English Language: Respect Parents’ Wishes

Reference is made to ‘Examining Our English’ (NST, Dec 8) where “tireless advocates like

PAGE” gets an honourable mention for “impeccably perceiving English as the crucial

gateway to valuable and practical global knowledge” and “UMS Pro-Chancellor warns:

English proficiency in Malaysia plummet, urges immediate education reform” (NST, Dec 13).

As far as language is concerned, education reform has been formulated under the policy of

Memartabatkan Bahasa Melayu, Merperkukuhkan Bahasa Inggeris (MBMMBI) where

programmes have been put in place for this purpose. Unfortunately, the implementation

and enforcement of MBI (Strengthen the English Language) by the Ministry of Education

(MOE) is much to be desired. Worse, tough conditions have been imposed upon students

making the policy difficult to expand and thus achieve targets. However, MBMMBI should

stay but instead reinforced.

Under MBI are two programmes, the Highly Immersive Programme (HIP) and the Dual

Language Programme (DLP), which are both inclusive. The HIP is rather informal and its

success is subject to the inclination of the school leadership.

The DLP, on the other hand, is a ‘Jewel in the Crown’ of the MOE which is a formal and

targeted approach towards STEM, TVET and NIMP 2030. Its objectives are three-prong: to

give the opportunity for students to enhance their English language proficiency through the

teaching and learning of science and mathematics; to give the opportunity for students to

further access and explore numerous fields of knowledge in order to compete at the global

stage; and to enhance the marketability of students in the job place.

The Minister of Education has publicly announced that she intends to impose a mandatory

one non-DLP class in all full DLP schools starting with the academic year 2024/5. Effectively,

a primary school of 12 classes conducting 100% DLP would in six years’ time be slashed to

50% DLP or even less. Such a move and a premature one at that goes against the grain of

the Prime Minister’s call to improve the English language.

Schools in Perak have informed parents that their children’s DLP class in Standard One will

switch to BM or Bahasa Ibunda in January 2024 when the students return from their

holidays. This cohort of students is supposed to complete DLP until Standard Six. This is

cruel and unbecoming of educators who claim they are student-centred.

Schools in Sabah should demand for the same as what Sarawak has for DLP: Surat Pekeliling

Ikhtisas Kementerian Pendidikan Malaysia Bilangan 7 Tahun 2019: Pelaksanaan Dual

Language Programme (DLP) Sarawak Mulai Tahun 2020 dated 15 November 2019 which

through MA63 exempts them from the stunting Bahasa Melayu (BM) criteria.

Where the student appears to be weak in BM or Bahasa Ibunda than immerse the student in

programmes under MBM (Uphold BM/Bahasa Ibunda). This should be fundamental to all

custodians of BM/Bahasa Ibunda. Shift the responsibility to teachers teaching in BM or

Bahasa Ibunda rather than depriving students whose parents, and incidentally voters, have

chosen DLP for their children, an important criterion of the programme. Respect parents’

wishes.