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©New Straits Times
(Used by permission)
THERE are, of course, many issues swirling around us at the moment, from legal
professionals of questionable character to the latest in white-knuckle political
intrigue. Same stuff, different day. I do not even feel inspired to get out of
bed.
I don't even bat an eyelid to political righteousness and grandstanding. There
are many, of course, from both sides of the aisle, hee-hawing their way into our
consciousness, offering little, except of course, more of the same. Yawn.
But my pulse quickened when it was reported that the government would decide by
year-end whether to continue with the five-year-old policy of teaching
mathematics and science in English.
Education Minister Datuk Seri Hishammuddin Hussein said until then, the ministry
was willing to listen to anyone on the matter. As a parent, and stakeholder in
this nation's education system, this is my say -- keep the policy.
When I wrote in its support a few years ago, I received several letters -- in
immaculate English, of course -- questioning my naivety and criticising my
acceptance of a flawed concept.
I was deemed to be oblivious of studies around the world that proved otherwise;
or that maths and science were formulaic in nature and would not engender the
love for the language, as say, via literature; or that our system was not really
prepared for that, etc. All reasonable and great arguments, I thought then.
But now, I don't care if I sound unreasonable and unimpressed with the findings
of studies and the reams of statistics. I am a parent, I do not need to be so. I
now weigh the policy by the effects and consequences it has, and will continue
to have, on my child.
The importance of communication skills -- to be able to speak and write well --
as a major determinant of one's economic potential must be acknowledged, and in
some instances, outweigh one's ability to do sums and understand science.
If the communication ability includes an international language, so much the
better. The real world now promotes communication of ideas, knowledge and
commerce mainly, and unfortunately, in English.
Such is the pull of the language that it is estimated that up to 20 per cent (or
250 million) Chinese are learning English; and that, by 2025, there will be more
English-speaking Chinese in China than native speakers in the rest of the world.
Some are even having minor surgery on the tongue to improve their pronunciation.
Doing multiplications and divisions may not be the best of ways, but the more
exposure to English the better, I say. No matter if it is via Treasure Island,
algebra or photosynthesis. We are not looking for experts in the language, but
in producing people who are comfortable with it.
In the course of my work, I have seen intelligent young graduates of all races
having trouble getting their points across in languages other than their own. It
is unfair, of course, since this is the consequence of adults' agenda. They paid
for the sins of their fathers. But, should others continue this unfortunate
chain?
Despite the promise that a review would be made after the Ujian Pencapaian
Sekolah Rendah results at year end, why am I having a queasy feeling that the
government may have decided, and is likely to revert to teaching the subjects in
Bahasa Malaysia, Mandarin and Tamil next year?
Maybe, I am being unfair to the ministry and the process. But then again, how do
I compare with political groups and politicians, non-governmental organisations,
pressure groups, activists, etc, who count on millions to be their members,
wielding patronage and influence, and presumably, millions of votes.
Hishammuddin gave reassurance that whatever the decision, it would not affect
efforts to strengthen our children's command of English, or that by re-visiting
the policy, it would not dilute the importance of the language. I'll try to see
comfort in that.
I have several suggestions, any one of which, if accepted, would make me happy.
Some could even make most people happy, except for the sourpuss who sees only
the worst in a situation.
Bring back English schools as an alternative to national schools. If we can have
Chinese and Tamil schools, why not English schools, which already exist for the
elites in the form of private or international schools. Some of our ruling
business and political elites even send their kids to school in English-speaking
countries.
If that is unacceptable, allow national schools to carry on teaching mathematics
and science in English, and let the vernacular schools use Mandarin and Tamil.
Failing which, let us designate some national schools where the subjects are to
be taught in English, and let the rest, national or vernacular schools, decide
whatever language they want to use.
My ideas may be flawed, but I am a parent. I know what is best for my children.
So there.
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Sounds like a familiar refrain such as:
"Bring back, Oh bring back,
"Oh bring back my bonnie to me, to me
"Bring back, Oh bring back,
"Oh bring back my bonnie to me, to me ..."
But special classes are being conducted for Mathematics and Science teachers to revert back to Bahasa, although it is nt too late in the late to keep the same policy.
Now, will the authorities listen, and just actively listen to what the stakeholders want or pursue their own agenda to the detriment of our future generations?
If the 1.3-billion strong China can see the wisdom of tackling the world by turning to the English language, why can't we in 25-million Malaysia come back to Sorrento?
Stephen Tan Ban Cheng