An Open Letter to All Singaporeans: Support Bilingual Policy, Reject Anglicization

According to a Straits Times report on September 2006, which wrote, [...A Singapore culture is unlikely to emerge -- not even in the next few hundred years, predicted Minister Mentor Lee Kuan Yew... Instead, the more likely outcome will be an "amalgam" of different influences as a result of the digital age... he said that modern technology made it difficult to create a unique identity. "In the old days, meaning before this digital age, you had the time and the isolation to develop on your own and create something distinctive"... "Now you have to synthesize all the time...". The influences and interactions are constant and via all fronts, whether it is watching television or books or online....] (The Straits Times 06.Sep.2006).

This has reminded us of another report, [...Last night, in a banquet speech in honour of Queen Elizabeth II, President S R Nathan praised the lasting ties and bonds between Singapore and Britain. He said... culturally, Singapore and Britain share a Common Language...] (Translated from Lianhe Zaobao 18.March.2006).

If we were to put together, the predictions of the unknown facts in the next few hundred years by MM Lee, and the already realized fact of language phenomenon described by President Nathan, it would not be difficult for us to understand that, in the next few hundred years, (A) The possibility of Singaporeans being totally Anglicized and westernized, is obviously much greater than, (B) The possibility that Singaporeans will still strongly support a fair and effective Bilingual Policy and Ethnic Mother Tongues education system.

If situation (A) occur, it would be difficult for Singapore culture or an amalgam of cultures to emerge and maintain. If situation (B) occur, which means that, as Singaporeans will have maintained the real ability to continuously contact and communicate with their ethnic mother cultures, as well as the ability to absorb western cultures through English, thus, they are very likely to produce, a cultural amalgam of Singapore culture.

Therefore, the crux of the problem is always about, how to ensure each future generations of Singaporeans, who are mainly affected and educated by English, can understand and constantly firm on supporting the involvement of all citizens, in a fair and effective Bilingual Policy and Ethnic Mother Tongues education system. This is a core cultural continuation and evolution issue which worth Singaporeans to contemplate about. The following thoughts are some reflections on this issue.

前言：几百年后可能产生新加坡文化吗？

根据早报2006年9月的一篇报导所述，[...随着数码科技突飞猛进，不论华族、马来族或印度族新加坡人都能在日常生活中持续接触与母族文化相关的信息，加强同母族文化的交流，内阁资政李光耀因此对新加坡在几百年后可能产生“新加坡文化”感到怀疑。...即使可以办到，到时也只是会催生出一个文化混合体。...]（联合早报.06.Sep.2006）。

这不禁令人想起了另一篇报导，[...纳丹总统昨晚在总统府为到访的英国女王伊丽莎白二世所设的国宴上讲话时，肯定了新加坡和英国两国之间源远流长的关系。他说...在文化方面，新加坡和英国有着共同的语言...]（联合早报.18.March.2006）。

如果我们把李资政对几百年后的未知事实的预测，和纳丹总统对目前就已经成为事实的语文现象所做的论述放在一起，就不难理解，几百年后，（A）新加坡人被全盘英语化和西化的可能性，比，（B）新加坡人还会坚决支持一个公平有效的双语政策和族群母语教育体制的可能性，显然要大的多。

若出现（A）的情况，新加坡文化或文化混合体将难以产生与维持。而若出现（B）的情况，新加坡人将由于保有了持续与母族文化接触和交流的真正能力，以及通过英文吸收西方文化的能力，所以，反而很有可能会催生出一个文化混合体的新加坡文化来。

因此，问题的关键始终都是，如何确保将来每一代，主要受英文影响和教育的新加坡人，会理解及一直坚决支持，一个全民参与、公平有效的双语政策和族群母语教育的体制。这些是值得新加坡人深思的文化延续与演进的核心问题。以下的想法，就是对这方面问题的一些反思。

回标题顶端

(1) Who has the public trusts and moral rights to discuss language, culture and religion issues?

Singapore is a multi-racial country which embraces the fair and harmonious co-existence of multi-language, multi-culture and multi-religion. Any citizens who discriminate, or are hostile to, or even try to spoil this embracement of multi-ism and diversity, will have no public trusts and moral rights to discuss issues in these areas.

Hence, all Singaporeans, especially our social and political leaders and elite who want to win the public trusts and moral rights to lead, must be mindful to maintain racial and religion harmony, as well as to ensure the fair and harmonious co-existence of multi-language and multi-culture through the balance implementation of effective Bilingual Policy.

Those who try to infringe on the Rights of all races, who do not respect or do not support the Racial & Religion Harmony Law and the balance implementation of effective Bilingual Policy, should not be selected as political leaders. This is because the political leaders of our country should represent the well beings of all citizens and races, not merely the well beings of any vested interest groups or elite, therefore they must be leaders with integrity, corrupt-free, ability and fairness.

(1) 谁有议论语言、文化及宗教问题的公信力和道德权利？

新加坡是一个包容多元语文、多元文化，以及多元宗教，公平与和谐共存的多元种族国家。任何歧视、敌视或甚至是尝试要破坏这种包容多元化与多样化的国人，将是没有公信力和道德权利谈论这些方面的课题的。

因此，所有新加坡人，特别是要赢取公信力和道德权利做为领导的，我国的社会与政治领袖及精英们，都必须关注和维持，种族与宗教的和谐，以及关注通过平衡执行有效的双语政策，来确保多元语文，以及多元文化的公平与和谐的共存。

在我国，那些尝试侵犯各族的权利，不尊重或不支持，种族与宗教和谐法律及平衡执行有效的双语政策者，都不应该被选为政治领袖。因为我国的政治领袖，应该代表的是全民各族的利益，而不仅仅是任何旣得利益集团或精英份子的利益，所以他们必须是正直、廉洁、能干、以及公平的领袖。

回标题顶端

(2) Why implement and what is Bilingual Policy?

After Singapore's independence, in order to promote English, (upon the basis of maintaining our social diversity in languages, cultures and religions), as common and working language for all races, and maintaining English's status as main administrative language of governance, Ministry of Education (MOE) has, since late 1960s, implemented the Bilingual Policy which forces everyone, regardless what languages they speak at home, to study English and Ethnic Mother Tongues in our school system.

That is, from 1966, English schools' students must learn their respective Ethnic Mother Tongue as second language, non-English schools' students (i.e. Chinese school, Malay School, Indian/Tamil? school) must learn English as second language. Thus, English will be learned by all students of different races as common language. And from 1969, second language has become a compulsory school leaving examination subject (i.e. primary school PSLE, secondary school O-level and pre-university college A-level examinations).

All Singaporeans, although the majority of them were non-English speakers in the old days, (and the additional accommodation of English as common language has increased the workloads of their children, who have to study two languages in school), were open-minded and supportive of the policy because it has guaranteed a fair and win-win result for all (i.e. win-win for English and Ethnic Mother Tongues of all races).

(2) 为什么推行及什么是双语政策？

新加坡独立后，为了在保有我们多元化社会的（语言、文化和宗教）基础上，推行英语做为各族的共同语及工作语言，以及延续英文做为主要行政语文的地位，从1960代末开始，教育部就在我们的学校体制中实行了强制每个人，无论他们在家中讲的是什么语言，必须学英文及族群母语的双语政策。

那就是，从1966年开始，读英文学校（英校）的学生，就必须学他们各自的族群母语为第二语文，读非英文学校（即：华文学校/华校、马来文学校、印度人/淡米尔文？学校）的学生，就必须学英语为第二语文。因此，英文将被全体不同种族的学生学习为共同语。而从1969年开始，第二语文就被列为学校离校考试（即：小学离校考试PSLE、中学O-水准及高中A-水准会考）的必考科目。

所有新加坡人，虽然他们大多数在旧时日都不是讲英语者，（而且，为了多容纳英语做为共同语，他们的孩子上学学双语，负担都加重了），但是，他们却能思想开通和积极的支持这个政策，因为这个政策保证大家能获得一个公平和双赢（即：英语和各族的族群母语双赢）的结果。

回标题顶端

(3.0) Many Dialects and two common languages -- Why Speak Mandarin Campaign?

The Chinese in China, Taiwan, Hong Kong and other places are facing the situation of, many Dialects (Mother Tongue) and a common language (Mandarin). Hence, to the people at these places, Dialect as Mother Tongue, Mandarin as Chinese common language, are generally a fact of life and there are nothings to wonder about.

Moreover, except the differences in pronunciations (i.e. same character with different pronunciations), majority of Dialects and Mandarin can in fact use similar Chinese characters to write in their written form, and the meanings of the characters are mostly the same. Thus, it is not difficult for both to co-exist, and should there be any disputes among them, it is also relatively easy to resolve.

The Singapore Chinese should have faced the same situation as the Chinese in other places, i.e. Dialect as Mother Tongue, Mandarin as Chinese common language. However, after independence, in order to accommodate English as an additional common language, Singapore's Chinese have to face a more complicated situation of, many Dialects (Mother Tongue) and two common languages (Mandarin and English).

Therefore, that was why, in 1979, when the Speak Mandarin Campaign started, we have to decide to encourage Chinese to speak, less Dialects, more Mandarin, and allow the children to concentrate on learning Mandarin as Mother Tongue and Chinese common language (Mother Tongue + Chinese common language), so that they have greater chance to effectively master the two common languages (i.e. Mandarin and English).

(3.0) 许多方言和两种共同语 -- 为什么讲华语运动？

中国、台湾、香港等地方的华人面对的是，许多方言（母语）和一种共同语（华语）的处境。因此，对这些地方的人来说，方言是母语，华语是华人共同语，大体上而言是事实，没有什么值得奇怪的。

而且，除了读音不同外（即，同字不同音），方言和华语其实多数都能用同样的汉字来书写，字意又大多相同，因此，两者共存不难，任何争议也比较容易解决。

新加坡的华族本来也应该像其他地方的华族一样，面对方言是母语，华语是华人共同语的处境。但是，独立后，为了多容纳英语做为共同语，我国华族必须面对的是一个，许多方言（母语）和两种共同语（华语和英语）的更复杂处境。

所以，我们在1979年开始的讲华语运动，才会决定鼓励华族，少说方言，多说华语，并且让孩子们集中精神把华语当着母语和华人共同语（母语+华人共同语）学习，以便他们有更大的机会，能有效的学好及掌握华、英两种共同语。

回标题顶端

(3.1) Many Dialects and two common languages -- English domination

Furthermore, as our country has actually continued the predominately English-led governing system of pre-colonial ruler, the importance of English has thus influenced the people, from pre-independence times to post-independence times, to follow one after another of sending their children to English school for education. This influence had finally caused all the non-English schools in our country to transform into English schools in 1987.

Therefore, since then, the education received by all Singaporeans are mainly English education. If we were to include, the predominately English working environment, it will not be difficult for us to understand, in long run, the actual problem that Singapore Chinese will face is, their Dialects (Mother Tongue) and Mandarin (Chinese common language, or, Mother Tongue + Chinese common language), may both be replaced by English (common language).

In another words, if we do not insist on the Bilingual Policy and the Speak Mandarin Campaign, then, when the English dominated education and working environment last for 3, 4 generations and beyond, the future Singaporeans will resemble the offspring of emigrants to English-speaking countries such as UK and US, in which, they can only use English as Mother Tongue and common language, whereas their Dialects and Mandarin will be lost.

(3.1) 许多方言和两种共同语 -- 英文英语占支配地位

而且，由于我国实际上延续了前殖民统治者主要以英文为主导的管理体制，英文的重要性因此影响了人们，从独立前到独立后，纷纷把孩子送去英文学校读书的事实。这种影响到了1987年，终于促使我国所有的非英文学校都转变成英文学校。

所以，全体新加坡人自那时起所受的，都是以英文为主的教育。如果再加上，以英文为主的工作环境，我们就不难理解，从长远看，我国华族真正将面对的是，方言（母语）和华语（华人共同语，或，母语+华人共同语），可能会一起被英语（共同语）取代的问题。

换句话说，如果我们没有坚持双语政策及推行讲华语运动，那么，当以英文为主的教育及工作的环境持续3、4代人及更长的时间后，将来的新加坡人将像移民到英、美等讲英语国家的移民后代一样，只会使用英文做为母语和共同语，而方言和华语都将丢失了。

回标题顶端

(3.2) Many Dialects and two common languages -- Ethnic Mother Tongues education system

This phenomenon of being anglicized or assimilated by English, can in fact be said has already emerged when viewed from the reality of year 2006. For example, half of Singapore Chinese's young family have already used English to replace Dialects and Mandarin as their family language.

