Malaysia: What is to be gained or lost by continuing to teach Mathematics and Science in English?

[Harold Schiffman]

The participants speak

WHAT is to be gained or lost by continuing to teach Mathematics and
Science in English? In the course of the roundtable discussions held
during the recent National Colloquium on the Teaching of Mathematics
and Science in English, participants spoke earnestly about the
necessity and viability of continuing to teach the subjects in
English.  The consensus was that it is necessary to continue to teach
them in English because English is a global language and will give
students a head start when they go for tertiary education.
However, the challenges must be identified and overcome to ensure
smooth implementation of the policy.

Negri Sembilan Education Department deputy director of science Azlina
Abdul Kudus said one of the challenges faced by teachers is the level
of proficiency in the language among teachers and students.  "You may
have teachers who are proficient in English teaching students who are
not proficient in the language, or the other way round.  "The latter
scenario will make teachers feel inferior to their students," said
Azlina, during the presentation of the outcomes of the roundtable
discussions.  Another scenario is where both teachers and students are
not proficient in English, thus forcing teachers to revert to Bahasa
Malaysia as the medium of instruction.

"There are some teachers who are so used to teaching the subjects in
Bahasa Malaysia and so afraid of the change that they refuse to do it.
 "They feel threatened by the change," she said.  English teacher Rona
Chandran of SK Seri Indah, Kuala Lumpur, said some Mathematics and
Science teachers at her school occasionally approach her for help.
"They will give me a sentence in Bahasa Malaysia and ask for a
translation to English," she said, adding that some teachers do not
take the change of language seriously.

There was also a call for politicians to refrain from making remarks
about reverting to Bahasa Malaysia in the press.  A teacher from Kuala
Lumpur, who did not wished to be named, said the comments in
newspapers have given a sense of false hope to teachers who want to
revert to Bahasa Malaysia.  This has subsequently resulted in their
unwillingness to put in further effort to improve their English.
Azlina suggested that one of the ways to overcome the challenges faced
by teachers is to engage content specialists as trainers.

Other potential solutions suggested include providing motivational
incentives, promotions, an adequate supply of teaching courseware,
modules and reference books, and reduction of paper work.  The
challenges faced by students, such as the lack of home support,
varying levels of literacy and parents who not believe in the
importance of English, should also be taken into account.  Clearly,
according to the participants, effective strategies and methodologies
are required for the continued teaching and learning of Mathematics
and Science in the English language.

Institut Perguruan Gaya science department head Dr Ng Kee Chuan called
for a "paradigm shift" when he presented the findings of his group.
"The word 'English' should be dropped in order to take the attention
away from the language aspect; just accept that the subjects are
taught in English," he said.  Training should also be improved by
involving Mathematics and Science teachers right from the planning
stage instead of just during the implementation process.  "An
instructional handbook on how to conduct science lessons for teachers
can also be developed," he added.

English for the Teaching of Mathematics and Science (ETeMS) trainer
K.B. Rajan Nair suggested that the length of training courses should
be longer.  "However, there are constraints as teachers have to carry
out their teaching duties," he said.  Participants also called for
systemic support to allow teachers and administrators to get together
to make things work.  The role of the private sector and stakeholders
in the implementation of the ETeMS policy was also highlighted at the
colloquium. Tax incentives for participating stakeholders and
sponsorships by the private sector were some of the suggestions made.
For example, the private sector can sponsor teaching materials and
teaching aids for the implementation of new approaches in the teaching
of Mathematics and Science in English.

http://thestar.com.my/education/story.asp?file=/2007/12/16/education/19743785

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