Kuala Lumpur, Malaysia-In line with the Malaysian government’s goal of developing quality human capital through lifelong learning, more learning opportunities should be offered in English, as it is both a universal language and the language of commerce.
The end product of a broad-based education is basically to churn out students with effective communication skills, the knowledge to apply theory to practice and an entrepreneurial mindset. While this type of education does not help students focused on a narrow discipline, it is a definite advantage for those who wish to develop critical thinking skills, communication abilities and leadership prowess.
Also, providing quality education to students of all backgrounds and abilities should be a goal of the Education Ministry, as the present system is not doing the nation proud as far as race relations are concerned. Rather, the system is working against national unity.
First and foremost, a comparative study should be undertaken between two control groups studying mathematics and science, one studying in English and the other studying in Bahasa Malaysia, the national language of Malaysia. By doing so, significant differences in the learning ability of students due to language can be pinpointed. This can help us understand the impact of the learning environment and the effectiveness of methodology.
Without a credible comparative study, it is difficult to gauge whether or not students would fare better if they studied mathematics and science in English. With a proper study in place, national schools could then encourage and push for excellence in English as opposed to basic proficiency.
In 2009, the issue of language and educational policy emanating from the Ministry of Education will be a focal point of discourse, since the government will decide whether science and mathematics will continue to be taught in English. This decision will be based on results of the current Year 6 government examination, or the primary school evaluation test.
Some Malay nationalists have support from Chinese and Tamil educators to cease education of the two subjects in English. However, others oppose this and want English to be the medium of instruction for the two subjects. They argue that the areas of science and technology will dominate in the future globalized world and so the current generation of young minds should be prepared to deal with them in English.
Although I am very patriotic and proud of my national language – Bahasa Malaysia – the point is that one has to look at the future of Malaysian children from a pragmatic point of view.
It is English that is increasingly providing access to science and technology. So, if Malaysian children are to be part of this scientific world, they must master not only science and technology, but also English. The language skills should be mastered from inception and not in a hodgepodge manner.
The English language policy has been in force for six years since 2002, and it is too early to discard it in favor of Bahasa Malaysia. Those who are calling for a reversal are not considering the long-term interests of students and the nation. However, if students do have problems studying mathematics and science in English, the solution is not to abandon the language, but instead to find ways and means to improve their competency in it.
If teachers lack English language proficiency, or if Malaysia has a shortage of qualified English teachers, then the country must contract teachers from the United Kingdom through the British Councils, or through other avenues. This is one way to solve the problem, so that schools can get highly qualified English teachers.
Also, teachers on their own initiative should enroll in one of many English language programs or join evening adult education programs in English. Also, teachers should just start practicing conversing in English, which can lead to a gradual increase in vocabulary and related skills.
However, the question remains as to why the majority of our students fail to master even the rudiments of the English language. Formal procedures and teaching alone are not helping our students to be proficient, and there could be other underlying problems.
Students may not be taking the subject seriously or may not have any genuine love for or interest in it. To many, it could simply be a curriculum requirement, while others may lack proper encouragement from parents and teachers. Yet others may also find it difficult to understand books written in English. A student in Malaysia spends around 14 to 15 years learning English in a formal setting, yet the majority of students continue to have problems with the language.
The advantages of learning English cannot be overemphasized and I would plead with our children to look at English from the wonderful perspective that it opens doors wherever one goes, including job hunting.
I hope and pray that the Education Ministry will come to a well-considered decision, minus the politics – one that is based on economic reasoning and a premium on human capital, in the direction of progress and advancement, for the common good.
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(Sekina Joseph is a freelance writer, social activist and member of the Malaysian Interfaith Network based in Kuala Lumpur, Malaysia. She writes on social, cultural, philosophical and interfaith issues. She has traveled extensively and is an independent thinker on global issues and international affairs. She can be contacted at sknjoseph@yahoo.com. ©Copyright Sekina Joseph.)
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