Therefore, we must never abandon the implementation of Ethnic Mother Tongues education system guaranteed by Bilingual Policy in all schools throughout our nation. They are the last defence lines we have left with, which can, through systematic and large-scale implementation, prevent Singaporeans and their offspring from being anglicized or assimilated by English.

It is extremely important for our nation and all races to ensure that, these Ethnic Mother Tongues education system's defence lines, can always remain, healthy, fully functional, effective and implement smoothly. We must constantly make efforts to upgrade, modified and protect them, not casually allow any people to easily reduce, weaken, spoil or abandon them.

(3.2) 许多方言和两种共同语 -- 族群母语教育体制

这种被英语化或同化的现象，其实从2006年的现实看，可以说已经开始显现。例如，新加坡的华族年轻家庭，已经有一半用英语取代方言和华语做为家庭用语。

所以，我们绝对不能放弃在全国学校推行双语政策所保证的，各族的族群母语教育体制。它们是我们仅存的，能够通过有系统及大规模的实行来，防止新加坡人及他们的后代被英语化或同化的最后防线。

确保这些族群母语教育体制的防线，能够始终保持，健全、完整运作、有效用和顺利的实行，对我国及各族而言太重要了！我们应该不断的，尽量提升、改进和保护它们，而不是随意的让任何人可以轻易的删减、削弱、破坏或丢弃它们。

回标题顶端

(3.3) How to respond to those English-speaking Singaporeans who claim that Dialect is Mother Tongue, whereas Mandarin is not?

We can tell them, if all the while they are still insisting on using Dialect as their family language for their children or offspring, we will greatly respect their insistence and the consistency of what they think, preach and act. However, if they have changed their family language to English, we must point out the fact to them, that is, Dialect was Mother Tongue, but they have already replaced it with English. If they remain silence about this fact while continuously telling others that, Dialect is Mother Tongue, Mandarin is not; they are obviously trying to shift the blame to Mandarin, thereby causing (or instigating???) the conflict between different Chinese Dialects and Chinese common language, this is an disgraceful act despise by all.

Singapore has implemented the Bilingual Policy for the co-existence of English and languages of different races. As the Chinese has many Dialects, we can only follow the way the Chinese communities in China, Hong Kong and Taiwan are doing, that is, using Mandarin as common language for Chinese. Therefore, for those Singaporeans who do not agree Mandarin is Mother Tongue, they can say, Dialect is Mother Tongue, Mandarin is Chinese common language (please refers to 3.0 for more details). Hence, the Ethnic Mother Tongue education in Bilingual Policy for Chinese Singaporeans can be renamed to, Chinese common language education. In another words, the languages that the Chinese students must learn in schools are: English and Chinese common language.

Furthermore, for any un-true messages, especially when they appear on newspapers, we hope that, besides the corrections pointed out by Chinese community, those government ministries which have implemented and promoted the [Bilingual Policy] and [Speak Mandarin Campaign] would also clarify the matters quickly and frequently. To continuously remain silence is a puzzling reaction; it will harm, not benefit, the Chinese community.

(3.3) 如何回应那些宣称方言才是母语，而华语则不是的讲英语新加坡人？

我们可以告诉他们，若是他们一直以来都还在坚持用方言做为孩子及后代的家庭用语。我们将非常尊重他们的坚持及心、口与行动的合一。但是，如果他们已经改用英语做为家庭用语，我们必须据实向他们指出，方言才是母语，但已经被他们用英语取代了。他们若对这样的事实只字不提，却老是告诉人们方言才是母语，华语不是，这显然是试图要把罪过转嫁给华语，并因而造成（或挑起？？？）华人不同方言与华人共同语之间的对立，这是令人不齿的行为。

新加坡推行的是各族语言与英语共存的双语政策。华族的方言太多，我们只能跟随中、港、台华人社会的作法，用华语做为华人的共同语。所以那些不认同华语为母语说法的新加坡人，可以说，方言是母语，华语是华人共同语（更多详情请参阅3.0）。因此，双语政策中的族群母语教育，对华族新加坡人而言，可以改称为，华人共同语教育。換句话说，华族学生去学校必须学习的语言是：英语及华人共同语。

另外，对于任何不实的言论，特别是当它们出现在报章上时，我们希望除了华社的指正外，那些实行与推动「双语政策」及「讲华语运动」的政府部门也能经常及迅速的做出澄清。一直保持沉默是令人费解的反应，这对华社将是有害无益的。

回标题顶端

(3.4) The demise of Dialects is related to English and Mandarin

In 1979, in order to help our young to lighten the load of learning two languages, namely, English (mostly as 1st language) and Chinese (mostly as 2nd language), the government have initiated the Speak Mandarin Campaign to discourage the use of Dialects among Chinese Singaporeans.

Therefore, the truth about The Speak Mandarin Campaign since 1979 has always been about three languages. That is, choose English and (Chinese's) Mandarin and let go (Chinese's) Dialects, or, choose English and Dialects and let go Mandarin. In both cases, either Mandarin or Dialects (but not English!) will demise gradually after the choice is made.

Hence the fact since 1979 is, in order to make or reserve room for English and ease the learning of Mandarin, we have decided to let go Dialects. The subsequent demise of Dialects is therefore due to the combine responsibility of English and Mandarin.

Any attempt to twist these facts and put the blame solely on Mandarin or The Speak Mandarin Campaign is thus un-fair.

(NB: "...Every time when hearing the great theory that "The demise of Dialects is due to (Speak) Mandarin Campaign", you really have to first distinguish where the voice come from. If it is from English stream (educated person), then that is a self-make excuse by Chinese who do not understand Chinese language. If it is from Chinese stream (educated person), then that is a slap on one own face again by the "Chinese educated person"..." --- Copied and translated from Chinese newspaper, zaobao, 07.Oct.2007.)

(3.4) 方言的衰亡是和英语及华语有关

在1979年，为了帮助我们的年轻一代减轻学习两种语文，即英文（主要为第一语文）和华文（主要为第二语文）的负担，政府发起了讲华语运动来鼓励新加坡华人多说华语少说方言。

所以，关于讲华语运动的事实，从1979年至今，就一直是关于3种语言的问题。那就是，选择英语和（华族的）华语而放弃（华族的）方言，或，选择英语和方言而放弃华语。在这两种情况中，不是华语就是方言（但不会是英语）将在选择决定后逐渐衰亡。

因此，事实从1979年以来就是，为了腾出或保留空间给英文英语及让华文华语的学习较轻松，我们决定放弃方言。所以，方言随后的衰亡是英语及华语该共同承担的责任。

任何尝试扭曲这些事实并且将责任完全归咎于华语或讲华语运动的做法因此是不公平的。

（注：“...每当听到“方言因华语运动而消灭”的伟论，你的确要先分辨一下声音的来源。如果来自英语源流，那就是因华人不通汉语而为自己强行编造的一种开脱。如果来自华文源流，那是“华校生”又在自己脸上掴了一巴掌！...” --- 抄自早报，07.Oct.2007，庄永康，《比起先辈，我们缺了什么？》）

回标题顶端

(3.5) How to respond to those who cite the assimilated America, Thailand or Philippine Chinese as example to justify the Anglicization of Singaporeans

Firstly, we have to point out, from national policy point of view, most country in the world are using assimilation policy base on the language and culture of the main race to assimilate all races. The assimilation is basically on language, but it may also include culture, religion and others. Therefore, the offspring of any immigrant, such as Chinese, who arrive in America, Thailand or Philippine, will all be assimilated to English-speaking, Thai-speaking or Pilipino-speaking citizens, these are part of the predictable result of the assimilation policy.

Secondly, from population ratio point of view, according to the estimated data of the <Oversea Chinese Encyclopedia>, there are only 0.7% of Chinese-American, 10% of Chinese-Thai and less than 2% of Chinese-Pilipino, thus Chinese are not the main ethnic group in these three countries. The Chinese immigrants with relatively low population percentage will thus, after immersing into the new society and accepting its norms, gradually be assimilated in two or three generation's time under the assimilation policy of these countries.

Thirdly, for those countries which have many races but none of the races have an absolute majority in population ratio, then, if they are not able to lead by the language and culture of the relatively larger race among themselves, they may, just like the example from some European countries, opt for the policy of co-existence of bi-language or multi-language and multi-culture.

If we were to use the above assimilation policy and population ratio points of views, then, Singapore with a Chinese population of 77.7%, must definitely be a Chinese speaking country mainly base on Chinese culture, but, we are not. Why? This is because base on the consideration of various factors, Singapore did not implement the assimilation policy practice by most country in the world, the principle of rule-by-majority is also not implemented. In other words, we do not allow any major or main race (such as Chinese) or vested interest group of people (such as the growing number of English-speaking or Anglicized Singaporeans) to assimilate all races.

Therefore, in term of race, language and culture, Singapore is an exceptional example. The Chinese who comprise 77.7% of the total population has not only, not assimilated all races, but also grouped with the 14.1% Malay and 7.1% Indian to oppose the assimilation policy. They will only support the national policy of bilingual education to build a harmonious society for multi-races, cultures, and the co-existence of two languages. Hence, no race will be assimilated by other race, and most importantly, all races will not be assimilated by Anglicized Singaporeans (or western's English language and culture).

However, our policy of giving excessive favour to English has already caused unbalances to Bilingual Policy, and lead to the rapid Anglicization of our young. Such an outcome is almost no difference to the outcome of implementing the English assimilation policy. Therefore, all races concerning the development of bilingual languages have always appealed to the relevant authorities that they must rectify the unbalances.

Unfortunately, those people who have gradually felt alienated to their racial languages will not feel any wrong of letting Singapore to become Anglicized. Some of them have even begun to cite the example from foreign countries which assimilate their immigrants to justify the Anglicization of Singaporeans. In fact, this is equivalent of saying, foreign countries can use assimilation policy, so too are we. In other words, after the English has become the major language, we can change the rules of games, and use English to assimilate all races. This, of course, has already totally violated our country's policy of not allowing any major race or vested interest group of people to assimilate all races.

Thus, the government and all the races whose core language and culture rights are being challenged, must act together to support a fair Bilingual Policy and reject any open or hidden form of English assimilation policy or Anglicization tactics.

In short, we have not allowed the major Chinese race to assimilate all races, we must insist on the same fairness principle, and not allow the growing number of Anglicized Singaporeans to assimilate all races. This is an important basis for the protection of the rights and cultures of all races.

(3.5) 如何回应那些引用被美国、泰国或菲律宾同化的华人做为例子来证明新加坡人的英语化是合理的人们

首先，我们必须指出，从国家政策看，世界多数国家都是采用，以主要种族的语文及文化为主导来同化各族人民的政策。同化基本上是语文方面的，但也有可能包括文化、宗教等方面。所以任何移民，例如华人，到了美国、泰国或菲律宾，他们的后代都会被同化为讲英语、泰语或菲律宾语的公民，这些都是可以预期的同化政策的必然结果之一。

其次，从人口比例看，根据《海外华人百科全书》的估计资料，美国华人人口只占0.7%，泰国华人人口只占10%，菲律宾华人人口则少于2%。因此这三个国家的主体族群不是华人。占人口百份比相当低的华人移民自然在入乡随俗后，会在这些国家所推行的同化政策下，逐渐在两三代人的时间内被融合同化。

再次，对于拥有许多民族但人口比例却没有任何一方占绝大多数的国家而言，若他们无法以彼此间的较大种族的语文及文化为主导，那么，他们就有可能选择采用双语或多语及多文化共存的政策，例如欧洲的一些国家。

如果我们用上述的同化政策及人口比例看，那么，华人人口高达77.7%的新加坡，必然是一个以华人文化为主的讲华语国家，但我们不是。为什么呢？这是因为基于各种因素的考量，新加坡并没有采用世界多数国家所使用的同化政策，也没有采用以多制胜的法则。換句话说，我们不允许任何占大多数的或主要的种族（例如华族）或既得利益群体的人们（例如在增多的讲英语或英语化的新加坡人）同化各族。

因此在种族、语言、文化方面，新加坡是特殊的例子。占总人口77.7%的华人不但没有同化各族，而且还和分别占14.1%的马来人和7.1%的印度人一起反对同化政策。他们只支持以双语教育的国家政策来建立双语并存，以及多元种族与文化和谐共处的社会。所以各族不会被另一族所融合同化，而且更重要的是，各族也不会一起被英语化的新加坡人（或西方的英美语文及文化）所融合同化。

然而，我国过度偏向英语的政策，已经使双语政策失衡，并且导致了年青一代迅速的英语化。这样的结果几乎和推行英语同化政策的结果没有什么差别。所以关注双语发展的各族人民一直在呼吁当局必须纠正偏差。

可惜，那些逐渐对本身种族语言疏离的人们，将不会觉得让新加坡英语化有什么错。他们之中的一些人甚至还开始引用外国同化移民的例子来证明新加坡人的英语化是合理的。其实，这等于是在说，外国可以用同化政策，我们也可以。換言之，在英语坐大后，我们可以改变游戏规则，用英语来同化各族。这当然已经完全违背了我国不允许任何最大的种族或既得利益群体的人们同化各族的政策了。

因此，代表各族利益的政府，以及核心的语文及文化权益受到挑战的各族人民，必须一起行动，支持一个公平的双语政策，以及拒绝任何公开或隐藏形式的英语同化政策或英语化策略。

总之，我们没有让最大的华人种族同化各族，我们必须坚持同样的公平原则，不让逐渐坐大的英语化的新加坡人同化各族。这是保护各族的权利与文化的一个重要基礎。

回标题顶端

(4.0) The true spirit of Bilingual Policy

The true spirit of our Bilingual Policy is: We will embrace, tolerate English and Ethnic Mother Tongues and, from time to time, criticize (which can be mild, general or severe) their shortcomings for good causes, but we will never use those shortcomings or other excuses to try shutting out or marginalized any of these two languages.

