Cocos Malay language since integration with Australia

The Cocos (Keeling) Islands are a remote Australian territory in the Indian Ocean and arehome to the Cocos Malay people, who have developed a distinct dialect. It waspredicted over 30 years ago that the Cocos Malay language faced extinction, perhapseven within the timeframe of one generation. Two possible threats to the Cocos Malaylanguage were identified. It was felt that English, as the language of power, may replacethe Cocos Malay language. The other possibility was language convergence, whereCocos Malay would be subsumed by another, larger Malay dialect. With these issues inmind, I explore developments in the Cocos Malay language since the Islands’ fullintegration with Australia in 1984. Drawing from extensive ethnographic work andlinguistic research into Cocos Malay I also refer to the work of other researchers toanalyse how the Cocos Malay language has developed over the past 30 years, in a timeof great social change. I argue that integration with Australia and attempts atassimilation have resulted in social dynamics where Cocos Malay language remains adefining marker of Cocos Malay identity positioning. In this social environment, CocosMalay therefore remains viable and, despite language change, does not face immediateextinction.

Kitāb Soḥbat ōrang ber-dōsa: [The friend of sinners; a collection of pious tracts in the Malay language]

Lithographed.

A manual of the Malay language : with an introductory sketch of the Sanskrit element in Malay /

Stamped on t.-p.: George Wahr, publisher, Ann Arbor, Michigan.

A manual of the Malay language. With an introductory sketch of the Sanskrit element in Malay.

Mode of access: Internet.

A manual of the Malay language. With an introductory sketch of the Sanskrit element in Malay.

Mode of access: Internet.

Kelly and Walsh's Handbook of the Malay language for the use of tourists and residents.

Mode of access: Internet.

Easy Malay words and phrases

Mode of access: Internet.

A Malay reader (romanized) for the use of pupils in the second standard of the vernacular schools of the Straits Settlements.

Mode of access: Internet.

A Conceptualisation of Courseware Development Process in Malaysian Educational Context

Multimedia-based learning has been accepted as an effective learning tool and has broadly prevailed in various types of education around the world. The Malaysian ministry of education has also adopted this information communication technology (ICT) as the means of an education reformation project called, ‘Smart School’ since 1998, aiming to improve all Malaysian Primary and Secondary students’ learning ability, attitudes, achievement, and further enhance teachers’ teaching performance. As a result, Malaysian Ministry of Education has distributed a number of interactive courseware of the key learning domains such as Mathematics, Science, Bahasa Melayu (Malay language), and English. According to recent reports by Malaysian Ministry of Education (MOE), however, the courseware has not been effectively used in schools, and many researchers point out there are vital issues concerning the interface and interaction design. Within this context, this paper presumes that one of the main reasons could derive from a structural aspect of the course development process that is devaluing or ignoring the importance of interface and interaction design. Therefore, it is imperative to conceptualise the courseware development process in terms of creating interactive and quality learning experiences through defining the stakeholders’ needs in terms of better learning and teaching. Within this context, this paper reviews the current development process and proposes a new concept called the interactive communication component which enables courseware developers to embed interactive and quality learning experiences into their courseware development process. The key objective is to provide opportunities to discuss the courseware development process from the different stakeholders’ perspectives of the educational courseware in a Malaysian context.

Perspectives on Australian, Indian and Malaysian approaches to STEM education

STEM education faces an interesting conundrum. Western countries have implemented constructivist inspired student centred practices which are argued to be more engaging and relevant to student learning than the traditional, didactic approaches. However, student interest in pursuing careers in STEM have fallen or stagnated. In contrast, students in many developing countries in which teaching is still somewhat didactic and teacher centred are more disposed to STEM related careers than their western counterparts. Clearly, factors are at work which impact the way students value science and mathematics. This review draws on three components that act as determinants of science education in three different countries – Australia, India and Malaysia. We explore how national priorities and educational philosophy impacts educational practices as well as teacher beliefs and the need for suitable professional development. Socio-economic conditions for science education that are fundamental for developing countries in adopting constructivist educational models are analysed. It is identified that in order to reduce structural dissimilarities among countries that cause fragmentation of scientific knowledge, for Malaysia constructivist science education through English medium without losing the spirit of Malaysian culture and Malay language is essential while India need to adopt constructivist quality indicators in education. While adopting international English education, and reducing dominance of impact evaluation, India and Malaysia need to prevent losing their cultural and social capital vigour. Furthermore the paper argues that Australia might need to question the efficacy of current models that fail to engage students’ long term interest in STEM related careers. Australian and Malaysian science teachers must be capable of changing the personal biographies of learners for developing scientific conceptual information. In addition both Malaysia and Australia need to provide opportunities for access to different curricular programmes of knowledge based constructivist learning for different levels of learner competencies.

The dialectic of Bangsa and Minzu and nation-building in Malaysia 1900-1990

Examines the evolution of the terms "bangsa" and "minzu", the reforms and adjustments made to define Malay and Chinese ethnic boundaries and the forms that resistance took in response to real and perceived threats to each community's rights vis-a-vis the other. Linked is the related issue of how these dialectical differences have hindered the process of nation-building in Peninsular Malaysia especially from 1957 until 1990.

Dictionnaire français-malais ... /

Mode of access: Internet.

Handleiding bij de beoffening der maleische taal en letterkunde /

Contents: 1. deel. Spraakkunst -- 2. deel. Letterkunde -- 3. deel. Leesboek (Arabic script)

Spiegazione e traduzione dei xiv quadri relativi alle isole di Salibaboo, Talaor, Sanguey, Nanuse, Mindanao, Celebes, Bornéo, Bahalatolis, Tambisan, Sulu, Toolyan,

Mode of access: Internet.