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Showing posts with label English. Show all posts
Showing posts with label English. Show all posts

Saturday, October 28, 2023

Govt has ‘duty’ to accept English but Official letters not in BM will be returned, can the return improves the weak ringgit and brain drain: Grand plans for Malaysians working in Singapore

SIBU: The Federal Government is obligated to accept letters that are written in English in official communications from Sarawak, says state Deputy Public Health, Housing and Local Government Minister Michael Tiang.

“The Federal Government, in fact, has a duty to entertain English letters from Sarawak for official communications, as the National Language Act 1963/67 was never extended to Sarawak,” he said in a statement yesterday.


“Sarawakians are therefore free to opt to use English or Malay for letters to federal government departments since both languages are official languages in Sarawak.

“Particularly the use of the English language in Sarawak which is guaranteed by Article 161(3) of the Federal Constitution.”

ALSO READ: Federal Govt must accept official correspondence in English, says Sarawak minister

He was responding to Prime Minister Datuk Seri Anwar Ibrahim’s directive to all government departments and universities not to entertain any letters written in languages other than Bahasa Malaysia.

Tiang, who is also Pelawan assemblyman, reminded the Prime Minister that English and Malay are official languages in Sarawak.

In KOTA KINABALU, Deputy State Secretary (Development) Datuk Dr Ahemad Sade said Sabah will keep to its optional use of English in all its official correspondence until decided otherwise by the state leadership.

“This (directive) was announced by the Federal Government, so we will look at it in detail,” he said after an event yesterday.

The question of whether to follow this policy, he said, will be discussed in a meeting with the state leadership closer to or after the state assembly meeting scheduled for the end of next month.

ALSO READ: Sabah keeping to optional use of English in correspondence until further notice

“For the time being, both Malay and English can be used,” he added.

Former Sabah chief minister Datuk Seri Dr Salleh Said Keruak, who is Usukan assemblyman, said new policies should be coordinated with Sabah and Sarawak before being implemented.

He said that this is to ensure a smooth implementation while also bringing benefits to all.

“It cannot be denied that Malay is our national language, and we welcome this new policy (directive on all-Malay letters).

“But the importance of English also can’t be questioned,” he said during an excellence in education event in the Kota Belud district yesterday.

Another former chief minister, Datuk Seri Yong Teck Lee, said the policy could be detrimental to economic development.

LSO READ: Provide an early foundation in English

He noted that some government departments, by necessity and the nature of their work, must communicate in English.

“English is the lingua franca of international trade, communication and diplomacy.

“I am not only referring to Wisma Putra (Foreign Ministry) but also to agencies like the Malaysia Industrial Development Authority, Malaysia Trade Agency and Bank Negara.

“Returning incoming mail that is written in languages other than Bahasa Malaysia will also send a negative message to the international community.

“It will suggest that Malaysia is not open to foreign investment or trade and that it is not interested in collaborating with other countries,” he said in a statement.

Parti Warisan deputy president Datuk Darell Leiking said the directive should not have been issued arbitrarily but only carried out after seeking the feedback and consensus of the Sabah and Sarawak governments

Wednesday, September 11, 2019

Some English and European languages are Chinese dialects


Chinese scholars from the World Civilization Research Association claim that some European languages, including English, are dialects derived from Mandarin.

The group is formed by scholars from a number of Chinese academic institutions.

The claim, which is said to be backed by over 20 years of research, was presented at the first China International Frontier Education Summit in Beijing, China last July, as reported by Sina Online on Aug. 26 via Vice yesterday, Sept 9.

Zhai Guiyun, vice president and secretary-general of the group, told Sina Online via Taiwan News last Aug. 31, that some English words derive from Mandarin.

He pointed out that “yellow” resembled “yeluo, ” the Mandarin word for “leaf falling, ” while “heart” resembled “hede, ” the Mandarin word for “core.”

“Of course, the pronunciation will be a little different, which is caused by the variations in pronunciation over hundreds or even thousands of years in different regions, ” Zhai told Sina Online via Vice. “Think about how significant the differences are in our regional dialects... so it can be said that English is like a ‘dialect’ in our country.”

Zhai concluded that the examples he presented “proved” English is a Mandarin dialect.

Along with this claim, he also stated that other European-based languages such as French, German and Russian also went through a similar process of sinicization, where non-Chinese societies come under the influence of Chinese culture.

Another member of the association, Zhu Xuanshi added that Europe had no history before the 15th century.

This lack of history supposedly led the Europeans to feel “ashamed, ” and in turn, had “fabricated” stories of the ancient Egyptian, Greek and Roman civilizations. According to the report by Taiwan News, he stated that the said civilizations were all based on Chinese history.

In an attempt to “restore the truth of world history, ” the association has set up branches in Canada, Madagascar, South Korea, Thailand, United States and United Kingdom. The group’s founder, Du Gangjian said, “Do not let fake, Western-centered history hinder the great Sino-Renaissance.”

However, the claims did not convince many Chinese citizens. Users of the social media platform Weibo called the members of the association “Wolf Warrior Scholars, ” a reference to a patriotic Chinese movie.

