Strengthening English Proficiency Without Compromising Science and Mathematics Education


As Malaysia continues to debate the implementation of the Dual Language Program (DLP), which involves teaching Science and Mathematics in English, it is imperative to consider the diverse backgrounds of our student population. While I fully acknowledge the importance of English in today’s globalized world and am a proficient English user myself, I oppose the teaching of Science and Mathematics in English for several key reasons.

Firstly, it is essential to recognize that Malaysia is a multilingual country with students from various linguistic backgrounds. Introducing complex subjects like Science and Mathematics in English can create an additional layer of difficulty for many students. Those who are not proficient in English may struggle to grasp the concepts, leading to poorer academic performance and a potential loss of interest in these crucial subjects. By teaching these subjects in the students' native languages, we ensure that they fully understand and engage with the material.

Furthermore, our cultural and linguistic heritage is a valuable asset that must be preserved. Prioritizing English over local languages risks eroding this heritage. The language of instruction is not merely a tool for communication but a carrier of cultural identity. By continuing to teach Science and Mathematics in Malay or other local languages, we honor our cultural diversity and foster a sense of pride in our linguistic roots.

If the goal is to enhance English proficiency among students, then the solution lies in strengthening English language education itself. This can be achieved by improving the quality of English language instruction, incorporating more immersive and engaging teaching methods, and providing students with greater exposure to English through extracurricular activities and media. By focusing on the English language classes, we can help students become more proficient in English without compromising their understanding of Science and Mathematics.

Additionally, a bilingual education approach could be considered, where both English and the local language are used in teaching. This would help students gradually adjust to using English in scientific contexts while still ensuring they fully understand the material in their native language. Teacher training and the development of bilingual educational resources are crucial in this regard.

A phased implementation of English instruction in Science and Mathematics, starting at higher education levels where students have already developed a stronger foundation in English, might also mitigate some of the challenges faced at the primary and secondary levels.

In conclusion, while the intention behind the DLP is commendable, it is crucial to find a balanced approach that respects the linguistic diversity of our students and ensures their academic success. Strengthening English language education should be our primary focus, enabling students to become competent in English without compromising their understanding of Science and Mathematics. By doing so, we can prepare our students for global competitiveness while preserving our rich cultural and linguistic heritage.

MIO

13 June 2024

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