English, essential for core subjects

If Malaysia aspires to be a global player, then the learning of Maths and Science must be in English.

AFTER reading through numerous articles and replies to editors in the press about abandoning the PPSMI (the teaching of Science and Mathematics in English) policy, it seems to me that too many people have misconstrued the issue. While arguments have been put forward about the need to protect local identity from linguistic colonisation through the use of Bahasa Malaysia, it must be pointed out that this line of reasoning is seriously flawed.

Rather than usurping an existing identity, content-based language instruction such as the teaching of Mathematics and Science in English, actually invites learners to see their own identities in a brand new light.

Not only does it encourage learners to identify with a foreign culture, but it also raises their awareness of their own culture, by using language as a vehicle for meaningful communication. In this respect, education through the use of language actually promotes democratic values of understanding, tolerance and cultural diversity.Equally misunderstood, is the misguided argument about so-called information overload. “Not only do some students have problems in Mathematics and Science, but now there is the added difficulty of dealing with these subjects in English. Will they be able to cope?” most parents ask. I am of the view that they will obviously be able to cope well, if not better.

One of the most important advantages of learning both subjects in English is the enhanced development among students of broader cognitive strategies and skills. The subject-language duality inherent in these modules requires a macro-micro approach to teaching, which is reflected in higher levels of student achievement.

We all mentally process and learn things much better once we have discovered them on our own. Finally, there is no denying that the use of English helps develop mechanisms which students will eventually acquire to naturally oil the wheels of spoken discourse.

With both the subjects forming the cornerstone of the education system in Malaysia’s aspirations to raise itself to the status of a developed nation in today’s globalised world, the need to master English in these fundamental disciplines has never been clearer.

The use of ICT to study both Mathematics and Science also clearly shows the critical need for the use of English. It will not only allow Malaysian students access to technical knowledge mostly written in English, the world’s lingua franca, but also enhance their international career prospects and put them on an equal footing with their foreign counterparts.

I recently read that Japan, South Korea France and Germany were mentioned as examples of countries which had succeeded on the economic front without allowing English language to take a dominant part in their societies. I beg to differ.

Having worked in these countries, with the exception of South Korea, over the past 20 years, I can confidently say that while these countries uphold their languages as natural treasures, seemingly impervious to the slings and arrows cast upon them by the English language, the underlying reality is grossly different.

In France for example, a recent education reform bill has just ushered in the teaching of English to children at kindergarten level across the nation, spanning the use of the English as the lingua franca beginning with toddlers, right up to and beyond tertiary education.

Many state schools have been running History, Geography, Science and Mathematics classes in English from the equivalent of Form Three since 1992, as part of the French-European Education Development Programme.

Germany is even more advanced in this regard, and has been promoting bilingual forms of education from kindergarten upwards for over the last 40 years.

It is also not uncommon for English to be used as the working language of major corporations –both in its written and spoken form of internal and external communication.

Casting our eyes eastwards also explodes the myth that Japan is very insular in its approach to foreign cultures and languages. In fact, since the 1960’s, the interest in learning English has blossomed tremendously.

In 2002, the National Policy on English was created to enable all Japanese schools to communicate well in English. This was paving the way for globalisation for both the current and future generations to come.

The increasing importance and predominance of the English language is pervading all levels of society. Under the circumstances, we cannot but realise the importance of the English language and the role it plays in the teaching of Mathematics and Science in our schools.

Nick Rogers is an experienced language teacher and lecturer. He has taught in Europe and Asia for over two decades.