Malaysia: A fair language policy

[Harold Schiffman]

Opinion
Saturday November 3, 2007


A fair language policy

THE Education Ministry's decision that exam questions for mathematics
and science at primary and secondary school levels remain bilingual is
a fair decision. In the present situation, many rural as well some
urban children are still struggling with the language. Insisting on
the use of one language in exams too soon would discriminate against
many children who are not fully prepared for the complete switch from
their home language. Furthermore, in content learning it is the
subject matter that is more important than for the children to be
thoroughly competent in the language.

The Government has no doubt done a lot to improve the standard of
teaching of these two subjects in English but it has not been a
complete success. To master a foreign language takes time especially
among rural children who do not have the environment for it. Even some
teachers are still not able to deliver these subjects confidently in
English.  Despite being weak in English, it has been observed that
many rural children have made it in science and mathematics when they
enter universities. They perhaps take a longer time to wholly adapt to
the language but what is more crucial is that they are equipped enough
content wise.

Hopefully, with this dual-language policy teachers are not
disheartened to continuously teach the subjects in English.  Teachers,
no doubt, can adopt more positive steps to motivate these students to
perform better in English. They can help weak students feel welcome in
the classroom by encouraging them to express their ideas and thoughts
by showing respect for their current language skills. They can help
repeat or paraphrase students' language in class tactfully to make
them feel more comfortable with the language. Teachers must be careful
not to embarrass the student for their poor command of the language.

Belittling their ability would only discourage them from trying their
language skills and engaging in the discourse of the classroom.  Never
mind if students were still not able to express themselves well in
English, as the best approach would be for teachers to focus on what
the student is saying, not on how he says it.  Studies have shown that
content instructions do not require too much of instructions with
corrections, as the latter is considered ancillary to content
instructions. Just encourage them to try out with their new English
language skills without fear of embarrassment.

http://thestar.com.my/news/story.asp?file=/2007/11/3/focus/19369938&sec=focus

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