Subscribe in a reader | Subscribe by Email After the final round table discussion on medium of instruction for Science and Maths today, we hear the Deputy Minister saying that seven proposals were put forward after the fourth round table, while stressing that nothing is finalised:
1. Stick to Mathematics and Science in English
– this is an acceptable solution, which I prefer.
2. revert to Bahasa Malaysia.
– this will be the alternative, but something that may not benefit in the long run.
3. let the primary schools teach in mother tongue and secondary in English.
– this is not an good idea as students and teachers will be burdened with unnecessary translation work.
4. let the primary schools decide for themselves
– this is a potential disaster in waiting. There will be logistics nightmare, and possible change of heart by the schools on their whims and fancies.
5. Mathematics and Science be taught in Bahasa Malaysia and mother tongue for Years One to Three and in English from Year Four onwards.
– another no-no. Better just stick to one language, not mix and create rojak culture.
6. a combination of mother tongue in the first three years and a choice of that (mother tongue) and English from Standard Four to Six and full use of English at the secondary level
– somehow acceptable, but still something that burdens students and teachers, and hard to monitor. This seems to be a proposal that is set to appease all stakeholders.
7. the two subjects would not be taught in the Years One to Three and instead be integrated into other subjects.
– A solution that aims to push the problem under the carpet in the expense of the students. So, what will happen to the students when the enter Year Four? What language would they use?
The analysis of UPSR results for the group that studied the subjects in English for six years showed that:
Overall, the trend has been positive. Pupils have actually done marginally better in many instances. More pupils in both urban and rural schools scored A, B and Cs in the two subjects.
Even their performance in the English language has shown a rather big improvement of 4.4% while the performance in Bahasa remained stable, said director-general of education Datuk Alimuddin Mohd Dom who presented the analysis.
Another encouraging sign was that the number of pupils opting to answer the two subjects in English had increased significantly, reflecting greater confidence in using the language.
In Tamil vernacular schools (SJKT), 62.76% of pupils answered in English for Science and 89.11% for Science.
The scenario was completely different in Chinese national-type schools (SJKC) though. Only 2.86% answered in English for Science and 1.29% for Maths.
Looks like the Tamil schools can easily adapt, but the Chinese school students are not so.
Personally, I believe its good to teach the subjects in English to maintain continuity in higher levels. The students still learn about language and culture in their vernacular environment. So, its not much of a threat. However, it will be an icing on the cake if a subject like “Tamil/Chinese/Malay in Science and Maths” is introduced as a chapter (or few chapters) in language class so that students are exposed to the terms in their mother tongue.
I am sick of the debate on this subject. People, especially the politicians have totally politicise the issue and using it to further their selfish interests rather than the wellbeing of children and the nation.
I especially upset with the Chinese education groups for be so parochial about it. It seems like they have succeded seeing the low rate of English adoption among SRKJ(C).
I agree with you totally that using English is the way.
However, I don’t think Solution No 4 is bad actually. Let the SRK and SRKJ (T) use English and the parochial educationists can continue with mother tongue for SRKJ (C) if they wish to. This way parents who think English is important will send their kids to national schools and eventually the stubborn SRKJ (C) will die or change their mind.