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2. • Also known as multi-competent
• Most multilingual speakers fall somewhere
between minimal and maximal definitions –
(Vivian C,1992)

3. • International interactions
-school children nowadays compelled to learn
multiple languages.

4. QUESTION
How much language did you learned from the
beginning of your life until now?

5. Multilingual person
• Communicate MORE than one language/
bilingual/ trilingual
Speaking
Reading
Listening
Writing

6. POLYGLOT
• A multilingual person
• Knowing or using several languages.
• Acquired and maintained at least one
language during childhood/ mother tongue/L1
• Simultaneous bilinguals- those who acquired
two languages, usually one dominates over
the others

7. • Not all speakers are/need to be multilingual in
societies.
• When all speakers are multilingual, linguists
classify the community according to the
functional distribution of the language
involved;

8. DIGLOSSIA
• Structural functional distribution of the
languages involved in society.
• Refers to a situation in which two dialects or
languages are used by a single language
community.
• Kind of bilingualism in a society in which one
of the languages has high prestige (H)

9. • Other of the languages has low prestige (L)

10. AMBILINGUALISM
• Functional distribution is not observed.
• A speaker has complete mastery of two languages and makes
use of both in all uses to which he puts either
• Manifest in a specific region of larger states that have both
clear dominant state language and protected minority
language that is limited in terms of distribution of speakers.

11. BIPART-LINGUALISM
• If more than one language can be heard in a
small area, but large majority of speakers are
monolinguals who have little contact with
speakers from other ethnic groups.

12. UNITY IN EDUCATION
• Malaysian identity and is to embrace our
diverse heritage.
• School have a unique potential to be place to
foster unity.
• Govt’ system has struggled to measure unity
in a diversity in National School.

13. Medium spreading unity in school
• Using teaching materials representing all
ethnicities across the country;
• School –based programme focused in unity
development;
• Student enrolment in overall public;

14. UNITY ISSUES
• Homogenous environment; specific schooling
options.
-most student enrol in a single exposure
secondary school format; SMK
-child who transfers from SJKC to independent
Chinese school/SK or from SK to SMKA

15. DIVERSITY OF SCHOOL IN MALAYSIA
• Public primary school comprises SK,SJKC, SJKT
-is defined by diff medium of instruction 99%
primary enrolment.
• Public Secondary school comprises SMK
-single school format
-88% total secondary enrolment
-

16. • completing lower 2ndary sch, students are pursued
to continue to alternate pathways

17. • Private school comprises small but growing
no. of students enrolment.
-both in primary and secondary level inc private
national curriculum, international sch, religious
schools & independent Chinese school.

18. THE END
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