The government’s decision to revisit (and most likely do away with) the current

teaching of science and mathematics in English is an instructive example of how

an otherwise sensible policy could easily be discredited and then abandoned
because of poor execution. Had there been better planning, many of the
problems encountered could have been readily anticipated and thus avoided, or
at least reduced. The policy would then more likely to succeed, and thus be
accepted.

Ironically, only a year ago a Ministry of Education “study” pronounced the

program to be moving along “smoothly,” with officials “satisfied” with its
implementation. Now another “study” showed that there was no difference in the
“performance” (whatever that term means or how they measure it) between
those taught in Malay or English.

The policy was in response to the obvious deficiencies noted in students coming
out of our national schools: their abysmal command of English, and their limited
mathematical skills and science literacy. They carry these deficits when they
enter university, and then onto the workplace.

The results are predictable. These graduates are practically unemployable. As

the vast majority of them are Malays, this creates tremendous political pressure
on the government to act as employer of last resort. Accommodating these
graduates made our civil service bloated and inefficient, burdened by their
deficient language and mathematical abilities.

This longstanding problem began in the late 1970s when Malay became the
exclusive language of instruction in our public schools and universities.
Overcoming this problem would be a monumental undertaking.
The greatest mistake was to underestimate the magnitude of the task, especially
in overcoming the system’s inertia. Today’s teachers and policy makers are
products of this all-Malay education system. Change would mean repudiating
the very system that had produced them, a tough sell at the best of times.

In their naivety, ministry officials convinced themselves that such enormous

obstacles as the teachers’ lack of English fluency could easily be overcome by
enrolling them in short culup (superficial) courses that were in turn conducted
by those equally inept in English. Or by simply providing these teachers with
laptops programmed with instructional modules!
Even if we had had the best talents devoting themselves exclusively to
implementing the policy, the task would still be huge. Unfortunately we have
Hishammuddin Hussein as Minister of Education shepherding the change. An
insightful innovator or an effective executive he is not. Being simultaneously an
UMNO Youth Chief, he was also distracted in trying to pass himself off as the
champion of Ketuanan Melayu.

These factors practically ensure the initiative’s failure. The tragic part is that the
burden of the failure falls disproportionately on the rural poor, meaning Malays,
a point missed by these self-professed nationalists. I would have thought that
that alone would have motivated them to succeed.

A Better Way
Teaching science and mathematics in English would solve two problems
simultaneously. One, considering the critical shortage of textbooks, journals,
and other literature in Malay, teaching the two subjects in English would
facilitate the acquisition of new knowledge by our students. With the
exponential growth of new knowledge, it would be impossible to keep up solely
through translations, even if we were to devote our entire intellectual resources
towards that endeavor.

The other objective was to enhance the English fluency of our students. Of
course if that were the only consideration, there are other more effective ways
of achieving it, like devoting more instructional hours to the subject.

If, as the recent Ministry’s “study” indicates, there is no difference in

performance between those taught in Malay or English, that in itself would favor
continuing the program because of the twin benefits discussed earlier. Besides,
changing course midstream would not only be disruptive but also
counterproductive. Our educational system needs predictable stability and
incremental improvements, not disruptive U-turns and faddish changes,
especially in response to political pressures.

A more important point is this. Altering a politically pivotal and highly emotional
public policy requires careful preparation and deliberate execution. If I were to
implement the policy, this is what I would do. Lest readers think that this is
hindsight wisdom on my part, rest assured that I had documented these ideas in
my earlier book, long before the government even contemplated the policy.
Being prudent, as we are dealing with our children’s and nation’s future, I would
begin with a small pilot project, analyze the problems, correct the deficiencies,
and only then expand the program.

First, I would implement the policy initially only at primary and selected
secondary schools, like our residential schools. The language requirements as
well as the science and mathematical concepts at the primary level are quite
elementary, and thus more readily acquired by the teachers. And at that level
the pupils would not have to unlearn much as everything would still be new.

In schools where the background English literacy level of the pupils is low as in
the villages, I would have the pupils take English immersion classes for a full
term or even a year. We had earlier successful experiences with this with our
Special Malay Classes and Remove classes. This strategy has also been tried
successfully in America for children of non-English-speaking immigrants.
Another idea I put forth in my earlier book is to bring back the old English
schools in such areas. As the Malay literacy level in the community and at home
is high, these pupils are unlikely to “forget” their own language.

At the secondary level, our residential schools get the best students and
teachers. Consequently the program could be more easily implemented there as
the learning curve would be steep, and mistakes more readily recognized and
corrected. Once the kinks have been worked out, expand the program.

Second is the issue of teachers. Fortunately Malaysia has two large untapped
reservoirs of talent: recently retired teachers trained under the old English-
based system, and native English speakers who are either spouses of Malaysians
or residents of this country. Given adequate compensation and minimal of
hassles, they could be readily recruited.

