Bilingual Policy & Give & Take Spirit at Risk
双语政策和互相妥协与退让的精神面对危机<Ref8*>

众所周知，在多元种族的新加坡，如果各族坚持他们的宪法或民主权利，并要求他们的语文得到公平的对待及同等的使用，那么这将使到双语和英文做为共同语的政策难以形成与运作。幸运的是，各族都能务实的接受同时强制英文做为第一（或第二）语文，族群母语做为第二（或第一）语文的双语政策配套。

Therefore, no ethnic languages will be marginalised or overtaken by other languages (such as English) under the (un-spoken guarantee of) bilingual policy. This language policy is similar to our tripartite policy in economic development (i.e. Labour Union, Employers and Government are to work together as partners). Both policies are important because they have set the practical frameworks for Singaporeans to maintain the spirit of “give and take” as basis in resolving sensitive and difficult issues in our multi-racial society.

所以，在双语政策（未说出的保证）下，没有族群母语将会被其他的语文（例如英文）所边缘化或取代。这个语文政策和我们在经济发展方面的劳资政三方协商的政策相似（即：劳动工会组织、资方雇主和政府以伙伴的方式一起工作）。这两个政策是重要的，因为它们设定了务实的架构，让新加坡人维持“互相妥协与退让”的精神，做为解决我们多元种族社会中的敏感与困难课题的基础。

However, for bilingual policy, it has contained an un-tested assumption, that is, when all, or, at least 90% to 95% of, Singaporeans become mainly English educated under the policy (Which our young do since 1987. <Ref1*>), they will not resort to “winner take it all” approach in future to abandon or alter the ethnic mother tongue requirement in bilingual policy. Instead, they will follow our non-English speaking fore-fathers’ spirit to embrace, tolerate and accept the policy <Ref2*>; or even making bilingualism as a cultural tradition and pass it on to future generations.

然而，对于双语政策，它含有一个未经测试的假设，那就是，在这政策下，当全部或至少90％至95％的新加坡人成为，主要是，受英文教育者时（我们的年轻人从1987年开始就已经是如此受教育了<Ref1*>），他们在未来将不会诉诸“赢者通吃”的途径来丢弃或更改双语政策中对学习族群母语的要求。反之，他们将会跟随我们的非讲英语先辈们的精神来包容、容忍和接受这个政策<Ref2*>；或甚至把双语主义做为一个文化传统传给后代。

Unfortunately, from the suggestion by the Remaking Singapore Committee, which stated that, “Students should be given more flexibility to choose as a second language one that they either believe is beneficial to them in future, or are more confident of mastering” <Ref3*>; it is in fact campaigning for a change of bilingual policy's guarantee of ethnic mother tongue (at least) as second language. (Luckily, after the Committee had submitted their report for 8 to 10 months, the Government had finally broken the silence and decided to reject the suggestion. For more details, please refer to <Ref4*>)

不幸的，从重造新加坡委员会的建议主张，“应该给予学生们更多伸缩性来选择一个他们或是相信将来对他们有益的，或是更有信心学会与掌握的（语文）做为第二语文”来看<Ref3*>，这事实上是在推动改变保证族群母语（至少）做为第二语文的双语政策。（好在，政府在委员会提出报告的8到10个月之后终于打破沉默，决定回绝这项建议。详情请参考<Ref4*>）

This suggestion is in tune with the demand of SOME English speaking Singaporeans <Ref5*> for the rights to choose second language. Hence, it is clear that these people are more likely to insist on their rights than considering the give and take spirit that our country has built.

这个建议是和一些讲英语的新加坡人<Ref5*>要求有权利选择第二语文的声音同调的。因此，这些人显然更可能会坚持他们的权利多于考虑我国所建立的互相妥协与退让的精神。

Although there is nothing wrong with this insistence, because we are living in a democratic country where people can insist on their democratic rights, but if these English speaking Singaporeans <Ref6*> can insist on their rights, so too are all races.

虽然这样的坚持并没有什么错，因为我们是居住在一个人民可以坚持他们的民主权利的民主国家中，但是如果这些讲英语的新加坡人<Ref6*>可以坚持他们的权利，其他各族当然也可以。

Therefore, if we were to abandon bilingual policy which requires all students to study ethnic mother tongue (at least) as second language (and maintain at an acceptable standard), then there will no longer be any basis for all races to “give and take” in language issue. They will have no choice but forced to defend their own language rights and to ensure the survival of their languages (and thus cultures) through all constitutional and democratic means.

所以，如果我们放弃要求 ，所有学生把族群母语（至少）做为第二语文学习（及维持在一个可接受水准）的双语政策，那么在语文课题上各族将不再有任何的基础供他们互相妥协与退让了。他们将别无选择的被逼通过使用所有宪法的及民主的方式 ，来保卫他们本身的语文权利和确保他们的语文（以至文化）的生存。

This will definitely lead us to nowhere as various rights will clash frequently <Ref7*>. So, in language issue, the spirit of give and take should be observed, practiced and respected by all races, including the (growing population of) English speaking Singaporeans and the members of Remaking Singapore Committee.

这将肯定无法引导我们去到任何地方，因为不同的权利将经常冲突<Ref7*>。因此，在语文课题上，互相妥协与退让的精神应该被各族，包括（人口数目在增长的）讲英语的新加坡人和重造新加坡委员会的成员们所遵守、实行及尊重。

Thus, instead of trying to abandon or alter our bilingual policy, we should embrace and defend it.

所以，与其尝试丢弃或更改我们的双语政策，我们应该包容和保卫它。

References参考:

Ref1:

That is, since 1987, all of our young are learning English as first language and as the medium of instruction for other subjects except ethnic mother tongue, which is taught as single subject at second language level or much lower level.