“Thanks, ” one user was quoted as saying. “We can no longer laugh at the Koreans who claimed Confucius and Genghis Khan are Korean.” – Philippine Daily Inquirer/Asia News Network
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Thursday, June 7, 2018

Malaysian policy changes and new initiatives soon


https://www.thestar.com.my/news/nation/2018/06/07/policy-changes-and-new-initiatives-soon-dr-m-shift-includes-ensuring-top-civil-servants-know-and-spe/ 


PUTRAJAYA: Signalling a major policy change over defence and administrative issues, the Prime Minister has outlined several initiatives that the Government will undertake from now on.

For starters, Tun Dr Mahathir Mohamad does not want warships on either the Straits of Malacca or the South China Sea.

In doing so, Dr Mahathir has sent a strong message to superpo­wers, such as the United States and China, that Malaysia wish to remain neutral over their desire to control the region.

To ensure better spending of public funds, he has enlisted the help of former auditor-general Tan Sri Ambrin Buang to head a high-level committee to look into the procurement of government supplies, starting with the Defence Ministry.

In a move to improve the running of the public sector, Dr Mahathir said top civil servants would have to sit for an English competency test, signalling a major initiative in pushing for the language to be part of the civil administration.

“We consider English a very important language and it must be mastered by all high-ranking civil servants. These top officers must have a strong command of English because they always have to deal with foreigners,” Dr Mahathir said at a press conference after chairing the weekly Cabinet meeting yesterday.

Instantly, former civil servants lauded the move, as many felt that government officers today were less proficient in English and as such, could not work as well as the seniors before them.

Tan Sri Dr Rebecca Fatima Sta Maria, for instance, said that it was important for civil servants at all levels to master the English language.

“It’s a good idea and it’s about time that this was introduced. Thailand and Vietnam are catching up very fast and we don’t want to be left behind,” said Dr Rebecca.

The former International Trade and Industry Ministry secretary-general said Miti staff in particular had to undergo English language training as the ministry was involved in a lot of international work, drafting agreements and statements that required a high level of proficiency in the language.

Former Malaysia’s Permanent Representative to United Nations Tan Sri Hasmy Agam concurred.

“It’s a fantastic idea. In this globalised age, we have to be proficient in English at all levels.

“If you are a civil servant and you are not proficient in English, you can’t participate much at the international level,” he said.

Hasmy said apart from top civil servants, proficiency in English should also be emphasised in schools and universities as well.

“If Malaysia is aspiring to join the ranks of developed countries, we have to start now.

“A Malaysian would be more patriotic if he or she can communicate in international languages, in this case English, when representing the country’s interests abroad.

“Negotiations in diplomacy, trade, labour – you have to negotiate in English,” he added.

Both Dr Rebecca and Hasmy said that the younger generation of civil servants were less proficient in English due to different mediums used in schools.

“We have to do it (English language training) for the younger ones coming into the service because they went through a Malay-medium education,” said Dr Rebecca.

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Thursday, December 7, 2017

Sway of the Chinese language as China rising, but English is still king


https://youtu.be/fbQxXibXOxE
https://youtu.be/-HSrnqHkuwM

Sway of the Chinese language on display  


AT a recent forum in Hong Kong, Jim Rogers, a Wall Street tycoon, played a video of his daughter reciting a classical Chinese poem.

This is not the first time Happy Rogers has exhibited her proficiency in the language.

At an event in Singapore in 2013, the then nine-year-old showed off her nearly perfect Putonghua pronunciation and tone when she recited a not-so-well-known poem by Li Qiao, a Chinese poet during the Tang Dynasty. She won a big round of applause from the audience, most of them Chinese descendants. Happy’s sister Baby Bee, then five years old, did equally well, singing nursery rhymes in Chinese.

While it is not uncommon for young Chinese language learners to recite ancient poems, Happy spoke in classical Chinese with a fluency that could make even some native Chinese speakers envious, according to a report in Guangzhou Daily.

And recently, during US President Donald Trump’s visit to China, his granddaughter Arabella’s recital of Chinese poems went viral online, making her a “popular figure” among Chinese audiences.

There is a long list of foreign celebrities and their children learning Chinese, including Amazon founder Jeff Bezos’ four children and Facebook founder Mark Zuckerberg and his daughter. Even Prince William, media reports say, studied Chinese in school.

The increasing popularity of the Chinese language has led to the introduction of various programmes and classes worldwide. It is estimated that more than 100 million people outside China, including overseas Chinese, are studying the language, as many believe it can be used as a tool to gain access to conveniences in not only China but also some other countries.

The growing enthusiasm of people in other countries to learn Chinese can be attributed to their love for Chinese culture.

It perhaps explains why traditional Chinese cultural elements, from kung fu films to ancient works such as The Analects of Confucius and Sun Tzu’s The Art of War, have won so many global diehard fans. Many foreigners even believe that Chinese characters are an expression of aesthetic appreciation – maybe that’s why many famous personalities including former soccer star David Beckham have got Chinese characters tattooed on their body.