I would add other incentives especially if they were to serve in rural areas where
the need is most acute. Thus in addition to greater pay, I would give them first
preference to teachers’ quarters.

A permanent solution would be to convert a number of existing teachers’

colleges into exclusively English-medium institutions to train future teachers of
English, science, and mathematics. As the present teacher-trainees have limited
English fluency, I would begin admitting them right away in January following
their leaving school in December of the preceding year.
 From that January till the regular opening of the academic year (sometime in
July), these trainees would undergo intensive English immersion classes where
their entire 24-hour day would be consumed with learning, speaking, thinking,
and even dreaming in English. With the subsequent three years of additional
instructions exclusively in English, these graduates would then be fully fluent in
English.

With such quality programs, these graduates would be in great demand within
and outside their profession. With their heightened English facility and
mathematical competency, their educational opportunities would also expand as
they could further their studies anywhere in the English-speaking world. With
such bright prospects, these colleges would have no difficulty recruiting
talented school leavers. Our teaching profession would also be enriched with
the addition of such talents.
As for textbooks, there is no need to write new ones. The contents of these two
subjects are universally applicable. Meaning, textbooks written for British
students would be just as suitable for Malaysians, so we could select already
available books. With its purchasing clout, the government could drive a hard
bargain with existing publishers.
I hope Ministry of Education officials, including and especially Hishammuddin,
would heed these factors when they review the current policy. They should
continue the current policy, correct the evident errors, and strengthen the
obvious weaknesses. The success of this policy would also mean success for our
students, and our nation. That is a worthy pursuit for anyone with ambitions to
one day lead the nation.

1. m#1 by AhPek on Tuesday, 17 June 2008 - 11:20 pm

Cheng On Soo,

If you say that there will still be that many unemployed even if we were to make all
companies use BM as their official work language, perhaps the best person to ask for
something else to blame for the problem is
Kasim Amat.He has a panacea for all Malaysia’s problems, I am sure of that.
2. #2 by Anak Malaysia on Wednesday, 18 June 2008 - 1:33 am
Dear Malaysians,

All languages are good for the speaker or listener to understand and interpret the
meaning by sound spoken and words written. If a student can master many languages
in his mind, then the student is indeed a great staff asset for the United Nation bodies.
Many Asian are multi-lingual with several languages and their students are highly
 salaried , sort after by MNCs and also given top positions in many foreign affair
ministeries. So it is regret to take note of some bloggers/writers here criticised about
the racist schools in Malay, Mandarin and Tamil. They are too short sighted in their
understanding of the importance of a mother tongue language and master English as a
main language for commerce and international communication.

Limkamput quoted that I am not a “Sheikh” or Arabian origin and PR Malaysian here and
my English is horrible. It is fine for a humble Arabian citizen to read such negative
feedback, nevertheless, my message is very fruithful and informative to all Malaysians.

Frankly speaking that I was educated, can read,write and speak fluent Arabic, English,
Japanese, Mandarin, Italian, Spanish and Thai languages. I am also fluent in Bahasa
Malaysia after attended 18 months intensive classes in Malaysia. I can master all 8
languages for past 30 years after graduated with a triple degrees, master and Phd in
fuel technology, atomic engineering and accountancy and IT in elite universities in
Dubai, UK and USA.

I think Limkamput is another joker like Kasim Amat who love to write rubbish, non facts
and non figures supporting statements but criticising other writers and bloggers here.
What a shame to both Limkamput and Kasim Amat?

Your nickname “Limkamput” well means you are “Kamput/Koyak” type of person is
indeed suitable to replace your surname. In the name of ALLAH, such person is useless
grabbage scum or “sampah masyarakat”. No hard feelings yeah !!

If all Malaysians have similar taste like Limkamput, then PR Malaysian wonders why your
beloved government has continued to marginalise, discrimate and insult the intelligence
of the people of Malaysia for past 50 years but many mismanaged public funds and
misused of power in Malaysia.

No further comments and glad to read positive feedback from good writers and
bloggers here.

“IN ALLAH WE TURST”

Regards,

Al-Sheikh Ahmeed Al-Malmudi Fuad

(Retired) Senior Fuel Engineer & Analyst
PR Malaysian & UAE
3. #3 by limkamput on Wednesday, 18 June 2008 - 5:36 am
Anak Malaysia, Jangan panggil sendiri anak Malaysia kalau PR sahaja, faham? Tidak
boleh undi pun. Beli petrol put tak dapat rebate, nak cakap besar pula. Tak malu kah?
 There is saying, if you want to know a language know it well. What is the point of you
knowing 10 languages, but the proficiency is all “tong sampah” standard. Moat
Americans and the British know only one language, but they master it well. Ya, i know,
most Asians, particularly Malaysians, claim to know three or four languages, but the
standard is “phua tang sai” to be of any use.