(4.0) 双语政策的真正精神

我国双语政策的真正精神是：我们将拥抱、容忍英语和族群母语及不时的对它们的不足之处提出善意的批评（批评可能是轻微的、一般的或严厉的），但是我们将绝对不应用那些不足之处或其他的借口，来尝试排除或边缘化这两种语言中的任何一种。

回标题顶端

(4.1) The biggest challenge and testing of Bilingual Policy

For bilingual policy, it has contained an un-tested assumption, that is, when all, or, at least 90% to 95% of Singaporeans, who have become mainly English educated under the policy (Which our young do since 1987.), they will not be anglicized and thus try to 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, or even making bilingualism a cultural tradition and pass it on to future generations.

(4.1) 双语政策最大的挑战与考验

对于双语政策，它包含有一个未经测试的假设，那就是，在这个政策下，当全部或至少90％至95％的新加坡人成为，主要是受英文教育的人士时（我们的年轻人从1987年开始就已经是如此受教育了），他们在未来将不会被英语化并因而想尝试通过诉诸“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，或甚至把双语主义做为一个文化传统传给后代。

回标题顶端

(4.2) A real life contradiction: We can only depend on the English educated citizens to prevent the Anglicization of Singapore, is this possible?

All Singapore citizens are receiving English first language education since 1987, therefore, to prevent Singapore from being anglicized, we must prevent the English educated citizens from being anglicized, these sounds contradictory but they are facts. Furthermore, we must also depend on the English educated citizens to counter-balance the Anglicized Singaporeans because in our future society, we will not be able to find any Chinese educated and other language educated locals to join the counter-balancing force. And to prevent the English educated citizens from being anglicized, one of the critical strategy is, we must insist on the implementation of Ethnic Mother Tongue education in all schools guaranteed by the Bilingual Policy. Another critical strategy is to ensure that all Ethnic Mother Tongues will still have survival and usage spaces at homes and in society. If we fail to accomplish these, the thought of depending on the English educated citizens to prevent the Anglicization of Singapore will not be possible.

(4.2) 一个现实的矛盾：我们只能依靠受英文教育的人民防止新加坡的英语化，这可能吗？

新加坡全民从1987年开始接受的都是英文第一语文的教育，所以要防止新加坡被英语化，我们就必须防止受英文教育的人民被英语化，这些听起来很矛盾但它们却是事实。而且我们还必须依靠受英文教育的人民来制衡英语化的新加坡人，因为在我国将来的社会，我们将根本找不到任何华校生及受其他语文教育的本地人来参与制衡的力量。而要防止受英文教育的人民被英语化，其中的一个关键策略就是，我们必须坚持在全国学校推行双语政策所保证的族群母语教育。另一个关键策略是确保所有的族群母语在家庭及社会上都还会有生存与应用的空间。若我们办不到这些，想依靠受英文教育的人民防止新加坡的英语化将是不可能的。

回标题顶端

(5) Bilingual Policy is a package for compulsory learning of 2 languages not 1

Bilingual Policy is about the compulsory learning of English and compulsory learning of Ethnic Mother Tongues (or Ethnic languages), applied equally and simultaneously to all students. The two compulsories are coupled together as a package.

It is just like the packages Singapore use to negotiate and settle bilateral issues with Malaysia, Indonesia and other countries. Once a package agreement is made or implemented, its content items can not be simply treated separately but have to consider together with the entire package. This is because the basic design idea of the package is to ensure all parties involved will Give and Take, it does not allow any parties to only honour the content items that are beneficial to themselves, and thus will only Take without Give.

Therefore, from the perspective of respecting the spirit of bilingual package, it is seriously misleading and a twist of fact, if we only and repeatedly, tell our young that Bilingual Policy "forces" everyone to learn Ethnic Mother Tongues but failed to mention that, it also "forces" everyone to learn English.

It is also totally un-fair to continuously raising the standard of English and maintain its requirement for entry to local universities while doing the opposite for Ethnic Mother Tongues' standard and requirement. Such an attitude of ignoring the spirit of the bilingual package is a very un-Singapore way of honouring the agreement made or implemented.

(5) 双语政策是强制学习两种语文的配套不是一种

双语政策是关于，平等的及同时的，对所有的学生实行，强制学习英语和强制学习族群母语（或族群语言）的政策。这两个强制是被联合成配套的。

它就像新加坡用来和马来西亚，印尼及其他国家谈判与解决双边课题的配套一样。只要一个配套的协议一旦达成或实行，它的内容是不能单单只是从分开的个别事项来看待，而是必须与整体配套的内容一起考虑的。这是因为设定配套的基本想法原本就是要确保，参与的各方有给有拿（Give and Take），不允许任何一方只遵守对自己有利的个别事项，而造成只拿不给的情况。

因此，从尊重双语配套精神的角度看，如果我们只重复的告诉年轻人双语政策“强迫”每个人学习族群母语，但却只字不提“强迫”每个人学习英文的事实，这将是十分严重的误导与扭曲事实的行为。

另外，在持续提升英语的水准和保持它做为本地大学入学的要求的同时，却对族群母语的水准与要求做出相反的动作，这也是完全不公平的。这种无视双语配套精神的态度，是非常不像新加坡遵守所达成的或实行的协定作风的。

回标题顶端

(6) Bilingual Policy is a pragmatic fair deal

We "force" the English (foreign/colonial/globalised's second) language down the throats of all races in Singapore for their own good. Similarly, we "force" the Ethnic Mother Tongues down the throats of their respective races, also for their own good.

It is a pragmatic fair deal so that all races will have an additional positive reason to agree to make more room for English, since the policy has guaranteed the status and the rights of all ethnic languages.

That is, to all races, with the guarantee provided by compulsory Bilingual Policy (of a fair and level playing field, at least as seen in early years' context), their own languages and cultures will not be marginalized, replaced or assimilated by English.

(6) 双语政策是一个务实的公平交易

在新加坡，为了人们好，我们“强迫”各族吞下英语这个（外来的/殖民者的/环球化的第二）语言。同样的，也是为了人们好，我们“强迫”各族吞下他们各自的族群母语。

这是务实的公平交易，因为强制的双语政策已经保证了所有族群母语的地位与权利。换句话说，对各族而言，有了强制的双语政策所提供的（一个公正与平衡的游戏环境，至少就早年的情景而言）的保证，他们的语言和文化将不会被英语边缘化、取代或同化。

所以，各族才会有多一个正面的理由，同意腾出更多的空间来接受英文。

回标题顶端

(7) Bilingual Policy is to prevent all races from being Anglicized

One of the reason for Bilingual Policy given by MM Lee Kuan Yew is:

(Without Bilingual Policy) "We will lose our dynamism and become totally English speaking, Anglicized or westernized".

(Ref: Minister Mentor's Remarks at the CLCPRC Discussion, http://www.moe.gov.sg/press/2004/CLCPRC.htm@. Where CLCPRC = Chinese Language Curriculum and Pedagogy Review Committee)

(7) 双语政策是防止所有种族被英语化

李光耀资政解释赞成实行双语政策的一个原因是：

（没有双语政策）“我们将失去我们的活力及成为完全讲英语，被英语化或西化了。”

（参考：资政在CLCPRC讨论中的评语@，CLCPRC=华文课程与教学法改革委员会）

回标题顶端

(8) Bilingual Policy is not a sacred cow waited to be slaughtered

Bilingual Policy is the foundation of our multi-cultural society. It is a promise made to all races to build a bilingual and bi-cultural nation.

The policy will ensure all races will be bilingual educated with English and their respective Ethnic Mother Tongues. Therefore, when all bilingual educated races combine together, our nation will be more than bilingual, it will remain as a multi-lingual and multi-cultural country.

Hence, the Bilingual Policy is not a sacred cow waited to be slaughtered by any Singaporeans (especially English-speaking or Anglicized Singaporeans???). It is also not a camouflage tactic to provide chances for English language and culture to grow and assimilate all races.

(8) 双语政策不是一只等待被宰杀的圣牛

双语政策是我们多元文化社会的基础。它是一个向各族表明要建立一个双语和双文化国家的承诺。

这个政策将确保，所有种族都接受英语和他们各自族群母语的双语教育。所以，当全体受双语教育的种族汇合起来时，我们的国家将超越双语，它将保持做为一个多元语文及多元文化的国家。

因此，双语政策不是一个等着让任何新加坡人（特别是讲英语或英语化的新加坡人？？？）宰杀的圣牛。它也不是一个提供机会让英文语言和文化成长并同化各族的伪装策略。

回标题顶端

(9.0) Give and Take spirit in Bilingual Policy & neutrality of English

Bilingual Policy is built on the spirit of "Give and Take". This spirit ensures that there will be:

(a) No racial-assimilation by major race (such as Chinese) or by any major vested interest group of people (such as English-speaking and Anglicized citizens).

(b) No language-assimilation by major language (NB1).

In other words, in these areas, majority will not rule (i.e. not a matter of minority follows the rule of majority), as all have the equal rights to exist.

Therefore, without ensuring the equal rights of Ethnic Mother Tongues to exist, English will not be seen by all races as a neutral common language.

NB1: [...We are an exceptional country where the language of the majority is not the medium of instruction in schools...] --- Ref: The Sunday Times (The Straits Times), Home News, March 4 2001, "SM's Dialogue With The Malay Community". (The Senior Minister (SM) in 2001 was Mr. Lee Kuan Yew)

NB2: In multi-religion Asia, we must remember that the religion freedom and religion rights we enjoined do not include the freedom and rights for us to convert others' religions and believes.

(9.0) 双语政策中的互相妥协与退让的精神及英文的中立性

双语政策是建立在互相妥协与退让（Give and Take）的精神基础上。这个精神确保：

（a）各族将不会被最大的种族（例如华族）或任何最大的既得利益团体的人们（例如讲英语及英语化的国民）所同化。

（b）各语文将不会被最主要的语文同化（注1）。

（c）各宗教将不会被最大的宗教同化（注2）。

换句话说，在这些方面，占大多数者将不起支配作用（即不推行少数服从多数的统治），因为大家都有同等的生存权利。

因此，在没有确保族群母语的同等生存权利的情况下，英语将不会被各种族视为中立的共同语言。

注1：[...在教学媒介语方面，新加坡是个特殊的例子，我们用的不是大多数种族的语文。...]---参考：早报.04/March/2001，"李资政同马来社群代表对话"。（在2001年，资政是李光耀先生）

注2：在多元宗教的亚洲，我们必须紧记，我们享有的宗教自由和宗教权利，并不包括让我们去转变别人的宗教与信仰的自由和权利。

回标题顶端

(9.1) Is English really a neutral language?

