MOE Speech - SPEECH BY MR THARMAN SHANMUGARATNAM, ACTING MINISTER FOR EDUCATION, AT THE HINDI CENTRES DAY 2003

SPEECH BY MR THARMAN SHANMUGARATNAM, ACTING MINISTER FOR EDUCATION, AT THE HINDI CENTRES DAY 2003 ON SATURDAY, 2 AUGUST 2003, AT THE KALLANG THEATRE AT 6.30 P.M.

INTRODUCTION

1 I am delighted to be here this evening to join you at the annual Hindi Centres Day. Today, we recognise the achievements of the Hindi-speaking community on two fronts; the strong performance of students in the Hindi language at the national examinations and the good progress of the Hindi Society, which is now in its 13th year.

VALUE OF A MOTHER TONGUE EDUCATION

2 The Hindi Society has done much to uplift the profile of Hindi language in Singapore. Its mission is to teach children from Hindi-speaking families their mother tongue as a means of transmitting values and preserving valuable traditions.

3 The study of the mother tongue is essential for many reasons. Culture and values are encoded in language. A mother tongue education serves to inculcate in our young time-tested values and principles. These values provide their anchor in a world of change. The study of the mother tongue also helps our young people gain a sense of identity and self-respect, and provides them with access to their culture. The study of the Indian languages, for instance, grants entry to not just a great ancient civilisation, but one that is sill alive and being replenished by new scholarship, new artists and new ideas.

4 In recognition of the importance of a mother tongue education, MOE announced in 1989 that secondary school students could offer the Non-Tamil Indian Languages (NTILs) of Bengali, Gujerati, Hindi, Punjabi and Urdhu as a second language. This was progressively extended to junior college students in 1991 and primary school students in 1993. The move received strong endorsement from the respective communities who followed it up by setting up centres, such as the Hindi Centres, for the teaching of the NTILs.

5 Increasingly, the study of the mother tongue has assumed an economic imperative. Take the example of Hindi. It is one of the most spoken languages in the world. Fluency in the language provides one with access to the millions of Hindi speakers in India, a rising economic powerhouse. Having a group of Singaporeans who can tap this network for trade and business opportunities will be an advantage.

WORKING WITHIN THE COMMUNITY

6 I am glad that the Hindi-speaking community has come together to work towards providing our children with a mother tongue education. Its team of dedicated volunteers and teachers deserve commendation. I note that the enrolment at the Hindi Centres continues to be on the rise. There are now about 2500 students enrolled in its Centres, which is an astounding increase from the 100 you first had 13 years ago. There are more classes, too, from just two in 1990 to 68 this year. This is a reflection of the confidence the community has in enrolling their children in the Centres. Students continue to perform well at the 2002 PSLE, N-, O- and A-levels, with more than half securing distinctions.

7 The Hindi Society has also been resourceful in its approach and continues to work with other organisations to look for ways and means to provide a conducive environment for the study of the mother tongue. For instance, in addition to running three Hindi Centres, the Hindi Society works with nine schools to offer the Parallel Hindi Programme (PHP), where Hindi Centre teachers teach the students Hindi during the mother tongue periods in the school. The Hindi Society also played an important role in setting up the Board for the Teaching and Testing of South Asian Languages in 2002, which would help to maintain common policies and standards through combined examinations in the NTILs. These are notable collaborations. It is when we tap one another's resources that we derive maximum benefit for our children.

8 I commend the Hindi Centres and the Hindi Society for its strong achievements. I note that this is due to both the commitment of the team of teachers and the vision of the Society's leaders. The Society has been candid in sharing that some of its students remain weak in their mother tongue. This is a challenge for the teachers of the Hindi Centres to continue to inspire students and find ways to help them. It is important to motivate and convince them there is much value in being proficient in the language. The satisfaction obtained by helping these students will be immense.

BEYOND THE COMMUNITY

9 Finally, allow me to end with a reminder of the importance of reaching out to other communities in Singapore. As Singaporeans, it is imperative that we continue to maintain links with other ethnic communities in Singapore. It rests on us to teach our young likewise and to encourage them to interact freely with the other communities.

10 I note that the Hindi Society has been conscious in reaching out to members of the other ethnic groups in Singapore. It has invited representatives from other communities to its cultural festivals to experience first-hand the community's unique traditions and celebrations such as Raksha Bandhan. It also conducts introductory Hindi classes for non-Hindi speakers, and those have been well-received. Since 1998, the Hindi Centres have produced localised Hindi teaching materials, which only makes learning more meaningful and relevant by anchoring it in a familiar context, but also can be used as a means of promoting racial harmony. Teachers can complement this by conducting discussions during Hindi lessons about the diversity of the ethnic groups that make up Singapore.

CONCLUSION

11 On a last note, I congratulate the prize-winners for your strong performance in the examinations. This must be a proud moment for your parents. My heartiest appreciation to teachers and volunteers who have made the Hindi Society and the Hindi Centres success stories. I wish the Society and Centres even greater success in the coming years.