Fiji Islands Language

Fiji-islands Language

English is not only a national language, but can be heard all over the islands. Fijian is generally called Hindi or Hindustani, but it is very different from Hindi spoken in India. Fiji Indians call their language Fiji Bat (literally'Fiji Talk') or simply Fiji Hindi. The Levu and offshore islands, western half of Viti Levu and Waya Islands. The second most common Fijian word you can hear is Vinaka.

Anglo-Fiji - SIEGEL - 1989 - Worldwide Deutsches

ABSTRACT: English is the mother tongue of only 3% of the Fiji people, but it is an important element in inter-ethnic communications and as a multilingual medium of broader outreach. It chronicles the English of Fiji, especially in terms of learning. Fiji-English, a native English variant, is also described.

Melanesia, Jeff Siegel, contact-induced grammatical change: Which were the agents of change?*, Australian Journal of Linguistics, 36, 3, (406), (2016). A contrast-rich phonological study of two Fijian languages by Suzanne C. Hopf, Sharynne McLeod and Paul Geraghty: Clinical Guidance for Pathology, Linguistics, Language, Spoken and Hearing, 19, 2, (96), (2016).

and André Huber, attitudes in Fiji to English, World Englishes, 34, 4, (688), (2015). Cretan multilingualism, indigenization and creolization, The Handbook of Bilingualism and Multilingualism, (517-541), (2012). The Indo-Fijians in Fiji 1, Journal of Intercultural Studies, 23, 3, (267), (2002).

CHRISTIAN: Jeff Siegel, Fiji, India: South Asian Studies Journal, 21, super001, (181), (1998).

Languages of Evolution - Fiji National University

The People' s Coalition set up an educational committee in 2000. Training for modern Fiji. In a 515-page paper entitled: Learning together: Instructions for training in Fiji. Although the Commission's work was disrupted by the 2000 Coup d'Etat, the Panel's review was one of the most impartial, objective and well-researched reports dealing with various topics such as level of learning (primary, lower and higher education), educational standards, early learning, curricula and evaluation, specialised pedagogy, linguistic policies and programming (LPP) and other key topics.

Linguistic questions were discussed in detail by former administrations. In 2005, for example, there was a discussion about the national languages, in which the then Secretary of Higher Learning said: "If the Indians in the countryside lose their languages, there is an entire Indian population that would still have the language".

As she went on to say: "Only 330,000 across the globe know how to talk in Fiji (iTaukei), and if it is ever gone, there is nowhere to revive it, so it is important to keep the Fiji tongue alive" (Word Press, 2009). Sixteen years later, 16 years later, we had another educational platform.

A first point emphasised in the document concerns the incorrect programming of linguistic policies before they are implemented. That is something that needs to be done to tackle the imbalances between the great Fiji tongues. Imbalances between the three main tongues (English, Fiji and Hindi) prevailed long before the country's nationalism.

As in the Commission's preparations in 2000, English remains the predominant lingua franca in Fiji. The 1997 Constitution acknowledged that Fiji is a multi-lingual state and that the most important official tongues (Fijian, Hindi and English) are the same in statute, use and use.

However, the real situation is that English is still the main foreign tongue. An easy stroll to any bookstore in the whole land only shows bookshelves with English literary and less English Hindi and none in Fiji then what you can say about minorities like Rotuman, Tamil, Telegu, Gujarati, Punjabi and Chinese.

Speakers must present their argument in German. Can the organizers promote other tongues and above all the native one on the same subjects? Analysing the Fiji audio-visual industries can pose a question as to how many films have been made in iTaukei or Fiji Hindi?

How many books/games/literature have been published in the two main tongues? One particular suggestion made in the 2000 Regular Report stressed the need to improve the definition of the term native speaker (mother tongues or L1). It is the right of a parent to bring up their child in their native country.

In addition, the notion of the native language should be re-defined in the light of differences between regions. Quite the opposite, on the other hand, the Fiji language needs to be improved. Fiji Hindi, for example, is not the L1 for all Fiji Indians; their L1 comprises Gujarati, Punjabi, Tamil, Telegu, Malayalam and Bhojpuri.

It is Fiji Hindi who becomes the lingua franca for the Indo-Fijian minority and not the L1. Lastly, the question of bilinguality in Fiji was debated by the Comission. They also fear that too much language speaking could interfere with their children's ability in other fields. There are some who also believe that, as English is so important at national and international level, all effort should be made to perfect the abilities in it.

The problem still exists in Fiji today, as Fiji's families with kids aged two and older are at home, in the cities, on the buses and virtually everywhere speaking English! Unless the attitude of the parent has evolved, there is still a lack in the educational system, as recent research clearly shows how efficient the first tongue is in discerning thought and development.

Report of the Fiji Islands Educational Commission 2000: Directorates for Educacion in the Fiji Islands is a key policy implementing paper that should be used to understand educational structure and not as an archival paper available solely to investigator.

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