China’s economic and social development is another important factor for the growing interest in the language and culture. As the world’s most populous country and the second-largest economy, China for years has accounted for the largest number of students studying in other countries, which might also have made people overseas interested in the language.

As Jim Rogers said, whether you like or not, the 21st century will belong to China. He always tells people that if they have children, they shall encourage them to learn Chinese, “because Chinese will be the most important language”. For foreign companies intending to do business in China, they can have a huge advantage over their competitors if they can master the language.

And with the Belt and Road Initiative progressing smoothly, a number of Chinese enterprises will venture into countries along the ancient trade routes for business, which means a higher demand for Chinese speakers.

Source: China Daily/Asia News Network

China rising, but English is still king

 


Asia News Network and The Star recently published an article “Sway of the Chinese language”, detailing the rising popularity of learning Chinese as posted above.

Facebook CEO Mark Zuckerberg, US President Donald Trump’s granddaughter and billionaire investor Jim Rogers’ daughter are among some of the famous people or their family members brushing up on their Chinese language skills.

Tourists from China are splashing their cash all over the world (in some countries such as Thailand and Malaysia, the Chinese can also go cashless by making their purchases through Alipay).

Meanwhile, economists predict that the GDP of China, currently the world’s second largest, would surpass the United States’ within 10 years. As the economic value of the Chinese language grows, it will unseat English to become the world’s leading language. Or so we are told....

But if history is a clue, this may not happen so soon.

In the heyday of the Roman Empire, as the great Julius Caesar and his successors conquered the Mediterranean, Latin became the dominant language of the European continent. The Roman Empire began to disintegrate in the fifth century. Latin, however, remained relevant for many centuries to come. (The Eastern Roman Empire, also known as Byzantine Empire, survived into 15th century, but its capital was in Constantinople, and its official language was Greek.)

In year 1215, the unpopular King John of England, pressured by rebel barons, issued Magna Carta. The document established for the first time the principle that everybody, including the king, was subject to the law. It is considered one of the first steps taken in England towards establishing parliamentary democracy. The Magna Carta was initially written in Latin.

In year 1687, Sir Isaac Newton published three papers which were collectively known as Principia Mathematica. These works form the foundation of classical mechanics. Principia Mathematica, like the Magna Carta, was written in Latin. That was more than 12 centuries after the demise of the Roman Empire.

In ancient times, Malay language was the lingua franca of the Malay Archipelago. Then the Western powers came, created the modern states of Malaysia, Singapore, Brunei and Indonesia. Post-independence, Javanese, who make up 40% of Indonesia’s population, dominate the republic’s politics and economy. Somehow, Bahasa Indonesia is based on Malay rather than Javanese.

By 2050, China will become the world’s largest economy. The US will drop to second place. In the third spot, as economists believe, will be India. Like Malaysia, India was a British territory. And like our country, English, the language of the former colonial master, is still widely spoken.

By mid-century, the combined GDP of English-speaking and English-as-second-language nations, which include US, India, Britain, Canada, Australia, New Zealand, Ireland, the Philippines, Singapore and Malaysia, will likely be larger than that of China.

I do not doubt that Chinese language will get more important every year, and I encourage everyone to learn it if conditions allow. However, it would be foolish if we, in the advent of “China’s Century”, neglect English.

By CHEW KHENG SIONG Kuala Lumpur

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Thursday, November 27, 2014

Barking up the wrong tree !!


Malaysia's problem isn't Bahasa Malaysia but English, and it is incredible that so many of us have refused to acknowledge this or even want to address it.

THERE have been so many silly remarks and statements by some Malaysian politicians and one-man show non-governmental organisations that it is becoming impossible to keep track of their comedy acts.

There is a saying: “There are people who are only good at making the news but cannot make a difference to the wellbeing of society.”

Well, in Malaysia, there are certainly many of them.

Last week, Johor state assemblyman Datuk Dr Shahruddin Salleh suggested that students who fail to master the national language be stripped of their citizen­ship. Yes, revoke, lucut, tarik balik, batal!

The Barisan Nasional representative for Jorak alleged that many students were not able to master the language, and this was even prevalent among the Malays. He didn’t say how many. Like one, 10, 20, hundreds or thousands, but was quoted as saying “many”.

“Even my own neighbour, whose father and mother are Malays, but because their child goes to international school, the child is unable to converse in Malay,” he said, adding that students were now more interested in mastering English and do not take the learning of Malay seriously.

The situation was prevalent in the vernacular schools, he added, because the use of Mandarin and Tamil made the students weak in the Malay language, which was further compounded by the fact that many of the teachers there are also not well-versed in Malay.

We’d like to think that Dr Shahruddin has a sense of humour but, seriously, what does he really mean when he said students who do not master the Malay language should be stripped of their citizenship?

How does one define mastery at the school level? Is it by the grades they score at the public examinations, like the UPSR, PMR or SPM? We know that these are just examination grades. A student can score a distinction or even fail miserably, but that in itself does not reflect his language proficiency in the real world.