Nobody or any race in the world will call a foreign language which replaces their own, a neutral language. Hence, in Singapore, English is neutral only when it is viewed in the context or perspective of the implemented Bilingual Policy. In other words, without the Bilingual Policy, English will not be seen by all races as a neutral language but a language which take advantage of any "tug of war" among different languages and reap the benefit.

(NB: Between different races, any foreign languages not belong to them can be viewed as neutral languages as there are no conflict of interests. But if any one of these neutral languages were to allow to replace the languages of all races, conflict of interests will arise, and there will be no more neutrality to talk about, unless you have a Bilingual Policy to ensure the rights of both and thus all languages to co-exist. Bilingual Policy is not perfect, but it has provided a basis for all to Give and Take, hence, all races with reasonable pragmatism, can accept a foreign language (i.e. English in our case) as a common neutral language to co-exist with their own languages and live with it.)

(9.1) 英语真的是中立语言吗？

在世界上，没有人或任何种族会把取代自身语言的外来语，称为中立语言。因此，在新加坡，英语的中立，只有从实行的双语政策的语景或情景看，才能成立。換句话说，如果没有双语政策，英语将不会被各族视为中立的语言，而是在鹬蚌相争中得利的渔夫/语言。

（注：在不同种族间，任何不属于他们的外国语言都可被视为中立语言，因为那没有利益冲突。但是这些中立语言中的任何之一若被允许取代各族的语言，利益冲突将出现，那就再也没有中立性可谈了，除非你有一个双语政策来确保双方乃至所有语言共存的权利。双语政策并不完美，但它却提供了一个让大家互相妥协与退让（Give and Take）的基础，因此各族在合理的务实主义下，都能够接受一个和他们本身的语言共存的外国语言（就我们的情况而言，既是英语）做为共同的中立语并与之相处。）

回标题顶端

(9.2) The 2 layers of English's neutrality

Minister Mentor Lee Kuan Yew:

"...We avoided clashes over languages. We would have brought troubles if we had chosen Chinese as our working language and thus disadvantaged the other races. We chose English as the working language, a neutral language with no special advantage to any race, but keeping every mother tongue..." (NB)

The above MM Lee speech has pointed out 2 layers of English's neutrality.

The first layer is very obvious, i.e. English is a neutral language with no special advantage to any race.

The second layer is less obvious but it is contained in the phrase, "keeping every mother tongue".

Why? This is because if we do not keep every mother tongue, our National Language Policy will in fact become equivalent to a policy which allow English to replace the languages of all races. Thus English will not be seen by all races as a neutral language but a replacement or assimilation language.

Hence it is very important for all Singaporeans, especially those English-speaking and Anglicized citizens, Member of Parliaments or Ministers to understand the above concept. We must respect the language rights of all races and make sure English is really neutral through the effective implementation of Bilingual Policy.

NB: The above quote is copied from The Straits Times (06/Oct/2007) report on the Minister Mentor Lee Kuan Yew’s speech at the Nanyang Technological University Ministerial Forum on 04/Oct/2007.

(9.2) 英语的双层中立性

李光耀资政：

“...我们避免了语言（问题）上的冲突。若我们（当初）选择华文做为我们的工作语文並因而使其他各族吃亏，我们将（为自己）带来麻烦。我们选择了英文，一个对各族都没特别利益关系的中立语文，做为工作语文，但保存了毎个母语...”（注）

李资政上述的演说指出了英语的双层中立性。

第一层很明显，那就是，英文是一个对各族都没特别利益关系的中立语文。

第二层较不明显，但却存在于“保存了毎个母语”的词句中。

为什么呢？这是因为若我们没有保存毎个母语，我们的国家语文政策在事实上将变成一个，等同于允许英文取代所有种族语文的政策。因此英文将不会被所有种族视为一个中立的语文，而是一个取代或同化的语文。

所以让全体新加坡人，特别是讲英语及英语化的公民、国会议员或部长们，理解上述的槪念是非常重要的。我们必须尊重所有种族的语文权利及通过实行有效的双语政策来确保英文是真正中立的。

注：以上的引述是抄自海峡时报（06/Oct/2007）关于李光耀资政在04/Oct/2007于南洋理工大学部长论坛上演讲的报导。

回标题顶端

(9.3) Can English-speaking and Anglicized Singaporeans claim that English is a neutral language?

We can try to answer this question after understanding the two layers of English's neutrality.

When Singapore become independence, our three major races were mainly using their respective languages to communicate, English was a governing language besides the three major languages. The English-speaking and Anglicized Singaporeans were also merely a minority group then. Hence, the conflict of interests between English and the languages of all races was comparatively small, therefore under the Bilingual Policy which guarantee the co-existence of all racial languages and English (as well as the consideration of other benefits), all races can pragmatically accept English as a neutral common language.

As there are conflict of interests between the three major racial languages, therefore all the races are aware that they can not claim that the language they use is neutral. This type of self-awareness is very important as it can help to prevent all races from thinking that they are more neutral than others, and thus can stand at a higher moral ground to command others.

Now, after many years of our social development, English has surpassed the three major racial languages to become the major language. And the English-speaking and Anglicized Singaporeans are no longer the minority. Therefore, the conflict of interests among the three major racial languages has become the conflict of interests among the four major languages, or to say it more frankly, it is the conflict of interests between the three major racial languages and English. The frequent appearance of forum opinions in the English newspapers to demand all races to abandon their Ethnic Mother Tongue education and racial identity are the results of such conflict of interests.

The method for solving this type of conflict of interests is quite simple as it is exactly what the three major races have been using for a long time. That is, just like all races, the English-speaking and Anglicized Singaporeans must have self-awareness to know that, since there are conflict of interests of languages, therefore they can not claim that the language they use is neutral (i.e. they do not stand at a higher moral ground than others or have more rights than others). However, on the basis of supporting the Bilingual Policy, they can still say English is a neutral language (NB) because, that basis, in which the Bilingual Policy guarantee the survival of Ethnic Mother Tongue, is the premise for all races to support English as a neutral language. With this kind of self-awareness, the accusative forum opinions towards our racial identity and Ethnic Mother Tongue education will not appear in English newspapers, all Singaporeans can then truly begin to stand at a level ground to understand and support the Bilingual Policy.

NB: This was what the English-speaking leaders among our first generation leaders who built Singapore were doing. Therefore, besides saying English was neutral, they also repeatedly emphasized the importance of Bilingual Policy and even led by example to put in efforts to learn and use Ethnic Mother Tongue, thereby won the trusts of all races.

(9.3) 讲英语和英语化的新加坡人是否能宣称英语是中立的语言？

理解英文的双层中立性后，我们就能尝试回答这个问题。

在新加坡独立时，我国的三大种族主要是使用他们各自种族的语言来沟通，英语只是三大语言外的行政语言，讲英语和英语化的新加坡人在当时也只是占少数。因此，英语和各族的语言利益冲突比较小，所以在双语政策保证各族语言与英语共存的情况下（加上其他的利益考量），各族都能务实的接受英语为中立的共同语。

三大种族的语言由于彼此间有利益冲实，所以各族都知道不能宣称自己使用的语言是中立的。这种自知之明是非常重要的，因为它有助于防止各族自以为比别人更中立，并因而可以站在更高的道德水平上来指使他人。

现在，随着我国社会多年的发展后，英语已经超越三大种族的语言成为主要语言。而且，讲英语和英语化的新加坡人也已经不是少数。所以三大种族语言之间的利益冲突，事实上已经变成四大语言之间的利益冲突，或者，说得更白一点，那是三大种族语言与英语之间的利益冲突。英文报章上不时出现要求各族丢弃族群母语教育及种族身份的言论正是这种利益冲突的结果。

解决这种利益冲突的方法相当简单，因为这正是三大种族已经长期在使用的。那就是，讲英语和英语化的新加坡人必须像各族一样，有自知之明，知道由于有语言的利益冲突，所以他们不能宣称自己使用的语言是中立的（即是说，他们并不比别人站在更高的道德水平上或比别人拥有更多的权利）。不过，在支持双语政策的基礎上，他们还是能说英语是中立的语言（注），因为各族就是在双语政策保证族群母语生存的前提下才支持英语为中立语言的。有了这种自知之明，英文报章上才不会出现对各族的种族身份和族群母语教育指指点点的言论，全体新加坡人才有可能真正开始站在平等的地位理解和支持双语政策。

注：新加坡第一代建国领袖中的讲英语领导人就是这么做的。所以除了说英语是中立的，他们也不断强调双语政策的重要性，而且还以身做则，努力学习和使用族群母语，并因此赢得了各族人民的信任。

回标题顶端

(10) Undermine the Rights of Ethnic Mother Tongues: A violation to the Give and Take spirit

Any changes to Bilingual Policy which try to, make learning of Ethnic Mother Tongues optional, or become non-exam subjects, or their exam results will not be counted in total aggregate; while English remains as a compulsory and must-exam subject, and its exam result will be counted in total aggregate; these will be seen by all races as attempts to gradually assimilate them by English (i.e. a complete violation to the "Give and Take" spirit that all races hold), and tactically marginalize or infringe on their legitimate rights, academic ability and sentimental affinity towards the learning and retaining of their own ethnic languages and cultures.

(10) 削弱族群母语的权利：对互相妥协与退让精神的违背

任何对双语政策的修改以便尝试，把族群母语的学习变成非强制的选项、或成为非考试科目、又或是它们的考试成绩将不被算进总积分内，而英语则依旧保持为强制的选项、必考的科目、以及它的考试成绩将被算进总积分内的作法，这些将被各族视为是，想用英文逐步同化各族（即完全违背了各族所认同的互相妥协与退让的精神）的企图，而且也是策略性的在边缘化或侵犯，各族对学习和保留他们本身的族群母语及文化的合法权利、学术能力、以及（维持对族群母语的）亲切的感情联系。

回标题顶端

(11) Advocators against Ethnic Mother Tongues should avoid or declare any conflict of interests

Those who advocate that we should make Ethnic Mother Tongues optional or abandon them while English remain compulsory should also disclose what language or languages are they proficient with and using in their daily lives. This is to avoid or at least declare any conflict of interests so as to allow others to judge their opinions and intentions objectively.

(11) 反对族群母语的倡议者应该避免或声明任何的利益冲突

那些倡议我们应该将族群母语变成非必修科或抛弃它们，而英文则保持为强制科目的人们，应该也透露他们本身所精通和日常在使用的是哪些语文。这是为了避免或至少是声明任何的利益冲突，以便让其他人可以客观的评断他们的意见和意图。

回标题顶端

(12) The necessary condition for languages and cultures to survive

Our multi-racial languages and cultures can only survive with the support and involvement of ALL Singaporeans. We can not delegate this responsibility to a few hundreds or a few thousands bi-cultural elites and expect them to fulfill the task.

Therefore, Singaporeans should always focus on the big picture (90% to 95% of the population) to ensure ALL their future generations, not just some elites (5% to 10% of the population), will be adequately bilingual and bi-cultural educated.

(12) 让语言和文化生存的必要条件

我国多元种族的语言和文化唯有在全体新加坡人的支持与参与下才能生存。我们不能将此项重任委托给几百或几千名双语精英并期待他们达成任务。

因此，新加坡人必须始终把焦点放在大环境（90%至95%的人民），以便确保他们所有的后代，而不是只限于一些精英（5%至10%的人民），将受到足够的双语和双文化的教养与熏陶。

回标题顶端

(13) Why parents choose English: The power of Rules of Games and Regulations

We have set Rules of Games and Regulations which have influenced Singaporeans to choose and use English. Hence, such a result is NOT just simply due to, "a matter of parents' choice", or due to the natural changes and development of events. (NB1)

We should thus use the same method or tactic to influence Singaporeans towards using and maintaining the Ethnic Mother Tongues.

In other words, the power of Rules of Games and Regulations is very important, it should be more balance and not bias too much towards English again since we have already established the latter as common language.

Therefore; what all fair-minded Singaporeans should insist now is, request the setting of a balance Rules of Games and Regulations (NB2) to ensure a more level playing field for the healthy development of English, Ethnic Mother Tongues and multi-racial cultures in Singapore.

