12
speak up!
The Malaysian way
to better English
Comment
by Kee Thuan Chye
I WAS recently invited by the Education Minis-
try to a discussion on “strengthening English”
in schools, but from the way the proceedings
went, it seemed like an exercise in futility.
The fact that it was being held in tandem
with another discussion to “memartabatkan”
(uphold) Bahasa Malaysia speaks volumes.
As we all know, the standard statement that
comes with any official announcement on the
need to raise our standard of English must
invariably contain the apologetic caveat: “but
it must be carried out without threatening
the position of the national language”. This
occasion was evidently no different.
Both the English and Malay groups
congregated at the outset in the same
conference room where everyone was briefed
on the purpose of the event and then parted
ways to deliberate on their respective language
concerns. During this initial common
briefing, it was made unequivocally clear
that even though there were plans to
“memperkukuh” English, this should not be
seen as a challenge to Bahasa Malaysia.
As to be expected then, the meeting on the
English side was characterised by guarded-
ness and underdog ambition. Issues raised
were mainly those that had been raised before
– again and again (“I’m hearing comments I
used to hear 20, 30 years ago,” said a veteran
educationist). Many of the participants had
been embroiled in many a discussion past
and were now wary of whether their current
proposals would amount to anything. You
could tell by the conversations outside of the
meeting room that most were pessimistic.
Nothing has changed. Certainly not the
political will of the government to truly
revolutionise its attitude towards the teaching,
learning and use of English in this country,
which would call for a radical overturn of
an official position that has been entrenched
since 1970.
Who in the current administration would
dare venture that way when their uppermost
consideration is winning the next general
election? Which is why the vision on English
has been always short-term. And what the
recent reversal of the teaching of science and
mathematics in English was motivated by.
No one in power has dared to think of the
long term, of the potential future of a Malaysia
dragged down by its lack of proficiency in the
global language, of the future of the rural
populace who must continue to wallow in
their lack of command of the language be-
cause they are not ardently advised otherwise.
To get them out of their complacency with
being monolinguistic would risk raising the
ire of certain interest groups – and that could
be disastrous for the ruling party.
Most of us at the meeting were too polite
to bring this up, but an old hand in education
did ask, “What is our language policy now?
Monolingualism or bilingualism?”.
So, by and large, we dutifully confined
letter
letters@thesundaily.com
Confused over clarifications
I AM disappointed with the Education Minister
on the teaching of Mathematics and Science in
English episode. It is far from resolved, despite
his “clarification” ( reported on Aug 10) that those
who started learning the subjects in English can
continue until secondary school.
My younger child is in Year Two now (born in
2001) and is studying Maths and Science in Eng-
lish. I cannot understand his logic in the ensuing
timeline when Bahasa Malaysia will officially kick
in!
Two days later, on Wednesday, Aug 12, we had
yet another clarification from the minister on the
same subject. Again, it gives me an incomplete
picture on whether my younger child will be af-
theSun | FRIDAY AUGUST 14 2009
ourselves to discussing the areas of training,
marketing and pedagogy. We gave suggestions
on how to make the noble profession of teach-
ing seem truly so to those going into it (“most
students go into teaching English because
they have no choice”, observed a participant);
on the need to take in only teacher-trainees
who had an acceptable level of proficiency
in English; on getting teachers to employ
non-formal teaching methods that would be
filled with fun for the learners and to organise
out-of-class activities; on making more use
of e-learning and ICT; on what to avoid if
grammar were to be taught explicitly; on how
to instil confidence in English teachers and
give them the support they need when this is
denied them by the school environment.
One of the best ideas – and possibly the only
political one – was to urge the government to
commit to promoting “coordinate bilingual-
ism” rather than “subordinate bilingualism”,
such that no language would be eclipsed or
even dominated by another. That kind of com-
mitment is essential, especially in a school
environment where the ustaz can have a
powerful influence on the headmaster’s policy
implementation.
At the meeting, no one suggested bringing
back the English-medium school or making a
pass in English compulsory for passing SPM
(Sijil Pelajaran Malaysia). Most of us thought
this would be pointless, anyway.
After all, Dr Mahathir floated the English-
medium school idea briefly when he was
prime minister and then backed off. And only
recently, Deputy Prime Minister and new
Education Minister Muhyiddin Yassin sent up
a test balloon regarding the compulsory pass
but nothing has come out of it since.
To me, that meeting was a sad reflection
of what we are – a people who are rich but
are afraid to cultivate our wealth and let it
blossom, and all because of our insecurities.
We fear opening our minds so we deny our
children access to our vaults. Each time a
new education minister comes into office,
there will be an attempt at some stock-taking
and cursory spring-cleaning, but this is then
followed by the same old business as usual.
We pay lip service, we opt for eyewashes.
Will this time be different? I much doubt
it. So, as has been happening over the years,
those who have the means will find ways to
improve their English, mostly outside of the
school system, and those who don’t will lag
behind. And when it comes time for university
graduates to attend job interviews, that’s when
the difference will be telling. Still, at the end of
the day, these will just amount to being mere
statistics. It’s the outcome at the elections that
matters more.
It is, as we say, the Malaysian way.
Kee Thuan Chye, who retired from journalism
in May, is an advocate of good English, having
edited a column on the subject in a national
paper for years. He also authored the book
March 8: The Day Malaysia Woke Up, which
has been translated into Chinese. Comment:
letters@thesundaily.com.
fected by the switch, by reverting to BM!
Mr Minister, it doesn’t take much to tabulate
the years against the medium of instruction for
Maths and Science in totality.
Your “Start in English and end in English” policy
simply does not jive with your second clarifica-
tion! Referring to your report, my younger child
“Started in English but WILL NOT end in English”!
I am just as confused as I was before your
“clarification” was published.
It will be helpful if complete and accurate
information be provided. Thank you.
Billy Lum Siew Hoong
Kuala Lumpur