To take an extreme example, some foreign workers who are in the country for just a few months can speak like a Malay, but do you think they will be able to pass the BM paper at SPM level? Or that they should therefore be accorded citizenship because they have mastered our national language?

We are not sure if Dr Shahruddin is having a bad patch with his neighbours because I do not think that his neighbours, who would have read his remarks by now, would be amused.

The reality is that there are many Malay households where English is prominently used because of a variety of reasons.

The children of diplomats, for example, because they are schooled in international schools, will definitely be more comfortable in English.

What about the children of politicians, especially those who send their children for better education overseas and then make a lot of noise about our local education system?

The assemblyman may want to project his nationalistic credentials ahead of his party general assembly, and he has conveniently used his whip at English and, of course, vernacular schools, the current flavour of the month.

There are enough statistics to show that many of our students and teachers are struggling with English in schools, especially those in the rural areas. Just Google.

The Malaysian Employers Federation secretary Datuk Shamsudin Bardan reportedly said that a survey a few years ago among its members found that 60% of them identified low English proficiency as the main problem with young recruits.

A similar survey in September last year by online recruitment agency

JobStreet.com found that 55% of senior managers and companies considered poor command of the English language among graduates to be the main reason for their difficulty in finding employment.

Sabah Tourism, Environment and Culture Minister Datuk Masidi Manjun had said that 70% of Malaysian graduates are having a hard time finding jobs in the private sector due to poor command of English.

Citing his past work experience with a multinational company in peninsular Malaysia, Masidi said 70% of those interviewed did not make it through to the second round as they could not converse well in English.

Second Education Minister Datuk Seri Idris Jusoh had said that about two-thirds of English Language teachers in the country have been classified as “incapable” or “unfit” to teach the subject in schools. These teachers, he said, have been sent for courses to improve their proficiency in the language.

It has also been reported that about 70% of the 60,000 English Language teachers who sat for the English Language Cambridge Placement Test performed poorly.

Granted that there are students who fare badly in Bahasa Malaysia, but we do not think the numbers are big. Instead of making such a generalisation, we expect the Jorak assemblyman to back up his claim with more substantial findings and figures.

Neither has he been able to support this pathetic claim that “the use of Mandarin and Tamil by teachers in vernacular schools is another reason for students being weak in Malay, adding that the teachers are also not well-versed in Malay.”

Our real problem isn’t Bahasa Malaysia but English. It is incredible that so many of us have refused to acknowledge this problem or even want to address it, lacking the political will, unfortunately.

There is no point in deceiving ourselves by allowing our children to easily pass the English tests in schools and in public examinations.

There may be a huge number of students scoring distinctions in English at the SPM level but their real ability is revealed when they enter tertiary education and, later, the working world.

The MEF’s Shamsudin told a news portal in April that there are those with As and Bs in English at the SPM level who cannot even hold a conversation in English.

“Which is why we were excited when the government decided to teach Mathematics and Science in English (PPSMI), as we felt this could boost their command of English. Unfortunately, it was cancelled after seven years when we should have allowed it to continue for 14 to 15 years to see the results.

“The inability to converse and understand English (among young school-leavers) is a constant complaint among our members,” said Shamsudin. The MEF has 4,800 direct members and 21 affiliated trade associations.

In the end, it will be the rural students who will suffer the most. These are the very people that our elected representatives claim to represent and fight for their rights and interests.

Do we need to check how many of our Honourable Members are sending their children to private and international schools even as they wax eloquence about the importance of the national schools?

Actually, we should all be concerned about proficiency in English, an issue that has also been recently taken up by Tun Dr Mahathir Mohamad and Tengku Razaleigh Hamzah, who can see the value of the English language without undermining the stature of the national language.

As Dr Mahathir rightly pointed out, the rich go to private schools while the poor go to national schools at home, adding that “I must confess that although my children all went to national schools, my grandchildren all go to private schools in the country and abroad. They do speak the national language but their kind of schooling widens the gap between races as well as between the rich and the poor.”

Well, it looks like the only thing that we have fared consistently well in is the comic relief provided by some of our politicians. And we can be sure the curtains will never come down on these comedians as they continue to seek out non-issues to put themselves in the spotlight.

The views expressed are entirely the writer’s own.

By Wong Chun Wai on the beat focus

Wong Chun Wai began his career as a journalist in Penang, and has served The Star for over 27 years in various capacities and roles. He is now the group's managing director/chief executive officer and formerly the group chief editor.

On The Beat made its debut on Feb 23 1997 and Chun Wai has penned the column weekly without a break, except for the occasional press holiday when the paper was not published. In May 2011, a compilation of selected articles of On The Beat was published as a book and launched in conjunction with his 50th birthday. Chun Wai also comments on current issues in The Star.


Malaysian Chinese National-type Schools


DON’T bark up the wrong tree. That is the message many would like to convey to Deputy Minister in the Prime Minister’s Department Datuk Razali Ibrahim who has opposed the approval for building new Chinese national-type schools (SJKC).

The deputy minister was quoted as saying, “As long as approval is given, the relationship between the different races shall be further deteriorate, and shall be like throwing a spanner into the works of nurturing national harmony.”

