தமிழ் வகுப்பறையில் மாணவர் அடையாளமும் தன்னம்பிக்கையுடன் பேசுதலும்

Abstract

This paper examines the critical role of classroom discourse in shaping the social and linguistic identities of students within the Singaporean Tamil education landscape. Drawing on the framework of classroom discourse analysis proposed by Rymes (2016), this study explores how teacher-student interaction and the utilization of Standard Spoken Tamil (SST) facilitate a supportive environment for language acquisition and the development of student confidence. The research highlights the challenges faced by minority-community students in navigating diglossic language demands and emphasizes the importance of the teacher's role in creating a pedagogical space that bridges home and school language practices. By reviewing historical and contemporary perspectives on SST, the paper argues that integrating SST into classroom pedagogy is essential for fostering a positive linguistic identity, enabling students to communicate with assurance both within and beyond the classroom. The findings suggest that when teachers provide scaffolded opportunities for oral engagement through varied pedagogical tasks, students are better equipped to overcome linguistic anxiety, ultimately ensuring the vitality of the Tamil language in Singapore.