NB1: [...undeniably, this language policy has fostered an educational environment which emphasize English, directly causing the parents to follow one after another to send their children into English school (although the government has said that those were "due to parents' free choice", but the pragmatic parents of course would not want their children to receive a prospect-less education), resulting in the gradual demise of vernacular Mother Tongue education of all races...] (Ref Chinese book: Current state & prospect of Chinese language in Singapore, Pg40-41, National Library catalogue number: SING 306.4495957 WYH)

NB2: A zaobao (Chinese news paper) reader who was concerned about the policy of "Shop Ownership Scheme" and the plight of neighbourhood shop houses had written to zaobao forum page on 14/May/2007. In the last paragraph of his article, he wrote: [...the government who has acted as an establisher of the rules of games, has subsequently become a violator of the rules of games, and at the end can still hold the ultimate rights to interpret the meaning of the rules of games, I would only want to ask the government: How to play in such a game?...] In this article of title, <How to play in such a game?>, it has rightly pointed out the importance of rules of games and the establisher of the rules of games. In the democratic society of Singapore, all races can, and should have the responsibility, to concern, whether the Rules of Games and Regulations set by the government is fair to all. And should they have any doubts, they should raise them, this is because with fairness, the long term stability of Singapore can then be achieved.

(13) 为什么家长们选择英文：游戏规则和管理条例的力量

我们设定了游戏规则和管理条例并影响及导致了新加坡人纷纷选择和使用英文。所以，这样的结果并不单纯只是出于“父母的选择”或出于事态的自然变化与发展。（注1）

我们因此应该使用相同的方法或策略来影响新加坡人趋向使用和保留族群母语。

换句话说，游戏规则和管理条例的力量是非常重要的，它应该更平衡，而且由于我们已经竖立英语为共同语，所以它也应该不再过度偏向英语。

因此，所有思想公平的新加坡人现在该坚持的，是要求设定一个平衡的游戏规则和管理条例（注2），来确保英文、族群母语和多元种族的文化，在新加坡都拥有一个，更公平的游戏环境及健康的发展空间。

注1：[...无可否认的，这个语文政策形成一个重视英文的教育环境，直接导致家长纷纷把孩子送入英校（虽然政府说那是“家长的自由选择”，但是现实的家长当然都不愿意自己的孩子接受没有前途的教育），使各民族的传统母语教育趋向式微。...]（参考华文书本：华语文在新加坡的现状与前景，Pg：40～41，国家图书馆编号：SING 306.4495957 WYH）

注2：新加坡联合早报（华文报章）言论版于2007年5月14日刊出了一位读者关注“商者有其店”政策及邻里商店困境的文章。在文章末段，他写道：[...政府作为游戏规则的制定者，继而又成为游戏规则的破坏者，最后还可以对游戏规则有终极的诠释权，我只想请教政府：这个游戏到底该怎么玩？...]。在这篇名为《这个游戏到底该怎么玩？》的文章中，正好指出了游戏规则及游戏规则制定者的重要性。在民主社会的新加坡，各族可以，也应该有责任，关注政府所制定的游戏规则和管理条例是否对大家都公平。若有任何疑问就应该提出来，因为有了公平，新加坡才能长治久安。

回标题顶端

(14) We must include, not immune, the English factor.

We have "social engineered" all Singaporeans to become mainly English educated citizens and thus affecting the way they view, feel and understand the world as well as their own ethnic languages and cultures.

We have to be self-aware of this fact and include it, not immune it, as one of the major (if not largest) factor or player in our understandings and discussions of multi-racial, multi-language, multi-culture and multi-religion issues in Singapore.

We have to put all (not sub-consciously immune some) factors and players into the total picture before we can truly understand, the reasons and the needs to implement various counter-balancing social engineering policies in Singapore.

One good example to show this point is from The Straits Times article, "Don't impose Mother Tongue as 2nd language" written by Laurel Teo (06.March.2004). She wrote: "...For too long, the main gripe of those who have lashed out most bitterly against mother tongue - particularly Chinese - classes, has been what they see as the cultural imposition on them...". But, base on the same logic, impose English as 1st language on us Singaporeans (who are mostly Asians), is also a cultural imposition (i.e. westernization) act! Why Laurel Teo and The Straits Times editors did not tell the readers about this fact? They had obviously immune the English factor (or even put it on the judge seat to judge others?) when they discuss the issue. Hence, all Singaporeans should include, not immune, the English factor in their considerations if they want to understand and present fair discussion of language and culture issues in Singapore.

(14) 我们必须包括，不是豁免，英文英语的因素。

我们已经“社会工程化”所有的新加坡人成为，主要是受英文教育的公民，并因而影响了他们看待、感觉和理解世界，以及他们本身族群的语言和文化的方式。

我们必须对这个事实有自觉并包括它，不是豁免它，成为我们理解和讨论新加坡的多元种族、多元语文、多元文化，以及多元宗教课题时的一个较大（若不是最大）的因素或游戏参与者。

我们必须将所有的（不是下意识豁免一些的）因素和游戏参与者放进全体的景象中，才能真正理解需要在新加坡推行各种相互平衡的社会工程政策的原因。

一个能很好显示上述观点的例子是英文海峡时报记者 Laurel Teo 所写的文章，《不要强制母语作为第二语文》（06.Mar.2004）。她写道，“长期以来…那些极力反对母语课，尤其是华文课的人，认为这是将文化强加在他们身上…”。但是，根据相同的逻辑，强制英语作为第一语文在我们新加坡人（其中多数是亚洲人）身上，也是一种强迫接受文化（即：西化）的行为。为什么 Laurel Teo 和海峡时报的编辑们没有告诉读者们这个事实呢？他们显然在探讨问题时，豁免了英文英语的因素（或甚至将它置于裁判席上来裁判其他人了）。因此，所有新加坡人若要理解及进行关于语言和文化课题的公平讨论，他们就应该将英文英语的因素包括进，而不是豁免于，他们的考量中。

回标题顶端

(15) Amend our Constitution to protect Bilingual Policy

To prevent any dominant language (whether it is from the major race or the major vested interest group of people) from trying to "Winner Take It All" and replace other languages, we should protect Bilingual Policy (the 1966's original version and 1969's version) and Ethnic Mother Tongues education in our Constitution.

(15) 修改我们的宪法来保护双语政策

为了防止任何占主导地位的语言（无论它是来自最大的种族或最大的既得利益团体的人们）想尝试“赢者通吃”并取代其他的语言，我们应该在我国宪法中明文规定保护双语政策（1966年的原有版本和1969年的版本）及族群母语的教育。

回标题顶端

(16) MOE should explain & defend Bilingual Policy

Ministry of Education (MOE) should do more to provide details explanation of Bilingual Policy to all Singaporeans; for example, it should at least provide more such information on its web site. Furthermore, whenever the facts of Bilingual Policy are misunderstood or twisted by people (especially when such views are published on The Straits Times, the largest news paper in Singapore), MOE should clarify them as soon as possible.

(16) 教育部应该解释和保卫双语政策

教育部在提供双语政策的详细解释方面应该做的更多，例如它至少应该在网站上，给所有新加坡人提供更多这方面的资讯。而且，每当人们误解或扭曲双语政策的事实时（特别是这类观点被刊登在英文海峡时报，新加坡最大的报章时），教育部应该尽快做出澄清。

回标题顶端

(17) We should act to rectify unbalances toward anglicizing, not wait and see.

All the trends and statistics have shown that Singaporeans' families and society are gradually anglicizing; we are obviously over-doing in English.

This is a new common problem faced by all races in Singapore. It is NOT a Chinese educated versus English educated problem or a racial problem.

If we remain ambiguous or silent about the matter (silence is not golden in such cases, the trends are obvious, we should act to rectify the unbalances, not wait and see, so as to allow the rice to be cooked, and then declare that the World has changed) and lack the will, or ignore the need to set up new effective systems to ensure a bilingual society will prevail and lasts, our country will eventually become an anglicized nation.

This is certainly NOT the type of nation we, as well as our fore-fathers, would want to build.

(17) 我们需要采取行动来纠正朝向英语化的失衡与偏差，不是等等看。

所有的趋势和统计数字都显示新加坡人的家庭和社会正在逐渐英语化；我们显然在使用英文方面做过了头。

这是新加坡各族面对的一个新的共同问题。它不是一个受华文教育者与受英文教育者对立的问题或是一个种族问题。

如果我们对有关的问题保持模棱两可或沉默的态度（在这类情况中沉默不是金，趋势已经很明显，我们需要采取行动来纠正失衡与偏差，不是等等看，以便让生米煮成熟饭，然后宣称世界改变了），并且缺乏决心或疏忽了需要设立新的有效系统来确保一个双语社会的实现与延续，那我们的国家最终将成为英语化的国家。

这样的国家，肯定不是我们以及我们的先辈们想要建立的。

回标题顶端

(18) Most people in the world are learning English as 2nd or 3rd language

It is true that people in the World are learning English, but we must tell our young another truth, that is, most people in the World are learning English as second or third language after their own languages.

English might be a globalised's second language, but NOT first language. We are probably the only country in Asia to use it as first language for all citizens.

Hence, unlike the growing number of Singaporeans who despise Ethnic Mother Tongues, most people in the World will not hate or try to give up their own languages after learning English.

Our young and elites should learn from this global citizen attitude of self respect and respect of others' languages and cultures after mastering English.

(18) 世界各地的多数人民是把英文当成第二或第三语文来学习

世界各地的人民都在学习英文是一个事实，但是我们必须告诉我们的年轻人另一个事实，那就是，世界各地的多数人民，是把英文当成排在本身语文之后的第二或第三语文来学习的。

英文或许是一个环球化的第二语文，但不是第一语文。我们可能是亚洲国家中唯一把它当做第一语文让全民使用的国家。

因此，与正在逐渐增多的轻视族群母语的新加坡人不同，世界各地的多数人民在学会英文后，将不会恨或尝试放弃本身的语文。

我们的年轻人及精英们在掌握英文后，必须学习这种环球公民的自我尊重和尊重他人的语文及文化的态度。

回标题顶端

(19) No language is too difficult to learn, as long as there are supporting and rewarding systems in place.

It is a COMMON SENSE question that no language is too difficult to learn as long as the education system is using it as the sole or main medium of instructions, and the society rewards it as the working language. In Singapore, English is such a language.

Hence, when our young complain that Ethnic Mother Tongue is difficult to learn, we know it is only partly due to the language itself, but mostly due to the lack of the type of effective school supporting and social rewarding systems that English enjoyed (our home language system is also gradually tilting towards English).

It is therefore unfair to blame the difficulties of learning Ethnic Mother Tongue solely on the language itself. And, with such unfair views in place, how can we truly solve the problems?

(19) 只要有支持与奖赏的体制，没有语文是太难学的

没有语文是太难学的，只要它被教育体制当做唯一的或主要的教学媒介语，而且社会也奖赏它做为工作的语言，这是一个常识问题。在新加坡，英文就是这样的语文。

所以，当我们的年轻人投诉族群母语难学时，我们知道只有部份的困难与语文本身有关，但大部份的困难则是由于，族群母语缺乏像英文所享有的那种，有效的学校支援及社会奖赏体制的帮助（我们的家庭语言体制也正逐渐倾向英文）。

因此将学习族群母语的种种困难仅仅归咎于语文本身是不公平的。而在不公平观点存在的情况下，我们怎么能够真正解决问题呢？

回标题顶端

(20) Be fair to our Asian/Eastern languages, values, religions & cultures.

As all Singaporeans are mainly English educated since 1987, thus nobody can deny the fact that all Singaporeans will be influenced silently and effortlessly by western values, religions and cultures throughout their lives (this is NOT simply a matter of personal choice).

Therefore, in order to balance these silent influences and to be fair to our own Asian/Eastern languages, values, religions and cultures, we must:

(a) Insist on the rights to enforce and enhance the learning and usage of Ethnic Mother Tongues (under Bilingual Policy) in our school system for ALL students.

(b) Protect our rights to have level playing field to promote our Asian/Eastern languages, values, religions and cultures.

(d) Embark on a life-long journey after formal school education to continue using, learning and improving our Ethnic Mother Tongues standard to as close as first language level as possible.

(e) Ensure that all the above "conscious" balancing and fair-play efforts must last as long as the "silent" western influences on us last.