即，从1987年开始，我们全部的年轻人都学习英文为第一语文及做为其他科目（除母语外）的教学媒介语，而族群母语的学习则是单科教学并以第二语文或更低的水平进行。

Ref2:

They could have done otherwise if they chose to insist on their democratic rights?

如果他们选择坚持他们的民主权利，他们是可能作出不同（决定）的？

Ref3:

Please refer to 请参考: http://www.gov.sg/psd/pau/newpsd/rms/rms3.html
Or 或者：http://www.remakingsingapore.gov.sg/

The Report of the Remaking Singapore Committee, Pg28:
[……Language Competencies. Students should be given more flexibility to choose as a second language one that they either believe is beneficial to them in future, or are more confident of mastering……]

重造新加坡委员会报告书，第28页：
[……语文能力：应该给予学生们更多伸缩性来选择一个他们或是相信将来对他们有益的，或是更有信心学会与掌握的（语文）做为第二语文……]

Ref4:

Ref 参考：http://www.remakingsingapore.gov.sg/
Document 文件：Dialogue session - govt response _full__final.pdf

Remaking Singapore Committee Recommendations
Government Response (15 April 2004)
Chapter 2: A Home For All Singaporeans

7. Language Competencies.

a. Give students the flexibility to choose a 2nd language and not be restricted to their mother tongues, so that they can learn a language that they either believe is beneficial to them in future or are more confident of mastering......

a. Not accepted. If students were given the flexibility to choose a 2nd language, this would go against the fundamental tenets of our mother tongue policy. The objective of teaching the mother tongue as the second language in our bilingual policy is to enable our students to understand and appreciate their cultural values and roots.

However, the government agrees with the RSC that students must be able to see the benefits of the mother tongue, and feel confident about mastering it. We need to nurture a passion and interest among students in their mother tongue. To do this, MOE has set up a CL Curriculum and Pedagogy Review Committee to undertake a comprehensive review of our CL teaching and learning methods to better motivate and interest students in the language as they progress through school. It will examine the introduction of innovative CL teaching and assessment approaches in schools, and the appropriate level of emphasis given to the various language skills (listening, speaking, reading and writing) for students of different abilities. MOE will continue to seek ways to promote interest in the Mother Tongue Languages......

联合早报 （16/Apr/2004--Pg3）
74项“重造新加坡”建议
60项获政府接受

[......委员会主席、国家发展部兼贸工部政务部长维文医生昨天在记者会上指出，这个在前年成立的委员会在去年七月就多项政策，向吴作栋总理提出改进建议之后，大部分已在短短的几个月内获政府采纳及加以落实。......他说，虽然政府现在不接受一些建议，但是这并不表示它将来也不会接受。政府将大多数建议付诸实行的速度，比委员会预期的还要快。比如内阁很快就决定修改宪法，给予女性公民同等的权力，让她们在海外生下的孩子也能获得新加坡公民权，就令维文感到惊喜。“人们要如何判断重造新加坡委员会的贡献？当然人们要看你如何去做，而不是只说不做。...”......]

自由选择第二语文
违反双语政策原则

[......政府不会允许学生自由选择母语以外的语文作为第二语文，因为这违反了双语政策的基本原则，即让新加坡人认识与保留母族的价值观及其文化根源......但是它同意委员会的看法，即教育部必须设法使学生了解修读母语的益处，并以充满自信的态度去学好母语。事实上，由教育部前提学司黄庆新领导的“华文课程与教学法检讨委员会”将探讨如何改进华文课程和教学法，更好地激励华族学生学习母语。......]

Ref5:

Please take note that, we are talking about SOME English speaking Singaporeans, not ALL English speaking Singaporeans. In other words, until now, besides treasuring one’s own ethnic languages, a lot of English speaking Singaporeans can still understand and support the Bilingual Policy as well as the spirit of give and take it present.

请注意，我们所说的是一些讲英语的新加坡人，不是全部讲英语的新加坡人。换句话说，至今，许多讲英语的新加坡人除了依然会珍惜一己的族群语文外，还能理解和支持双语政策及它所体现的互相妥协与退让的精神。

Ref6:

That is the “SOME English speaking Singaporeans” we mentioned in Ref5.

即是我们在Ref5中所提的“一些讲英语的新加坡人”。

Ref7:

Of course, clashes of different rights are common in any democratic country. Young Singaporeans may prefer to use this “democratic clash mechanism” and believe it is a better way to resolve issues in multi-racial Singapore (?). But I think the give and take spirit and the out-of-bounds (OB) markers approach are still needed in some sensitive areas. Trying to use rights and winner take it all approach to “force out or manage to marginalise” others’ rights in language (or religion) should not be allowed in Singapore. Our non-English speaking fore-fathers have not done this, and we should not do it either.

当然，不同权利的冲突在任何民主国家都是常见的。年轻新加坡人也许较喜欢使用这个“民主的冲突机制”，并相信这是在多元种族的新加坡解决问题的较好方法（？）。但是我认为，对于一些敏感的范围，还是有需要使用，互相妥协与退让的精神及标示界外线的方法的。在新加坡，尝试以权利及赢者通吃的方式“封杀或用管理方法边缘化”他人的语文（或宗教）权利是不应该被允许的。我们非讲英语的先辈们没有这么做，我们也不应该这么做。

Ref8:

Current article is the expanded version of the following original article which I had e-mailed to forum page of The Straits Times.

现有的文章是以下我电邮去海峡时报言论版的原版文章的扩展版本。