Prospects of the Dual Language Programme in 2024
It is imperative that the Dual Language Programme (DLP), which involves the teaching of science and mathematics in English, gets the support and encouragement of the Ministry of Education (MoE) and is implemented fairly by the ministry to ensure that it continues to benefit a larger spectrum of students.
The programme — as part of the policy to strengthen English via more contact time through the application of English in science, technology, engineering and mathematics (STEM) subjects — must be expanded to more schools and classes. The importance of acquiring scientific knowledge in its lingua franca cannot be stressed enough in terms of just how crucial it is for the future of the country.
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DLP is no way a hindrance to the mastering of Bahasa Melayu (BM), nor a detour from the national language policy. There is no question that we as Malaysians must speak and write BM well as part of our duty as citizens and to foster the spirit of camaraderie with one another. Our national language is affirmed in all other subjects and remains as the main medium of instruction.
Parental choice in favour of DLP needs to be upheld. The MoE must treat parents with dignity and respect their choice by acting fairly, justly and equitably in line with their wishes. Even the Education Act 1996 recognises parental aspirations, where it acknowledges that pupils are to be educated in accordance with the wishes of their parents.
Minister of Education Fadhlina Sidek recently decreed that one non-DLP class will be introduced in full DLP schools in the upcoming academic 2024/25 year. According to her, this is to ensure that the national language is strengthened. Therefore, there will be no more 100% DLP schools under her watch. DLP and non-DLP status will be determined by state education departments on a case-by-case basis. This directive stated in parliament last November was in response to questions posted by members of parliament Datuk Seri Dr Wee Ka Siong (Ayer Hitam), Datuk Seri Saifuddin Abdullah (Indera Mahkota), Datuk Dr Radzi Jidin (Putrajaya) and Teresa Kok (Seputeh).
The statement is sending shockwaves through education circles, as what is being decreed is not included in the existing DLP guidelines. Nowhere in the guidelines contained in Surat Pekeliling Ikhtisas (SPI) KPM Bilangan 3 Tahun 2020 on the implementation of DLP is it mentioned that there must be at least one non-DLP class in every DLP school.
To begin with, there are not many full DLP schools, save for Sarawak. Although each respective state education department is tasked with the implementation of DLP or non-DLP, depending on the school, the tendency to comply with directives, especially those coming from the minister, is high, judging by the fiasco experienced in the five Kuala Lumpur schools that switched to the non-DLP format overnight but reverted to DLP after some months of battling. Such a directive contravenes parental choice for DLP, where children are forced to submit to a non-DLP class even though the school has adequate resources for DLP. The implementation by various state education departments may also be inconsistent or, worse, leave some students victimised.
Parents who want DLP in the upcoming academic year are in for a surprise. For example, the Perak state education department has reaffirmed to parents that there will be no more 100% DLP schools. How DLP and non-DLP classes are to be implemented and distributed is another subject of contention, going by the recent fiasco of the five KL schools. Children in Standard 1 who can barely read or write are subject to a language assessment to determine whether they are allowed to choose DLP. How can this test be a fair judgement of their level of BM and English when they have only graduated from kindergarten? The practice of class allocation is also not prescribed under the existing DLP guidelines. What is clear and mentioned twice in the guidelines, with due recognition of how fair-minded the guidelines are, is for the school to open a DLP class when there are at least 15 students who opt for it. The guidelines state that the level of achievement for BM is for the respective schools to attain at UPSR/Standard 6. It does not require individual students to have acquired a certain level of BM proficiency at the start of Standard 1. It sounds insane that six-year-olds need to have already achieved a benchmark proficiency in BM to be allowed to choose DLP.
If the intention is to improve their BM or English, what they need is remedial intervention. Give them more informal hours to improve their language skills but do not deprive them of DLP.
What Parent Action Group for Education Malaysia is seeking is for the MoE to observe the existing DLP guidelines, rather than succumbing to a weak interpretation of it to justify an agenda. The DLP guidelines should be followed equitably and without prejudice. Implement the programme without adding more restrictions. We are seeking cabinet ministers to intervene on this matter. We ask that:
• Full DLP schools be maintained;
• Parents’ choice be respected; be fair and equitable to those who choose DLP classes;
• The number of DLP schools, classes and students be expanded;
• Non-DLP classes not be opened by force; and
• There not be confusion in the implementation of DLP — at all levels of the MoE, state education departments, district education offices and schools.
The MoE should take a cue from the prime minister’s advice that he does not promote the English language at the expense of BM, nor does he promote the national language at the expense of English. It appears that he supports DLP.
Need we waste so much time and energy on DLP when it is already a given? Should we not focus more on what needs to be done to improve the quality of our education after the dismal performance in PISA 2022? The Malaysian school system has the largest decline across all Asean countries! Yes, because we cannot seem to get past the shackles of language.
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