This is clearly a statement made without having researched the functions of SJKCs in fostering mutual understanding between the races. For the record, Chinese national-type primary schools (SRJK) have more non-Chinese students than boarding schools and religious schools have non-Malay students.

There are at present approximately 80,000 Malay students in the so-called “unity-harming” SJKCs. Thus, I humbly ask Datuk Razali if the opinions of parents of these Malay students have been sought.

These parents appear to be sending their children to Chinese national-type schools not to “de-Malaysian-ise” them but to Malaysian-ise them.

In Malaysia, it common knowledge that most Malays are fluent in just two languages, namely English and Bahasa Malaysia while, most Chinese and Indians know at least three languages. Knowing one more language certainly gives children a cutting edge.

There is also, at present, growing pessimism over the way education in national schools is handled. Teaching science and mathematics in English which reverted to the teaching science and mathematics in Bahasa Malaysia as well as the ever-changing format of national level examinations are just a few areas of concern.

There is also the perception that certain races are favoured by the national school system. It is due to this perception that many, who want a level-playing field, choose the Chinese national-type school system.

Furthermore, perhaps China’s emergence as a world political and economic power has persuaded pragmatic Malay and Indian parents to try to get their children to learn Mandarin, the second most widely spoken language in the world after English.

How exactly do Chinese national-type schools affect national unity?

Children in Chinese schools still sing Negaraku. Bahasa Malaysia is still being taught there. There is no difference in syllabus taught in national schools. In fact, all children in Chinese schools are taught to love and respect Malaysia.

So Datuk Razali, I humbly ask just what are the problems which affect national unity?

SJKCs schools have been around for decades, so why is the question of unity being brought up?

In my opinion, educators who use words like “pendatang” and tell students to “balik Cina” and “balik India’ are the real threats racial harmony.

I believe that racial harmony has actually been disrupted due to political figures who’ve made use of race as propaganda to score political points and win votes. The exaggeration of petty issues and the manipulation of these issues via social media have made these politicians heroes in the eyes of supporters. However, what it has really done is instil hatred among the races.

If, and it’s a big if, Chinese national-type schools do contribute to disharmony, the better option would be for the Education Ministry to form a special taskforce, and conduct periodic audits of the schools and their syllabuses. That would be better than denying parents an option with regard where they wish to educate their children.


 Eye of the Tiger by by Mike Chong Yew Chuan The Star/Asia News Network

Mike Chong Yew Chuan is Press Secretary to Minister in the Prime Minister's Department YB Datuk Dr. Ir. Wee Ka Siong. He is also currently MCA National Youth BN Youth Affairs Bureau Deputy Chairman.

Sunday, October 12, 2014

Chinese language advantage and education in M'sia; Don’t turn it into a political tool!


It is bewildering that vernacular schools should be made the scapegoat for race relation issues in this country when our greatest asset is our multi-racial society, which puts us above our Asean neighbours in competing for the economic pie.

MY father sent me and my two elder brothers to study at the St Xavier’s Institution in Penang because he felt we all needed a good education in an English-medium school.

My eldest brother studied at a Chinese school and did not fare well. It was enough for my dad to be convinced that we should all be in a missionary school.

My father Wong Soon Cheong spoke fluent Malay with a thick northern accent and had taught himself to read and write English while he improved his command of Chinese.

Like many Chinese in his time, and even now, they knew that the key to success was education, and the best education facilities were found in the English-medium schools.

When I entered Year 1 in 1968, England was still the economic powerhouse of Europe, and mastering the Queen’s English would be the passport to a brighter future.

Fast forward to 2014 – the economic balance has shifted. China has become a superpower and besides being the biggest producer of just about anything, it is also the biggest market for anyone from anywhere wanting to sell anything.

My biggest regret now is that because I am a product of the English-medium system, I am unable to speak or write in Chinese. The dialects I am able to use, the smattering of Hokkien and Cantonese, is of little value in mainland China.

Anyone who wants to do business in China needs to speak Mandarin. It’s as simple as that, and this writer will be shoved out of the door if he cannot go beyond the initial greetings.

Even in Kuala Lumpur, I would never be employed in any company that has business dealings with China. This is not discrimination as, in the business world, my linguistic handicap cannot be ignored.

By the time my daughter had to be enrolled in a primary school, the scenario had changed. There were no more English-medium schools and the national schools were no longer the first choice for many Chinese parents. They were not only concerned about the quality of education but everyone also knew by then – that was in 1998 – that China would be the country to watch.

This, of course, led to many households being rather mixed up as the English-speaking parents had to grapple with their children being schooled in Chinese.

But it was a simple economic decision, nothing more than that. Most of us had no relatives in China and certainly no political sentiments whatsoever towards China.

As someone who spent all his years in the then English-medium school, I had no affiliation for many things Chinese. I am what many would call a “yellow banana” – a yellow-skinned Chinese but one who is white-hearted. But the global future of China was there for all to see.

When my daughter went to England to do her A-Levels, her school had a full class of students from different nationalities wanting to sit for the Chinese language examination. The school appointed the best teacher to teach the class. Such was the importance it placed on its students acquiring the language skills.

