integration in most housing required by law, and in some schools.
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| Languages |
- ‘Malay’ dominant (exoteric and esoteric varieties). Arabic important. Other languages associated with specific ethnic groups. Education available in Malay and Arabic, but for few individuals.
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- Many languages associated with specific ethnic groups. Contact varieties of Malay widespread use as lingua franca and as native language of some mixed groups.
- Government gives some support to education in Malay (for Malays) and to education in English (for non-Malays).
- Other private, religious, and community based organisations offer education in many other languages (including Tamil, Hokkien, Teochew). Education still minority activity, but participation rising.
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- Few monolingual individuals. Main languages in pre-school children now English (all groups) and Mandarin (Chinese population) – neither of which was a predominant language in 1900. Malay and Hokkien used less as cross-racial languages than in 1950. Increase in use of Malay at expense of related languages.
- English dominant as inter-racial lingua franca and government support only education through the medium of English, with one 'racially' congruent 'Mother Tongue'. Mandarin Chinese widespread as lingua franca among Chinese and considered as their mother tongue.
- Education recently made compulsory, but has been virtually universal for 30 years.
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