(20) 公平对待我们的亚洲/东方语言、价值观、宗教和文化。

由于从1987年起，所有新加坡人接受的都是以英文为主的教育，因此没有人可以否认，全体新加坡人民将会终身受西方价值观、宗教与文化的轻易影响及潜移默化的事实（这并不单纯只是一个个人选择的问题）。

所以，为了平衡这些潜移默化的影响，以及公平对待我们本身的亚洲/东方语言、价值观、宗教和文化，我们必须：

（a）坚持在我们的学校体制中，推行和加强族群母语（在双语政策下）让所有学生学习和使用的权利。

（b）保护我们获得公平游戏环境的权利，以便宣扬我们本身的亚洲/东方语言、价值观、宗教和文化。

（c）保留族群母语在家庭及社会上的生存空间。

（d）在完成正规教育后，继续通过终生学习的方式来使用、学习及改进我们本身的族群母语程度，以便尽可能的趋近第一语文的水平。

（e）确保只要我们还一直持续的受到西方的“潜移默化”影响，上述这些“有意识”的平衡动作及维持公平游戏的努力，也就必须一直存在着。

回标题顶端

(21) Not becoming Unique Singaporeans but Anglicized/English Singaporeans

If we accept the request of some Singaporeans to take away our multi-racial identities and make learning of Ethnic Mother Tongues optional, what will we left with?

Judging from current anglicize trends, we will not left with Unique Singaporeans, but Anglicized/English Singaporeans!

It is obviously unfair to all races and their cultures. Therefore we should not ever try to do away or marginalize our bilingual, Ethnic Mother Tongues, multi-racial and multi-cultural policies!

(21) 不是成为独特的新加坡人而是英语化/英语的新加坡人

如果我们接受一些新加坡人的要求，拿掉我们的多元种族身份并让族群母语教育成为非必修科，那我们将剩下什么？

根据现有英语化的趋势看，剩下的将不会是独特的新加坡人，而是英语化/英语的新加坡人！

这显然对各族及他们的文化都是不公平的。所以我们永远都不应该尝试拿掉或边缘化我们的双语，族群母语，多元种族及多元文化的政策！

回标题顶端

(22.0) No body can assume they have more rights than others

The English-speaking, Malay-speaking, Tamil-speaking and Chinese-speaking Singaporeans are all Singaporeans. No body can assume they have more rights than others.

Therefore, it is obviously a very inappropriate act for any Singaporeans (especially English-speaking and Anglicized Singaporeans???) to advocate repeatedly in English newspapers that, all races should drop their ethnic identity on IC, and make learning of Ethnic Mother Tongues optional or abandon them, while English remain compulsory.

For if such an act of suspected attempt to infringe(???) on the rights of all races is allowed and tolerated, then, sooner or later, all the other races will have no choice but forced to resort to their legitimate rights to retaliate in order to protect their own interests. Different rights will thus clash frequently.

Hence, all Singaporeans, including the English-speaking and Anglicized Singaporeans, should always be reminded to respect our Racial Harmony Law and Give and Take spirit.

(22.0) 没有人可以假设他们比其他人拥有更多的权利

讲英语、讲马来语、讲淡米尔语、讲华语的新加坡人，他们全部都是新加坡人。没有人可以假设他们比其他人拥有更多的权利。

所以，当任何新加坡人（特别是讲英语及英语化的新加坡人？？？）不时在英文报章上向各族倡议，他们应该放弃身份证上的种族身份，以及把族群母语的学习变成非强制的选项或放弃它们，而英语则依旧保持为强制的科目，这显然是非常不恰当的举动。

因为若这种疑似尝试侵犯（？？？）各族权利（或权益）的举动被允许和容忍，那么，各族迟早将被逼别无选择的必须动用本身的合法权利（或权力）来反击以便维护他们各自的利益。不同的权利将因此时常撞击冲突。

所以，全体的新加坡人，包括讲英语及英语化的新加坡人，应该经常被提醒要尊重我们的种族和谐法律及互相妥协与退让的精神。

回标题顶端

(22.1) If the number of English-speaking and Anglicized Singaporeans grow, we must ensure our laws and rules of games are updated to include them

Example 1: No one can claim that the language they use is neutral

Due to conflict of interests, no race in Singapore can claim that the language they use is neutral. This rule must also apply to English-speaking and Anglicized Singaporeans. It is an important rule so that no race or any group of people in Singapore will feel that they are standing at a higher moral ground (as they think they are neutral) than others and have the rights to infringe on the rights of others. Of course, this does not mean that we no longer recognise English as neutral language. We will continue to recognise English's neutrality as long as the Bilingual Policy with Ethnic Mother Tongue education is maintained and fairly implemented.

Example 2: No one can immune from learning English and Ethnic Mother Tongue

For non-English speaking Singaporeans, they must learn English and Ethnic Mother Tongue. For English-speaking and Anglicized Singaporeans, they must learn their respective Ethnic Mother Tongue and English.

Example 3: No one can immune from Racial Harmony Law

No one can assume they are neutral (thus can immune from Racial Harmony Law) and have the rights to ask all races to abandon ethnic identity and language.

(22.1) 若讲英语和英语化的新加坡人增多，我们必须确保我们的法律和游戏规则也做出更新以便包括他们

例子1：没有人可以宣称他们使用的语言是中立的

由于利益冲突，在新加坡，没有种族可以宣称他们使用的语言是中立的。这个法则也必须应用在讲英语和英语化的新加坡人身上。这是一个重要的法则，因为如此一来，在新加坡将没有种族或任何团体的人们会（由于认为他们本身是中立的而）感觉比别人站在更高的道德水平上及拥有权利去侵犯别人的权利。当然，这并不表示我们不再认同英语为中立语言。我们将会继续认同英语的中立性，只要包含族群母语教育的双语政策被维持及公平的推行。

例子2：没有人可以豁免学习英语及族群母语

对于非讲英语的新加坡人，他们必须学英语及族群母语。对于讲英语和英语化的新加坡人，他们必须学他们各自的族群母语及英语。

例子3：没有人可以豁免于种族和谐法律外

没有人可以假设他们是中立的（所以可以豁免于种族和谐法律外）并拥有权利要求各族放弃种族身份和语言。

回标题顶端

(23) How to view the loyalty and identity of multi-racial Singaporeans

The UK's emigrants to USA, Canada, Australia and New Zealand can and have retained their UK language, i.e. English (and even use it to assimilate local people and other immigrants of different races!). However, despite using UK's language, they are loyal to their respective emigrate country, not UK.

Similarly, as Chinese, Malay and Indian Singaporeans have already agreed to learn and use English as common or 1st language, therefore, even though they are still retaining their own languages from China, Malaysia and India (mostly as 2nd language, but not to use any of them to assimilate other races), they will also loyal to Singapore.

It is unfair to doubt their loyalty to Singapore since they have accepted our English common language policy (but absolutely not English assimilation language policy).

Hence, to all Singaporeans, their loyalty and identity will be Singaporean first, English second (no exception for English-speaking and Anglicized Singaporeans and White Singaporeans), Malay second, Indian second and Chinese second.

(23) 如何看待多元种族新加坡人的效忠对象和身份认同

英国人在移民到美国、加拿大、澳洲和纽西兰后，可以并已经保留了他们的英国语文，即英文（而且甚至还用它来同化本地人及其他不同种族的移民！）。然而，纵使使用英国的语文，他们效忠的是他们各自移居的国家，不是英国。

同样的，由于华族、马来族和印度族新加坡人已经同意把英文当着共同的或第一语文来学习和使用，所以，尽管他们还保留了本身的，来自中国、马来西亚和印度的语文（多数为第二语文，但不用它们中的任何一个来同化其他种族），他们同样将会效忠于新加坡。

由于他们已经接受我们的英语共同语政策（但绝对不是英语同化语政策），因此质疑他们对新加坡的效忠是不公平的。

所以，对所有的新加坡人而言，他们的效忠对象和身份认同都是新加坡人第一，英语族第二（讲英语及英语化的新加坡人，以及白人新加坡人不能例外）、马来族第二、印度族第二、华族第二。

回标题顶端

(24.0) Why we should maintain the global practice of speaking Ethnic Mother Tongues at home

This is because in Singapore, base on the policies and rules of games set by our government, we have not only set up an English working environment, but also an all-English education system (with Ethnic Mother Tongues mostly taught as a single, second language subject).

Therefore, with such an all-English system in place, any children from non-English speaking families, with normal aptitude and enter the pre-school education by the age of 3 or 4, will definitely be converted to English speaking and English educated young adults by the time they completed the O-Level education at the age of 16 or 17 (not to mention that 40% or more of these students will continue to pursue higher education after their O-Level, which are also mostly in English).

Hence, what Singaporeans will face is, from the moment they enrolled into pre-school education, they will begin to immerse into an all-English learning and working systems for the rest of their lives. In other words, our systems will guarantee (or force) all Singaporeans to master English but not Mother Tongues.

Therefore, mastering English is no longer a real problem for Singaporeans. The real problem is how to assist and maintain the learning and usage of Ethnic Mother Tongues under the all-English environment?

A fair, pragmatic and win-win step that parents should take is thus to maintain the global practice of speaking Ethnic Mother Tongues at home; whereas our education system and working environment will take care of their children's English from 3 or 4 years old onwards and lasts throughout the rest of the children's lives.

(24.0) 为什么我们应该维持在家中讲族群母语的环球作法

这是因为在新加坡，根据我们的政府所设定的政策与游戏规则，我们不但建立了英语的工作环境，而且也建立了全英语的教育体制（族群母语在这体制中，多数是被当着单科的、第二语言的科目来教导）。

所以，在这样的全英语体制下，任何来自非讲英语家庭，具有一般才能，并进入学前教育的3或4岁小孩，将必然在他们16或17岁完成O水准教育时，被转化为讲英语及受英文教育的年青人（更不用说这些学生中的40%或更多的人，将会在他们的O水准后，继续追求更高的教育，并且多数也是用英文来进行学习的）。

因此，新加坡人将面对的是，从他们登记进入学前教育的那刻起，他们将开始终生浸泡在一个全英语的学习与工作的体制中。換句话说，我们的体制将保证（或逼使）全体新加坡人掌握好英语而不是母语。

所以，掌握好英语对新加坡人而言已经不再是一个真正的难题了。真正的难题是如何在全英语的环境下帮助和维持族群母语的学习与使用。

因此，家长们应该采取的一个公平、务实与双赢的步骤是，维持在家中讲族群母语的环球作法；而我们的教育系统和工作环境将照顾他们孩子的英文，从3或4岁开始一直延续到孩子们的一生。

回标题顶端

(24.1) The proof that speaking Ethnic Mother Tongues at home will not hinder the learning of English

Most English-educated Singaporeans born before year 2000 are from Chinese's dialect or Mandarin speaking families, Malay speaking families and Indian speaking families. All of them have successfully mastered the English language to various degree of proficiency. They are the real life examples and proof that, whatever language one speak or use at home would not hinder the effective learning and mastering of English as long as English is given the status of main medium of instructions in our education system. Hence, parents should feel confident to retain the use of Ethnic Mother Tongues at home. It will give a fair chance for Ethnic Mother Tongues to survival and help their children to become truly bilingual.

(24.1) 在家中讲族群母语将不会妨碍英语学习的证明

多数受英文教育，出生于公元2000年之前的新加坡人，都是来自讲华族方言或华语的家庭、讲马来语的家庭和讲印度语的家庭。他们全部都成功的以不同的熟练度掌握了英语。他们是现实生活中的例子及证明，只要英语在我们的教育体系中被赋予主要教学媒介语的地位，那么，无论一个人在家中讲或用什么语言，都不会妨碍英语的有效学习与掌握。因此，家长们应该有信心保留族群母语在家中的使用。这将给族群母语一个公平的生存机会及帮助孩子们真正成为掌握双语的人。

回标题顶端

(25) We may need a Speak Ethnic Mother Tongues Campaign

In his Speak Mandarin campaign speech in 2004, MM Lee Kuan Yew said:

“......The Speak Mandarin campaign now is to encourage parents and students not to switch to speaking English to the children at home......When we began the Speak Mandarin campaign, our minorities, Malays and Indians, were concerned that we would drift back towards a Chinese-speaking society. They now know that there is nothing to fear. Indeed Malay and Indian children are facing the same problems in learning their own mother tongues because their tertiary-educated parents are speaking to them in English at home. My advice to all is, try to keep your mother tongue alive at home. We should also use our mother tongues at markets, shopping malls, hawker centres, food-courts, restaurants, whenever we can......”.

Since all races are facing the same problem now, we should consider replacing Speak Mandarin Campaign (for Chinese) with Speak Ethnic Mother Tongues Campaign (for all races).

