‘Science is a systematic method to acquire knowledge. Learning by heart the English vocabulary that describes scientific facts does not lead to success.'
On Language policy: 'Malaysia will stagnate'
Lian Wee Ler: I would like to offer my opinion on the topic of teaching maths and science in English. My first language is Mandarin Chinese, and I completed my primary and secondary education in a Mandarin language school.
I have obtained a Bachelor's degree and am pursuing a PhD in biochemistry at an English language university in Canada. Here are my views:
1. Learning in English is not a prerequisite for success in science. Science is a systematic method to acquire knowledge. Learning by heart the English vocabulary that describes scientific facts does not lead to success.
Success depends on an understanding of the scientific method, creative thinking, and passion in scientific pursuit.
2. Although knowing English helps us understand the latest scientific publications, at the primary and secondary school levels, what we learn is not exactly the latest.
In primary and secondary schools, we learn all the well-established scientific facts and scientific methods; and the vocabulary required for this is available in all major languages, including Bahasa Melayu.
3. Returning to the topic of achieving success in science, most Malaysian students do not speak English as their mother tongue and I barely passed the language when I first started to learn it in school.
Learning maths and science in English must be hard for most of our youngsters. Making maths and science difficult is not the way to cultivate interest among children in these subjects.
4. Will teachers in our schools, though well-trained, have the ability to effectively teach these two subjects in English? If not, I fail to see the reason why we should educate our children ‘ineffectively'.
5. Finally, guess what? My broken English does not hinder me from pursuing science in an English-medium higher learning institution.
In fact, in my laboratory, the majority of the PhD candidates and post-doctoral fellows don't speak English as their first language.
Neither did they learn science and maths in English while in primary and secondary schools. I speak better English than my professor and we understand each other just fine.
In conclusion, English proficiency is not a guarantee for success in science. Language is a skill, which can be obtained by hard work; but for many people, it is a mission impossible.
Maths and science should be taught in the mother tongue or in Bahasa Melayu. We should ensure that we won't deny our students the opportunity to obtain sufficient knowledge in maths and science, especially for those who will never be proficient in English.
Baiyuensheng: I think it will be shortsighted for the government to revert or review the current language policy for maths and science.
Maybe the original pretext to improve language skills was flawed. I think the main objective is probably is to enhance understanding in these two important subjects and to prepare the students for the employment world.
To stop this now would, in fact, be more of a disadvantage to the Malays generally than to the other communities. The Chinese and Indians are generally more adaptable to languages generally.
The gap between the communities could get wider in terms of education qualifications and employment prospects in the private sector. And the gap between those well-to-do Malays and the rest of the Malays will also widen.
I fail to see how one's identity can be eroded by being proficient in languages other than the mother tongue.
The Indonesian Chinese are fluent in Indonesian and most can't speak Chinese but that doesn't take their identity away.
I talk about this after watching a news clip on TV about a Malay student protesting the use English and complaining of an identity crisis if two Malays speak to each other in English.
Singaporean Malays often speak in English and they are the vanguard of their culture and identity. Is the Singaporean Malay less Malay?
Chris Frankland: The core issue here is the extent to which our younger primary school students, and particularly those in rural areas, are willing to accept English as the medium of instruction, in order to build a solid foundation for later.
For that to happen, you need two things. Firstly, and above all, we need rural primary teachers of English, maths and ccience, who are competent as well as confident in the language, and are able to deliver interesting, interactive and motivating lessons.
Children, even at a very tender age, are very perceptive, and are quick to suss out any negativity or lack of confidence in their teachers, and their inability to offer fun learning. This rubs off quickly on their attitude to learn.
Secondly, we need the parents to be supportive. They need to understand the importance of English in giving their children a good start in life, and a chance to make good in an increasingly competitive world.
Only in this way can Malaysia hope to narrow the gap between the educated urban ‘haves' and the comparatively disadvantaged rural ‘have-nots'.
Jing Yi Lim: It is perplexing to see the ministry of education taking such a long time to deal with this issue concerning the future generations of our country.
After all, this policy has been implemented for so many years and hence it should be evident if the policy is beneficial to students.
Since the pros and cons of adopting this policy have been widely debated across the media, I don't intend to do the same thing here.
But what is worth noting is that some people tend to confuse the fundamental purpose of using English as the medium for teaching maths and science.
It would be naive to think that by using English as the teaching medium, our students' proficiency in English would be boosted. As a matter of fact, the effect would be mediocre.
Most of the technical and scientific terms learned in maths and science class will not be applied in daily conversations. The discussions in class are different from those outside of classroom.
For example, one would suggest to use stove for cooking but not Bunsen burner; one would explain how household expenses sum up in simple language without involving the theory of calculus whatsoever.
On the same note, students do not need to possess a high level of English to begin studying maths and science in English at the lower primary. In fact, a basic level of English is sufficient.
As time passes by, students will find it easier to study maths and science in English when they have become accustomed to the language and have mastered more scientific terms.
A major indicator to show that teaching maths and science in English does not help students master English is the current situation in Hong Kong.
Some columnists have pointed out that college graduates in Hong Kong have no problem with using English to discuss scientific issues but they cannot use proper English in casual conversations.
If we were to enhance the proficiency of our students in English, we ought to go back to basics - allocate more hours for English class, provide better learning equipment, equip teachers with a better level of English and emphasise writing, listening, and speaking in English.
Society Manner: I happen to be one of those who sat for the last LCE, MCE and HSC examinations in Malaysia. After that, we only have the SRP, SPM and STPM exams.
We were in a slightly better position as far as command of English was concerned compared to those who were in school after us.
This was noticeable when we were in institutions for higher learning, looking at our juniors. This was partly due to the reason that science and maths were taught in English during our time.
My job involves human resources matters. I have the chance to see how ‘bad' school-leavers are in their command of English language. You will have to agree with me when you see their application letters.
You can imagine how difficult it will be if they were to further their studies at institutions where English is the major language used.
However, teaching science and maths in English in schools alone will not help the students master the English language. Most students learn the language through other means and not solely in schools.
Certain schoolteachers are themselves weak in English and English still remains not widely used despite having these two subjects being taught in English. More needs to be done.
They are many effective ways to improve the command of English amongst our younger generation while they are still in schools.
If everybody could stop fighting and get to the root of the problem by putting our heads together, for sure we'll find ways to improve our English.
KC Pang: Malaysia is part of the global economy and English is the most commonly used language in international business.
Critics of this issue must understand that for Malaysia to keep progressing so that we can achieve the Vision 2020 vision set by Dr Mahathir, we must be part of the global economy.
Hence, teaching maths and science as well as business courses in English is critically important.
Malaysia is one of the most successful emerging economies, so let's not let politics set us back.
May I borrow the wise words of Dr Martin Luther King: ‘I have a dream, I dream one day where all Malaysians will look at ourselves as Malaysian. No more ‘Malay Malaysian', ‘Chinese Malaysian', or ‘Indian Malaysian', just Malaysian'.
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