What do you mean by elite universities in Dubai, UK and USA? You mean the Ivy League
(from the USA)? Tell you what, if you can prove that you got a Masters or Phd (even in
sociology or Islamic studies) from the Ivy League, i shall quit this blog for good. How
about it?

4. #4 by limkamput on Wednesday, 18 June 2008 - 9:20 am

Repost because of typo:

Anak Malaysia,
Jangan panggil sendiri anak Malaysia kalau PR sahaja, faham? Tidak boleh undi pun. Beli
petrol pun tak dapat rebate, nak cakap besar pula. Tak malu kah?
There is a saying, if you want to know a language know it well. What is the point of you
knowing 10 languages, but the proficiency is all at “tong sampah” standard. Most
Americans and the British know only one language, but they master it well. Ya, i know,
most Asians, particularly Malaysians, claim to know three or four languages, but the
standard is “phua tang sai” to be of any use.

What do you mean by elite universities in Dubai, UK and USA? You mean the Ivy League
(from the USA)? Tell you what, if you can prove that you got a Masters or Phd (even in
sociology or Islamic studies) from the Ivy League, i shall quit this blog for good. How
about it?

5. #5 by lakilompat on Wednesday, 18 June 2008 - 4:43 pm

The scholarship department who handled and approve the distribution of scholarship
still continue to treat non malay as beggar. Rejecting their application even though they
earned 13As or giving them inferior offer, it is fortunate these Malay rascist are not the
only department in the world handling scholarship. I don’t see many Malay doctor make
it, most private hospital like Glen Eagles Medical, Lam Wah Ee, Island Hospital, most of
the doctor are chinese or indian (non malay).

I doubt Malay who applied the scholarship really use up the money to pay for school
fees or use it to buy motor bike to join the Mat Rempit or Minah Rempit gang on the
street.

6. #6 by kokhaw on Wednesday, 18 June 2008 - 10:09 pm

 Hi, all. I am a new comer. With regards to whether chinese, english or bahasa in
teaching, instead of debating base on races or type of school, can we look at another
angle base on fact?

Chinese is a very special language which using pictorial wording. I have posted a quite
comprehensive discussion and comparison between learning chinese and english in my
webpage as follow:-
http://www.greatians.com/chinese.htm

After read though the article, hopefully, you can understand that why historically and
generally, chinese are smarter and good in trading. It is because of the language they
practised.

Majority of humans have the same ability since born, but why certain race of population
is smarter. It is because they are trained to become smarter.

Therefore, in stead of debating base on something sentimental and sensitive, why not
base on the fact, we choose something good for the future of our children and the
country.

Thanks for reading my message and we shall expel forward.

7. #7 by damianmp on Thursday, 19 June 2008 - 4:13 am

If we combine all the ideas together, we can create miracle. As a trainer of the ETeMS
program, I have done all I can to deliver the goods. I have talked for many years on the
implementaion of ETeMS since its started in 2002 for year 1 until 2007 for year 6. It is
absolutely unfair to anticipate the product because we have just completed the cycle.
But, I have made some critical observations that are really bothering me. It is a question
of attitude! Unless we change our attitude we’ll never accomplish our objective. It is not
really a question of talent or skill because with positive attitude we can achieve our
objective. Politicizing this issue does not help while some politicians practise double
standard. There are so much to rectify….it will take time to recover the lost glory! My
advice is, we have to continue with the program!!

8. #8 by trublumsian on Thursday, 19 June 2008 - 6:45 am

Kasim Amat et al., you need to get out of the well and smell the coffee out there a little
more. Puuhleez, it’s been 50 years we’ve been resigned to a good view of the rear ends
of those around us wheezing by. Seriously, you’ve been victimologized for too long
buddy! The less unemployables in Malaysia, as a group, has been feeding Victim-
unization doses from generation on in a vicious cycle. Here’s a tell-tale symptom — self
fulfilling prophecy without the heart to admit it.

9. #9 by tourman53 on Thursday, 19 June 2008 - 6:58 am

 The govt. should bring back the English medium schools if they’re really serious about
the english knowledge.
Pls don’t interfere with the chinese school. A solely chinese school means all subject
must be taught in chinese except for languages. That’s why they’re called Chinese
school.
10. #10 by trublumsian on Thursday, 19 June 2008 - 7:09 am
How bout this for some introspecting on why some countries do well using non-
English….. basically, only those who meet 1 of these 2 criteria need apply:

1. Size. A population that is huge will have the opportunity to use critical mass to
function wholesome in a cocoon. I.e. China, Japan, and arguably the EU.

