Международная научная конференция ЮВА в СПбГУ-65

Международная научная конференция, посвященная 65-й годовщине начала изучения языков ЮВА в нашей стране British Educational Policy in Malaysia and The Netherlands in Indonesia... 377 goal, the British government has established a public education system that teaches English from elementary to university level. Accordingly, the curriculum at these schools is mainly secular subjects and English language is considered compulsory. Other subjects such as Malay language and culture are only taught in the first year with very little time. This was aimed at “Anglicizing” the Malay aristocracy. The colonial government was very hopeful of this goal because by giving priority to the aristocracy, the British colonial government would exercise control over the majority of the people. On the other hand, the British were quite aware of the traditional spirit of Malaysian Muslims to always adhere to social order and not to oppose the aristocracy, so creating friendly relations with the aristocracy will help the British government in “neutralizing the challenge of the radical intellectual class on the opposing side”  1 . In contrast to the elite English education for the aristocracy, the content of education for ordinary Malaysians during the colonial period with the knowledge provided was sufficient to read, write, and do math, and to formulate habits of obedience, hygiene and observance of the rules, the time. Accordingly, the educational program with the knowledge taught in the local language and not exposed to higher education levels in the villages. If they want to go on to higher education, they must take special English language conversion classes called "Remove Class" for two years. It can be said that, in educational goals, the British do not want to apply the education system in English, because they think it is dangerous to teach English indiscriminately. Swettenham, when discussing this, said: “I don't think we should try to give the children of farmers a new level of knowledge about the language because only a very small amount of knowledge it can also make them feel incompatible with the obligations of life and make them discontent with anything that belongs to manual labor”  2 . 1 Ly TuongVan (2011), British education policy for indigenous Malay communities (from the late nineteenth century to the early twentieth century), Southeast Asian Research Journal , No. 5/2011, p. 22. 2 Rex Stevenson (1975), Cultivators and Adminisstrtors: Bristish Education Policy Towards the Mlays 1875 — 1906 , Oxford University Press: Kuala Lumpur, tr. 57.