(25) 我们也许需要一个讲族群母语运动

李光耀资政在2004年的讲华语运动致词中指出：

“......如今讲华语运动是要鼓励家长和学生们不要将家庭中与孩子交谈的语言转为英语......当我们展开讲华语运动时，我国的少数族群，马来族和印度族，曾担心新加坡会回复到一个讲华语的社会。他们现在已经了解这并没什么好担心的。其实马来族和印度族的孩子也同样面对学习母语的问题，因为他们受过大专教育的父母在家里也同他们讲英语。我对大家的忠告是，尽力保持你的母语在家庭中的生存。而且只要可以，我们也应该在巴剎、购物中心、小贩中心、食阁和餐馆讲母语......”

既然各族目前都面对相同的问题，我们应该考虑，以讲族群母语运动（给各族参与）取代讲华语运动（给华族参与）。

回标题顶端

(26) We must maintain the will to enforce Bilingual Policy under any circumstances

If all races of Singaporeans who are using different Ethnic Mother Tongues or Dialects at home can embrace Bilingual Policy and the use of English, why can't a growing percentage (NB: not all) of English-speaking and Anglicized Singaporeans embrace Bilingual Policy and the use of Ethnic Mother Tongues?

Facing such a situation, we should remind ourselves, when English was not used by majority of Singaporeans, we, especially our government, have the will to enforce Bilingual Policy (so as to protect the survival and development of English) under any circumstances in the past. Now, when English has become the major language in Singapore, we must maintain the same will to continue the enforcement of the Bilingual Policy (so as to protect the survival and development of Ethnic Mother Tongues), now and in future.

(26) 我们必须保持在任何情况下推行双语政策的决心

如果在家中讲不同族群母语或方言的各族新加坡人民能够包容双语政策和英语的使用，为什么有越来越高巴仙率（注：不是全部）的讲英语及英语化的新加坡人却不能包容双语政策和族群母语的使用呢？

面对这样的情况，我们应该提醒自己，在以往，当英语不是大多数人使用的语文时，我们，尤其是我们的政府，有决心在任何情况下推行双语政策（以便保护英语的生存与发展）。如今，当英语已经成为新加坡的主要语言后，我们必须保持同样的决心，在现在和将来继续推行双语政策（以便保护族群母语的生存与发展）。

回标题顶端

(27) Why some students need tuition for Mother Tongue subject?

To learn any language, we need enough exposure to and usage of the language. This is especially so for Chinese as it is not a simple language for beginners.

However, all of our Mother Tongues are only taught at second language or lower level (in the case of Chinese B), and as a single subject in all schools for most students (80%-95%) up to secondary four/five or junior college level (MOE has even relaxed the rules to allow most students to drop Mother Tongue at A-level, and, Mother Tongue is no longer an entry requirement subject to university). Hence the exposure and usage (as well as requirement) of the Mother Tongue languages in schools are very low, these are not sufficient for effective learning of language. Thus, besides one's own efforts to learn, students must have chances to use Mother Tongue at home and in social life in order to compensate for the insufficiencies. Those students who lack such chances will most likely need to take tuition, and, since they do not use Mother Tongue beyond school lessons, they will gradually lose it when they stop learning.

The problems are therefore crystal clear: Not enough exposure to and usage of the Mother Tongue at home, in school and in social life for students. Hence, we must help to enhance, not spoil, the learning of all Mother Tongues in order for them to be effectively acquired by students.

(27) 为什么一些学生需要补习母语科目

要学习任何语言，我们需要有足够的时间接触与使用该语言。华文的学习尤其如此，因为对初学者而言，它並不是容易的语言。

然而，在我们所有学校中教导的母语，只是以第二语言或更低的水平（比如在华文B的情况），以及单科的方式，让大多数的学生（80%-95%）学习至中四/中五或高中的程度（教育部MOE甚至还放宽条例，允许多数学生在A水准的高中就放弃母语，而且，母语也不再是进大学的必须科目）。因此，在学校中，对母语的接触时间和使用机会（以及要求）都非常低，这些对有效的语言学习都是不足够的。所以，除了一己的努力学习外，学生们必须有机会在家中和社会生活中使用母语来弥补这些不足。那些缺乏这种机会的学生，将最可能需要补习，而且，由于他们在学校课堂外不使用母语，他们停止学习后就会逐渐失去它。

问题因此是像水晶般清楚的：学生们在家中，在学校内以及在社会生活中，都没有足够的时间接触与使用母语。所以，我们必须帮助增强，不是破坏，所有母语的学习，以便让学生们能有效的习得它们。

回标题顶端

(28) The importance of home and social language usage for effective acquire of, and sentimental affiliation with, Mother Tongue

The learning of all Mother Tongues which are taught as single subject to most students in schools, must have the support of home language (we encourage Singaporeans to speak ethnic Mother Tongue at home) and social language environment to provide students the real chances of usage, so that the long term acquired effects of the language can be achieved. Only with such effects and chances of using Mother Tongue, can possibly avoid or reduce people's feelings of alienation or even rejection when they face Mother Tongue. The sentimental affiliation of people towards Mother Tongue can then be established.

(28) 家庭和社会用语对母语的有效习得及感情联系的重要性

大多数学生在学校单科学习的母语，必须有家庭用语（我们鼓励新加坡人在家中讲族群母语）和社会用语环境的支持及提供实际使用的机会，才能帮助学生取得长期习得的效果。只有这样的效果和使用母语的机会，才有可能避免或减少人们在面对母语时，感到生疏或甚至是产生排斥之感。人们对母语的，语言的感情联系，才能够建立。

回标题顶端

(29) Although being similarly forced to learn 2 languages, but why quite a number of people will only remember the hardship of learning Mother Tongue?

This is because English is the medium of instruction in schools where students use it to learn all subjects except Mother Tongue. Hence, through continuous contact and usage, students can master English quite easily. Whereas in learning Mother Tongue, since it is taught as single subject, students do not have opportunities to continuously contact and using it, thus the learning will naturally be more difficult. Moreover, after people have learned the two languages, our society will only rewarded English as the main working and governing language (i.e. the pain of learning English will gain benefit and compensation). Furthermore, as quite a number of people do not use Mother Tongue in daily life, therefore, in their memory, they will of course, just remember the hardship of learning Mother Tongue.

(29) 虽然同样被强制学双语，但是为什么不少人只记得学母语的苦？

这是因为英语是学校的教学媒介语，学生除了母语课外，所有科目都应用英语学习。所以持续的接触与使用让学生能较轻易的学会英语。反观母语的学习，由于是单科教学，学生没有持续接触与使用母语的机会，所以学习起来自然是辛苦多了。另外，人们学完双语，我们的社会却只奖赏英语为主要的工作与行政语（那即是说，学习英语的苦将得到好处与补偿），再加上不少人在日常生活中也不使用母语，因此在他们的记忆中，当然只会记得学习母语的苦了。

回标题顶端

(30.0) Why we need to rely on the economic factors from the rise of China and India to encourage people to study and use Mother Tongue?

This is because from the economic points of view of learning language, we have only rewarded English as main working language in our country, people who learn English will thus gain real economic benefit. However, the (job) reward for learning Mother Tongue is very rare locally, most people will not gain real economic benefit from learning Mother Tongue. This has resulted into the problem of some people who do not want to learn Mother Tongue. Therefore, we have to rely on the economic factors from the rise of China and India to provide the rewards.

(30.0) 为什么我们需要依靠中国与印度崛起的经济因素来鼓励人们学习和使用母语？

这是因为从学习语文的功利角度看，在我国，我们只奖赏英语做为主要的工作语，人们学习英语因此将是有实际经济回报的。而学习母语的（工作）奖赏，在本地是少之又少，多数人将根本得不到学习母语的实际经济回报。这就造成了一些人不愿意学习母语的问题，所以我们只好依靠中国、印度崛起的经济因素来提供这方面的奖赏。

回标题顶端

(30.1) Why a local reward and punishment system is more important than the economic factors from China and India in maintaining the usage of Mother Tongue?

This is because most Singaporeans (at least 90%) will not need to work in China and India, the effect of the economic factors will thus be limited. Hence, a local reward and punishment system (for the 90% of the population) to ensure the healthy development of Mother Tongue is obviously more important.

For example, for all important government posts, we should provide additional rewards for those officials who are effectively bilingual or supportive of Bilingual Policy (eg: they have retained the use of Ethnic Mother Tongue in their home). This will encourage Singaporeans, especially our elite, to maintain the learning and using of Mother Tongues. Whereas for those officials who try to undermine the Bilingual Policy and Ethnic Mother Tongue education, we should bar them from promotion to higher position (including the MP or Minister position, NB) and involvement in policies making.

NB: As the Member of Parliaments (MP) are elected by people through election, hence, if there is a need, we should amend our Constitution to ban any political party or MP from politics if they try to undermine our Bilingual Policy, Ethnic Mother Tongue education system, or the Racial and Religion harmony law.

(30.1) 为什么在维持母语的使用方面，一个本土的奖赏与惩罚的体制比中国与印度的经济因素更重要？

这是因为多数（至少90%）的新加坡人将不需要在中国和印度工作，因此有关经济因素的效果是有限的。所以要确保母语的健康发展，一个（给90%人口的）本土的奖赏与惩罚的体制显然就重要的多了。

例如，对于重要的政府职位，我们应该提供额外的奖赏给那些有效掌握双语或支持双语政策的官员（例如他们在自己的家中保留了族群母语的使用）。这将鼓励新加坡人，特别是我国的精英们，维持对母语的学习和使用。至于那些尝试削弱双语政策和族群母语教育的官员，我们应该禁止他们升级到更高的职位（包括国会议员或部长的职位，注）和参与政策的制定。

注：由于国会议员是由人民通过选举选出，因此如果有需要，我们应该修改我国的宪法来禁止任何想尝试削弱我国的双语政策、族群母语的教育体制或种族与宗教和谐法律的政党或国会议员参政。

回标题顶端

(31) Why we need to give and preserve the function of transmission of culture and tradition to Mother Tongue?

Consider from the functionalities for language to exist, if any languages want to survive and continuously develop in long term, then they must always preserve some useful functions. These functions include: the four major functions (i.e. the language of medium of instruction in schools / the governing language / the working language / the common language), the family language function, the social language function, the language's sentimental affiliation function, the transmission of culture and tradition function.

Since we have already given English the medium of instruction in schools, and rewarded English as the main governing, working and common language, hence, in local, all the Mother Tongues either have none or gradually lose these four major, most realistic and influential (including silent influential) functions they originally possessed. Therefore, to ensure the survival of Mother Tongue, we have left with the family language function, the social language function, the language's sentimental affiliation function, the transmission of culture and tradition function, for Mother Tongue to develop upon.

Thus, from the view points of preserving useful functions for Mother Tongue and fair treatment for languages, we, besides protecting the Mother Tongue's family language, social language and language's sentimental affiliation functions, should also give and preserve the function of transmission of culture and tradition to Mother Tongue.

(31) 为什么我们需要赋予及保留母语传承文化与传统的功能？

从让语言存在的功能考量，如果任何语言要长久生存和延续发展，那么它们就必须始终保有一些可以发挥的功能。这些功能包括：学校教学媒介语/行政语/工作语/共同语的四大功能，家庭用语的功能，社交用语的功能，语言的感情功能，传承文化与传统的功能。

由于我们已经让英语成为学校的教学媒介语，並且奖赏英语为主要的行政、工作及共同语，因此所有母语在本地都没有了，或逐渐失去了，这四大它们原本拥有的，最实际和最有影响力（包括潜移默化影响力）的功能。所以要确保母语的生存，我们只剩下家庭用语的功能，社交用语的功能，语言的感情功能，传承文化与传统的功能，让母语发挥。

因此，从让母语保有有用的功能，以及公平对待语言的角度看，我们除了对母语应有的家庭用语功能，社交用语功能，以及感情功能的维护外，也需要赋予及保留母语传承文化与传统的功能。

回标题顶端

(32) Are transmission of culture and tradition can only be done through Mother Tongue?

This is a question where those who oppose or do not feel comfortable with Mother Tongue education would like to ask. It has blurred the focus of the problem because, the intention to transmit culture and tradition through Mother Tongue is, to fairly allow the Mother Tongue to maintain some useful functions after we have let its four major functions (i.e. the medium of instruction in schools, the governing, the working and the common language functions) replaced by English. Therefore, the real focus of the problem, should indeed, come from the combination of these facts.