2. A well-oiled engine. A people that is (gulp!) united – concussively, mind you – and
has a culture of pushing each other to excel will roll, roll, and keep rolling in gathering
moss. The system feeds on each other. I.e. Japan, Korea, Taiwan, Singapore, and
arguably the EU. And what is the lingua franca of these countries when they’re ready to
explode and impose onto the global market?? No points for guessing English!

So, need Malaysia apply?

:(
11. #11 by trublumsian on Thursday, 19 June 2008 - 7:41 am
So here’s my story, and folks can tell me what WENT right that can be applied to our
once promising country. Ok, or what went wrong..? :P

Anyways, I split my primary ed years between Singapore and Malaysia (a Chinese school
in Seremban). My sec ed was in a Malay school, although I converse with my buddies in
Cantonese outside of earshot. I did well in my SPM, but apparently not good enough for
a spot in a local U. I got a B3 in Bahasa btw. UCLA took me without me begging, and
Berkeley did too when I knocked on their MBA program. No, I’m not rich, I had to pay
off loans for 3 years. Nor am I Einstein reincarnated, I just function under a no-free-
lunch mentality. Anyhoo, my 4 years in an English/Chinese medium prepped me for life.
My sec years were spent learning the maths and sciences in BM. I had no problems
adapting them to my college years. You see, teaching these subjects in English is not
the cure, but the immersion of English during formative years, IS. Subjecting students to
2, 3, or 4 classes of English or in English will not help much. Providing an environment
to speak and use it will. In the past 8 years, I’ve been sent to manage shop by 3
different Fortune 100′s in places like Japan, China, Taiwan, Hong Kong, Mexico, and the
UK. I can’t help but attribute that to my ability to speak and write in eloquent English
and the many forms of the Chinese language. That, in turn allows one to pick up other
languages like Espanol with a little more head start.

12. #12 by trublumsian on Thursday, 19 June 2008 - 7:46 am

typo corrected:
 2. A well-oiled engine. A people that is (gulp!) united – concussively (I meant to say
conducive-ly)

13. #13 by lopez on Thursday, 19 June 2008 - 6:56 pm

i say let the malays study their malay in malay medium schools, let the tamils study in
their tamil medium schools and let the chinese study in their chinese medium schools.

And of course let us have the good old english medium schools
and let their parents decide for themsleves.
The government is there to faciliate that this is want of the people, so be it.
If you are keen to know what about national interest and competitiveness, i say man,it
is already in place as a nation, we have people who are multi tongue and it is of
internationale repute.

So where is it so difficult for those so call policy makers, dumb or have hidden agendas.

14. #14 by trublumsian on Friday, 20 June 2008 - 8:24 am

I’ve heard many ethnic Chinese telling me what they want is an education system like
Singapore’s, with a touch of Bahasa added into it. In order to really compete on even
keel on the world labor market, Singapore is way ahead in foreseeing and prepping the
young minds for it. Now, Malaysia should retain its lingual identity, granted, and
whatever school formats the Chinese and Indians are asking for should include ample
immersion of the language. Young minds are capable in learning 3 languages in parallel
if you allow them. Don’t hold back the inclined and diligent ones just because the less
motivated ones can’t keep up. That said, we suspect THAT is exactly what the politicos
today are up to, in the name of affirmative action. And speaking of affirmative action, is
Malaysia the only country who subscribe to the notion of it being for a majority people??

15. #15 by ummahzy on Friday, 27 June 2008 - 4:53 pm

As an American citizen teaching English in Malaysia, I have witnessed the unfortunate
consequences of a policy that seems to have been implemented “without necessary
preparation.” From the start, I have empathized with both the students and the
teachers.

CLIL (Content Language Integrated Learning) is now one of the new buzzwords, or
acronyms, in English language training. CLIL is teaching subjects such as science, and
Mathematics to students through a foreign language (i.e. English in Malaysia). CLIL can
be performed by the English teacher using ‘real’ content (i.e. algebra or biology) or the
subject teacher using English. Both methods result in the simultaneous learning of
content and English.

The goal is to make the student proficient in both the foreign language and the subject
area, for example English plus Math and Science. To reach this goal, it is necessary for
the English teachers to be aware of the areas taught by the subject teachers. The work
of the English teacher should help prepare students to keep pace in the Math and
Science class.

I think that with training (of English and content area teachers), Malaysia can produce
graduates who are ready for the workforce and able to compete academically and
professionally on an international level.

Furthermore, I’d like to use this blogpost as an opportunity to say thank you to
Malaysians of all races for accepting me into their classrooms and giving me the
privilege of sharing my mother tongue with them. I came to Malaysia with the intention
of staying for two months and have been here for almost four years now. I stayed
because of all the opportunities here for me to work and develop professionally, but
especially to help others.

I hope that the Malaysian authorities will do their part in developing and implementing
policies that will make Malaysia a land of opportunity for Malaysians!