My daughter left for England before the SPM but she returned to Kuala Lumpur to sit for the examination. We wanted to make sure that she cleared this examination and also get a credit in Bahasa Malaysia, which is necessary if she wants to be a lawyer in Malaysia.

Her school in the United Kingdom frowned on her taking leave of absence to take the SPM. After all, how she fared in the BM paper (she got a distinction) would have no bearing on her ongoing studies for the A-Levels.

The Chinese can be described as being very practical people, and we needed to cover all our bases.

The fact is that 90% of Chinese parents today send their children to Chinese primary schools in Malaysia, and that 15% of students studying at the nearly 1,300 Chinese primary schools in the country are non-Chinese.

Even my personal driver, an Indian, sent his daughter to a Chinese primary school. It must have been tough for the parents but she speaks Mandarin fluently, besides Bahasa Malaysia, English and Tamil. It will certainly benefit her in the long run.

Schools in the UK, the bastion of Anglo-Saxon culture, know the global economic value of Chinese. They are making plans to ensure that their children study Chinese so that they won’t be left out.

London Mayor Boris Johnson has been quoted as saying that all students in the UK should study Chinese.

Johnson, who is studying Chinese himself, reportedly suggested that Britons should be learning as much as possible about China, as the East Asian giant continues to expand its global influence.

He said the children would grow up naturally knowing about China’s importance. When quizzed on whether they should also learn Chinese as a standard subject in schools, he told the Press Association: “Why not? Absolutely. My kids are learning it, so why not? Definitely, definitely.”

The mayor told the press he was learning Chinese “from the beginning” as he showed the journalists a folder on which he had written the words “Middle Kingdom” or “China” in the language. He told university students in Beijing that his 16-year-old daughter was learning Chinese and was due to visit China.

Singapore is often used as an example of a nation, despite its Chinese majority population, not having Chinese primary schools. The fact is that every Singaporean has to be schooled in English, and then it is compulsory for them to be schooled in their mother tongue. With special permission, they can also take up an extra subject in one another’s mother tongue languages.

Chinese is therefore a compulsory subject for Chinese students in Singapore while the non-Chinese can choose Malay or Tamil as options. English is a compulsory subject to pass over there.

Now we come to the point I am leading to – why is there a need for anyone to suggest that Chinese and Tamil schools be closed down, supposedly because they are the source of disunity in this country?

It is bewildering that vernacular schools should be made the scapegoat for race relation issues in this country.

I do not think anyone would be so naïve and simplistic, especially politicians, as to actually believe that by abolishing these schools, all the problems will disappear.

Many mono-ethnic countries are highly divisive even though they have the same language, religion or culture, particularly in Eastern Europe and parts of Africa.

Our biggest problem is not whether we are using Bahasa Malaysia, Chinese, English or Tamil to teach – we should be worried over the falling quality of education in our schools and in universities.

We should be losing sleep that 70% of our teachers teaching English actually failed in the competency tests.

And why isn’t anyone worried that our public universities have still not made it into the top-ranked universities in the world?

Or why our students, despite their string of distinctions, are now not getting into Ivy League universities in the United States.

Mandarin, in fact, isn’t enough. We should all be able to speak Arabic because the richest countries are in the Middle East. With so many Arab tourists visiting Malaysia, are there enough Arab-speaking tour guides?

Malaysia’s greatest asset is its multi-racial society, which puts us above our Asean neighbours in competing for the economic pie.

The Mandarin speakers can penetrate markets in China, Taiwan and Hong Kong, the Malay speakers can look after Indonesia, the biggest market in the Asean region, and the Malaysian Indians can make their mark in India. When we work together, we can become very powerful. We should make full use of our combined strength.

Languages are assets, not liabilities. I understand that there are those who believe that only a single-stream school system would unite our young.

Those who called for the closure of Chinese schools should talk to the parents of non-Malay students who study in such schools. Can our politicians just listen and not talk for just a moment, so perhaps they can learn something?

Walk around these schools, see the facilities, check out how discipline is instilled or why parents are called up by the school authorities when their children do not do well.

Certainly, the history of Communist China is not taught there. Neither is anyone brainwashed into voting for the DAP if that’s what the suspicions are all about. The national schools in predominantly Malay Kelantan and Terengganu are the same elsewhere and yet, many of the parents and school leavers have always voted strongly for PAS. Would these schools be regarded as a source of disunity and anti-establishment?

The English-medium schools in my time were regarded as neutral ground, where children of all races came together. But that’s history and our country’s standard of English has taken a free fall since then.

And for the record, before I am accused of being a racist, I wish to emphasise that I voluntarily studied Malay Literature and Islamic History in Sixth Form. When I went to Universiti Kebangsaan Malaysia, I signed up for courses at the Malay Letters Department.

The Islamic Civilization course at UKM is compulsory and I have written many times that fears expressed by some non-Muslim politicians about this course, which they wrongly claimed as a religious indoctrination course, are unwarranted and silly.