In other words, the problem is not to say that the culture and tradition can only be transmitted through Mother Tongue, it is about we, who want to base on the principle of fairness and co-existence of two languages, to preserve the original way of transmitting culture and tradition through Mother Tongue. By doing so, we hope to build a self-recycle system for future generations to, (a) Have the motivation to learn and use Mother Tongue, thereby allow them to possibly --> (b) Maintain the sentimental affiliation with Mother Tongue, and --> (c) Agree and preserve the method to transmit culture and tradition through Mother Tongue, so that the future generations will --> (a) --> (b) --> (c) --> .... We believe, at local, the continuous survival of Mother Tongue and culture can most possibly be assured only when such a recycle system is successfully built.

Of course, besides the above explanation, we have two more supplementary explanations.

(i) As long as their Mother Tongues are not replaced by other languages, the different races in the world will, in general, naturally accept Mother Tongues' function for transmitting cultures and traditions. It is the same for various races in Singapore, we are supporting the co-existence of two languages, not supporting the use of English to replace the language of all races. Therefore we want to follow what the different races in the world are doing, i.e. to preserve the original way of transmitting cultures and traditions through Mother Tongues.

(ii) All different races in the world have their own unique languages, thus the language itself is a part of the composition of culture for various races. In other words, language itself is a type of culture (Here we are not saying that, knowing the language of one race, is knowing the culture of that race). By using their own languages, all races are in fact allowing their own language culture to survival. Such language cultures can not be transmitted or substituted by other languages.

(32) 只有通过母语才能传承文化与传统吗？

这是反对或对母语教育不以为然的人喜欢问的问题。但是它却模糊了问题的焦点。因为要通过母语传承文化与传统，这原本是由于我们让英语取代了母语的教学、行政、工作以及共同语的四大功能后，为了公平让母语还继续保有一些有用功能的作法。所以由这些事实组成的，其实才应该是问题的真正焦点。

換句话说，问题不是说只有通过母语才能传承文化与传统，而是关于我们要基于公平与双语共存的原则，保留原本就是通过母语传承文化与传统的作法。我们这么做，是为了希望建立一个能够自我循环的体系，让后代子孙，（a）有动机认真学好及使用母语，这才有可能让他们-->（b）维系对母语的感情联系，以及-->（c）认同及保留通过母语传承文化与传统的作法，以便后代子孙-->（a）-->（b）-->（c）--> ...。我们相信只有成功建立这样的循环体系，才最有可能保证母语和文化在本地的延续生存。

当然，除了以上的解释，我们还有两个解释可以补充。

（一）世界上不同的民族，只要他们的母语没有被其他语言取代，一般上都会自然的接受母语做为传承文化与传统的功能。新加坡各族也一样，我们支持的是双语共存，不是支持使用英语来取代各族的语言。所以我们要像世界上不同的民族一样，保留原本就是通过母语传承文化与传统的作法。

（二）世界上不同的民族，都有他们本身独特的语文，因此语文本身就是各民族文化组成的一部份。換句话说，语文本身就是一种文化（这里不是说懂得一种民族的语文就是懂得该民族的文化）。各民族使用本身的语文，其实就是让本身的语文文化活着。这种语文文化是不能用其他语文传承或代替的。

回标题顶端

(33) Simple definition for "English-speaking and Anglicized Singaporeans"

Singapore is a multi-racial country, our national policy is to encourage all races, through compulsory bilingual education, to learn, retain and use their ethnic languages and cultures, and at the same time learn English as the common and working language for all races. We do not practice the policy of using the language and culture of any group to replace or assimilate the language and culture of other groups.

Therefore, under the above national policy, all races, besides using English, will also retain and use their ethnic languages and cultures, these are natural events which are also being encouraged by us. They are just like the need for human beings to develop and also to protect the environment, both needs can be co-existed. Hence, for those citizens from any race, who, base on various reasons, only want to speak and use English or Singapore-style English (Singlish) at home and in society, they will be defined as English-speaking and Anglicized Singaporeans in this article.

English-speaking Singaporeans are mainly referring to those who have abandoned their own languages and converted to use English, that is their languages have been anglicized, but all other aspect of their lives may not yet been anglicized.

Whereas Anglicized Singaporeans are the extension to English-speaking Singaporeans base on the consideration for three, four generations of time and beyond. This is because in long term, the offspring of the English-speaking people are very likely to be totally assimilated, not only in term of language, but also in term of culture, custom and others, by the English world (please refer to the explanation in point 35).

In this article, we will use English-speaking and (not or) Anglicized Singaporeans, because both cases are Anglicization, their difference is only the degree of Anglicization.

(33) 简单定义“讲英语及英语化的新加坡人”

新加坡是多元种族国家，我们的国策是通过强制的双语教育鼓励各族学习、保留及使用本身族群的语言和文化，同时也学好英文做为各族的共同语及工作语。我们不实行以任何群体的语言及文化来取代或同化其他群体的语言及文化的政策。

所以，在上述国策下，各族在使用英语之外，也保有及使用本身族群的语言和文化，这些即是自然的，也是被我们鼓励的事情。它们就像人类需要发展也需要环保一样，两者是可以共存的。因此，对于那些基于各种原因而在家中及社会上只愿意讲和使用英语或新加坡式英语（Singlish）的任何种族的人民，本文都会把他们定义为讲英语及英语化的新加坡人。

讲英语的新加坡人主要是指那些，放弃本身的语言转用英语，即语言已经被英语化，但生活其他方面却可能还没有被英语化的人。

英语化的新加坡人则是基于对三、四代人及更长时间的考量而对讲英语的新加坡人所做的延伸。因为长期而言，讲英语的人，他们的后代将非常可能不只是会在语言方面，而是在文化及习俗等方面，全盘被英语世界所同化（请参考第35点的解释）。

在本文中，我们将使用，讲英语及（不是或）英语化的新加坡人，因为两者都是英语化，他们的差别只是英语化的程度。

回标题顶端

(34) Why we should pay attention to the "English-speaking and Anglicized Singaporeans"?

This article has mentioned the English-speaking and Anglicized Singaporeans quite frequently, this is because:

(a) The English-speaking and Anglicized Singaporeans are mainly come from or converted from all races, they represent the degree of the replacement of languages of all races by English (this is a phenomenon of cross-racial mass Anglicization). When their numbers have grown big enough to influence our policies, especially the multi-racial, language and culture policies, then we must ensure that they will respect our laws of protecting the rights of all races.

(b) Our current systems can counter-balance and rule-regulate all races. We must ensure that they can also counter-balance and rule-regulate the English-speaking and Anglicized people coming from all races. This will be helpful to prevent any one of thinking oneself as a cross-racial or transient-racial person (which is in fact only a cross-racial Anglicized person), and feel that one no longer belong to any races (but in fact is belong to the Anglicized race), and thus has the moral right and immunity to criticize our multi-racial, language and culture policies.

(c) The number of English-speaking and Anglicized Singaporeans is increasing, this is a new phenomenon. Therefore, pointing out their existence and rule-regulate them is necessary. It is fair to all races by doing so because we do not build Singapore in order to Chinese-cized, Malay-cized or Indian-cized all races, and we certainly do not build Singapore in order to Anglicized all races. The Singapore where all races, who have been the long term supporters of Bilingual Policy, would want to build is, a country with people which can, just like the Europeans, respect and use their ethnic language and master other languages.

(d) We must pay attention to the phenomenon of the increasing number of English-speaking and Anglicized Singaporeans because any fair-minded people can point out that, our current systems and rules of games can only produce the anglicize results. Hence, we must concern, study, construct thesis in order to maintain the consensus for the fair and co-existence of two languages. With the thesis and consensus, we can then rectify and avoid the possible excessive biasness of our systems and rules of games toward any languages, thus the people can then have a clearer faith and insistence on the co-existence of two languages.

(34) 为什么我们应该注意“讲英语及英语化的新加坡人”?

本文对讲英语及英语化的新加坡人着墨不少，这是因为：

(a) 讲英语及英语化的群体主要来自或转化自各族，他们代表了各族语言被英语取代的程度（这是一种跨种族集体被英语化的现象）。当他们的人数多到足以影响我国的政策，特别是多元种族、语言及文化的政策时，我们必须确保他们会遵守我国维护各族权利的法律。

(b) 我国现有的体制能制衡及规范各族。我们必须确保它们也能制衡及规范来自各族的讲英语及英语化者。这将有助于防止任何自以为跨越或超越种族的人（其实只是跨种族被英语化的人），觉得自己不再属于任何种族（但事实上却是属于英语化一族），而有道德权威或豁免权，对我国的多元种族、语言及文化政策指指点点。

(c) 讲英语及英语化的新加坡人在增多，这是新现象。所以指出他们的存在並加以规范是必要的。这样做对各族才是公平的。因为我们不是为华语化、马来语化或印度语化各族人民而建立新加坡，更不是为英语化各族人民而建立新加坡。拥有一个像欧洲人一样能够尊重及使用本族的语言，以及学好其他语言的国家人民，才是长期支持双语政策的各族人民所要建立的新加坡。

(d) 我们必须关注讲英语及英语化的新加坡人增多的现象，因为任何公平的人都能指出，我国现有的体制及游戏规则只能产生英语化的结果。因此我们必须关注、研究、立论，以便维护双语公平并存的共识。有了立论及共识，我们才能纠正及避免我国的体制及游戏规则可能对任何语文的过度偏差，因此人民才能有更清楚的双语并存的信念与坚持。

回标题顶端

This is because regardless it is view from social or individual angle, both the first generation and second generation of the anglicized people are in the transitional state where every things are under Anglicization (i.e. cultural transitional state). Personally, most of them have more or less have real life experiences with their ethnic languages, cultures, customs and religions. Therefore, after Anglicization, regardless whether they have kept these cultural matters or not, they are still familiar with and understand these matters. Socially, they also have the chances to contact with non-anglicized people, therefore their anglicize tendency will be counter-balanced in some ways. Hence, the first and second generations of anglicized people will still be influenced by their ethnic cultures, thus other people will not be able to see the full anglicize effects on them (In other words, most of the first and second generations of anglicized people will not feel and think that they are being anglicized).

However, if the Anglicization of our society continue, it is very likely that the third and fourth generations of anglicized people will no longer have real life experiences of living with their ethnic cultures, they may also not able to find and contact with any non-anglicized people in the society. Thus, to them, all or most of their ethnic cultures will become merely the alien cultures that they have read during the Ethnic Mother Tongue lessons. The full effects of Anglicization can now be seen on them because what they will feel closer to, familiar with, frequently contact with and get influence by it, are mainly every things from the English world.

(35) 为什么我们说，若任由新加坡全民或多数人民英语化，英语化的全面影响，却只有在第三、第四代及之后的英语化者身上才能看到？

这是因为第一代及第二代英语化者无论从社会或个人角度看，都是处于一切正在英语化的过渡期（即文化变迁期）之中。就个人而言，他们多数对本族的语言、文化、习俗、宗教，都或多或少有真正的生活体验。所以在英语化后，无论他们有没有保留这一切文化事物，他们对这些事物还是熟悉及理解的。在社会上，他们也还有机会接触到非英语化者，所以他们英语化的倾向会受到一定的制衡。因此，第一及第二代英语化者还会受本族文化的影响，其他人因此将无法从他们身上看到英语化的全面作用（換句话说，第一及第二代英语化者多数不会觉得，也不会认为，本身被英语化了）。

但是，若我国社会的英语化持续，第三及第四代的英语化者将很可能不再有生活在本族文化中的真正体验，他们在社会上也可能无法找到或接触到非英语化者。因此，本族文化的一切或大部份对他们而言将变成只是在族群母语课程中读到的陌生文化。这时英语化的全面影响就能完全在他们身上被看到了，因为他们感觉亲切的、熟悉的、以及经常接触及受其影响的，将主要是英语世界的一切事物。

回标题顶端

(Notes)

(1) In this article, Mother Tongue = Ethnic Mother Tongue.

(2) Although the author's command of Chinese and English is not good, but hopefully the readers can still understand the contents in this letter/article.

(3) Due to author's limited standard, the translation between Chinese and English may result in odd sentences or grammatical errors, hopefully these will not hinder reader's reading and affect the original meaning of any sentences too much.

(说明)

(一) 在本文中，母语＝族群母语。

(二) 尽管作者的中英文都掌握的不好，但是希望读者们还是能够明白本信件/文章的内容。

(三) 由于作者水平有限，在中英互译中可能产生不顺畅的句子或文法错误，希望这些将不会过度妨碍读者的阅读及影响任何句子原有的意思。

回标题顶端