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By Richard Harris, Rama Nath Sharma

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In the case of languages like Kashmiri, the belief has unfortunately outlived the Raj. A similar response, often associated with the previous one, was that 'Kashmiri contains many words from languages like Urdu, Hindi as also Arabic and Sanskrit'. This is true although it is not always easy to decide the source language. But it is true of all languages. As Quirk & Stein rightly put it 'there is no language on earth that is in such a pristine state that all of its words are formed from its own resources, still less are formed without influence from some other language' (Quirk & Stein, 1990).

Ohio University, 12 April, 1989. Pakir, A. (1991a) The range and depth of English-knowing bilinguals in Singapore. World Englishes 10 (2), 16779. < previous page page_26 next page > < previous page page_27 next page > Page 27 Pakir, A. (1991b) The status of English and the question of 'standard' in Singapore: A sociolinguistic perspective. L. ) Languages and Standards: Issues, Attitudes, Case Studies (pp. 10930). Singapore: Seameo Regional Language Centre. Pakir, A. (1991c) Bilingualism in Singapore: Tradition and change among the Chinese.

An encouraging outcome of the RELA project is the perceptible preoccupation among Malay language teachers as to whether RELA methods could be applied to teaching the Malay language in schools. If this were indeed possible, it should lead to more effective learning of the national language, thereby achieving the aims set out in the bilingual policy (Ng, 1992: 267). < previous page page_22 next page > < previous page page_23 next page > Page 23 However, moving from a school and curriculum-based perspective, to a macro-sociological assessment, the dilemma for Bruneians is that of full bilingualism or partial bilingualism: Should Brunei go the full distance to embrace an ESL policy, it may well become necessary for the success of that policy to discourage the use of Malay in many areas of public discourse because the ultimate success of ESL policies depends on continuity of educational with public language use.

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A basic Hindi reader by Richard Harris, Rama Nath Sharma

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