Singlish in the classroom: is Singapore ready for additive bidialectalism?

ABSTRACT

This paper explores the concept of additive bidialectalism and argues that promoting it in dialectally diverse English language classrooms such as in Singapore can help address the ‘problem’ of non-standard language use in these contexts. Although its historical trajectory goes back to the 1970s, additive bidialectalism, especially in postcolonial countries, remains a marginalized view in the teaching of English. In classrooms where devalued but structurally stabilized varieties are used, standard English should be reconceptualized not only as (1) an additional dialect or variety that needs to be taught and learned, but also as (2) an inextricable part of classroom discourse that encompasses standard and non-standard use. Knowledge and strategic use of Singlish help improve learners’ competence in standard English. However, classroom strategies must simultaneously work towards attitudinal change, facilitative learning, and cultural affirmation. Singapore is a highly progressive English-dominant multilingual nation; there is no reason for ‘linguistic self-flagellation’ [Wee, L. 2008. In Varieties of English: Africa, South and South Asia, edited by R. Mesthrie, 1017–33. Berlin: Mouton de Gruyter, 265] to continue.

KEYWORDS:

• Singlish
• teaching of English
• Singapore
• additive bidialectalism
• standard English

Notes on contributor

Ruanni Tupas is an applied sociolinguist from the English Language and Literature Academic Group, National Institute of Education, Nanyang Technological University, Singapore.