We must never be afraid of quality education and the study of multiple languages. How many of our elite politicians send their children to private or international schools in Malaysia or even to the UK or Australia? Some even pack them off to study at the secondary school level overseas, despite telling ordinary Malaysians to study in our schools.

This debate on vernacular schools should not go any further. We have bigger problems ahead to worry about, like the cost of living, the inflationary hike and the weak market sentiments. We are all in the same boat together.

By Wong Chun Wai on the beat The Star/Asia News Network

Wong Chun Wai began his career as a journalist in Penang, and has served The Star for over 27 years in various capacities and roles. He is now the group's managing director/chief executive officer and formerly the group chief editor.

On The Beat made its debut on Feb 23 1997 and Chun Wai has penned the column weekly without a break, except for the occasional press holiday when the paper was not published. In May 2011, a compilation of selected articles of On The Beat was published as a book and launched in conjunction with his 50th birthday. Chun Wai also comments on current issues in The Star.



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MCA Youth chief laments missed scholarship



KUALA LUMPUR: In an emotional personal account, MCA Youth chief Chong Sin Woon (pic) shared how he was denied a scholarship despite getting all A’s in the Sijil Pelajaran Malaysia (SPM), but he did not give up.

He said he joined MCA and Bari­san Nasional, which he believed defended the rights of all races.

Chong, who was born in Nilai, Negri Sembilan, told delegates at the 50th MCA Youth annual general assembly that he had many Malay and Indian friends at school and they would skip classes and go to the waterfall together.

However, despite getting straight A’s in the SPM, Chong said he was not given any scholarship and had to pursue Form 6 studies.

“There was no other choice since I didn’t come from a rich family.

MCA Youth chief Chong Sin Woon<< MCA Youth chief Chong Sin Woon

“When I discovered my Malay friends received Mara scholarships or places at matriculation programmes due to the quota system at that time, my life changed.

“Am I not a Malaysian too? I, too, studied hard. But I didn’t give up and went to Universiti Kebangsaan Malaysia to study economics.

“I joined the MCA as I believe in the Barisan formula, which is to defend all communities in Malay­sia. This is a party that cares for all,” he said to applause from the audience.

Chong, a senator, received a standing ovation from delegates for his impassioned speech which touched on matters such as vernacular schools, race relations and the spirit of the Barisan coalition.

He stressed that the existence of Chinese and Tamil schools was not an obstacle to national unity.

“Nobody should challenge the rights of the Chinese and Indian communities to learn their mother tongue at vernacular schools.

“If we view the matter objectively, Chinese education is no longer solely about the Chinese community alone. Non-Chinese students studying in SJK (C) schools nationwide now comprise 12% of the total number of students,” he said.

Chong also called for Barisan to return to its founding principles, which was nationalism for all races.

“When MCA founder Tun Tan Cheng Lock talked about nationalism, it was for a Malayan nationalism; not for a Chinese type of nationalism. It was never about nationalism for one race. I believe that if Barisan goes back to the foundation laid by our founders, the rakyat will return to support us,” he said.

Chong also thanked Prime Minister Datuk Seri Najib Tun Razak for allocating RM50mil for Chinese primary schools and RM25mil for conforming schools in the Budget 2015.

“When we sang the Barisan Nasional party song earlier in the assembly, a line in the lyrics says Barisan is for all races and that touched me,” he said.

He lamented that every now and then, there seemed to be comments made by others that hurt the feelings of the Chinese and Indians by labelling them as pendatang (foreigners), penumpang (passengers) and even kaum penceroboh (trespassers).

“Wasn’t independence achieved 57 years ago as a result of all the main races in the country?

“Wasn’t the first thing that Tunku Abdul Rahman did upon returning to the country after dealing with the British was to meet with MCA president Tun Tan Cheng Lock?

“Didn’t MCA give its support to the Government in cracking down on the communists who disturbed the country’s peace in the 1960s?” Chong asked.

- The Star/Asia News Network

Umno’s Mohamad Azli cautioned over statement

PETALING JAYA: An MCA leader has cautioned a divisional Umno official against “crossing the line” in suggesting that next month’s Umno annual general assembly should discuss ending the Chinese vernacular school system.

MCA religious harmony bureau chief Datuk Ti Lian Ker said that Petaling Jaya Utara Umno division deputy chief Mohamad Azli Mohemed Saad should accept with an open heart the reminder that he gave him as it was in good faith.

“It is in my interest to caution politicians like Azli who are out to score political brownie points by picking on Chinese education, Chinese culture and who want to use the community as a ‘punching bag’,” he said.

“I did not overreact or become too emotional and I had merely cautioned a fellow comrade in Barisan Nasional not to cross the line,” Ti said, referring to a statement by Azli yesterday in which he denied that his suggestion was seditious.

Azli had said Ti lacked an understanding of Article 152 of the Federal Constitution on the position of the Malay language as well as other vernacular languages.

He said Ti and his colleagues should confront Pakatan Rakyat which had abused vernacular schools by using it as a political platform to brainwash the young to hate the Government.

Ti said that Azli could have expressed his misgivings in a constructive manner.

“The way he chose to react is not going to take the nation anywhere but is going to destroy the very foundation of our religious and racial harmony.”

“Our forefathers have already established the foundation of religious and cultural harmony in Malaysia and there are certain lines that we should not cross,” he said.

Ti said Azli had also wrongly accused him of lodging a police report on the matter.

It was MCA Youth, said Ti, that had lodged a report because they felt that Azli’s comment had breached Section 505 of the Penal Code which criminalises statements inciting communal ill-will.

Ti said Azli should stop being a “loose cannon” and urged him to focus on bigger issues that required their joint effort and attention. - The Star/Asia News Network

HOW ELSE CAN UMNO SURIVIVE? Don’t turn Chinese schools into political tool !

Umno Petaling Jaya Utara division deputy head Mohamad Azli Mohemed Saad accused Chinese primary schools of becoming hotbed for the opposition to spread racial and anti-government sentiments and thus, suggested that the Umno general assembly next month should discuss closing down Chinese primary schools.

Cheras Umno division chief Datuk Seri Syed Ali Al Habshee reiterated the call to abolish Chinese vernacular schools, claiming that the multi-stream education system was a breeding ground for racial discord.

Although the remarks are absurd, they are still supported by the Peninsular Malay Students Federation (GPMS) and Malay rights group Perkasa, reflecting the arrogant attitude and narrow thinking of some Umno members.

It is not uncommon to see politicians manipulate Chinese education issues to gain political capital.

However, remarks unfavourable to Chinese education have become increasingly intense in recent years.

From former Court of Appeal judge Datuk Mohd Noor Abdullah's suggestion of including Chinese education into the national school curriculum which teaches all languages to Deputy Minister in the Prime Minister’s Department Datuk Razali Ibrahim's remarks calling for no more request to build Chinese primary schools and now, Azli's remarks to abolish Chinese primary schools. Apparently, they are not isolated cases.

Singularism has been lingering in Umno and it is harmful to Umno, as well as Barisan Nasional.

It could even destroy national unity. Worse, advanced and more competitive countries have encouraged their people to master multiple languages in this era of globalisation, but our politicians are still embracing extreme singularism.


It is worrisome whether Malaysia can really turn into a developed country.

Chinese primary schools are an important part of the national education system.

Their teachers, syllabuses and teaching materials are all in line with the Education Ministry's curriculum. Just like national primary schools, the syllabuses of Chinese primary schools promote racial harmony and instilling loyalty, as well as patriotism.

It is shameful for politicians to make accusations out of nothing and frame Chinese primary schools as a hotbed of anti-government sentiments, just to gain political capital.

Article 152(1)(b) of the Federal Constitution clearly stated that '"no person shall be prohibited or prevented from using (otherwise than for official purposes), or from teaching or learning, any other language".

Moreover, among the current 600,000 Chinese primary school pupils, 15%, or 80,000 are non-Chinese.

The figure shows that Chinese primary schools are not a stumbling block to national unity, but schools cultivating national talents and attracting pupils of various races.

It is always the time for raising sensitive issues before the annual Umno general assembly is convened.

Some people try to act like a hero while some people make trouble, with different intentions.

But the acts of stirring racial issues have always gotten on the nerves of Chinese community. This time, its grassroots leaders made Chinese primary schools their target.

Apparently, there are other motives behind it, reflecting the internal power struggles in Umno and the approaching storm.

Former prime minister Tun Dr Mahathir Mohamad criticised Prime Minister Datuk Seri Najib Razak in his blog not long ago, declaring withdrawal of his support to Najib.

The move was like sending a clear message to Umno grassroots that they may openly challenge Najib during the general assembly in November.


Although he has stepped down, Dr Mahathir remains influential. The intention of pressuring Najib is obvious when his minions raise the "abolish Chinese primary schools" issue now.

The remarks made by Umno grassroots leaders, of course, cannot represent the government's stand.
However, the "abolish Chinese primary schools" issue has touched on the sensitivities of the Chinese community, triggering resentment and indignation.

Najib and his deputy Tan Sri Muhyiddin Yassin, who is also education minister, must not remain silent.

Instead, they should defend the status of Chinese primary schools to prevent the issue from getting out of hand. In addition, the authorities should also charge Azli and others who make such remarks with sedition, to set an example and eliminate extremist racial remarks.

 Source:  mysinchew.com/malaysia-chronicle.com

Wednesday, September 11, 2013

Many teachers not fit to teach, Malaysia Education Blueprint 2013-2025?




SHAH ALAM: About a third of English Language teachers in the country have been classified as “incapable” or “unfit” to teach the subject in schools.

Education Minister II Datuk Seri Idris Jusoh said such teachers had been sent for courses to improve their proficiency in the language.

“The ministry will also consider sending them overseas for exchange programmes to take up TESL (Teaching of English as a Second Language) courses,” he said during a dialogue session on the National Education Blueprint 2013-2025 held at the Karangkraf headquarters here yesterday.

Idris, who did not state the number of such teachers, assured that a good portion of them had enrolled in English courses locally.

Recently, it was revealed that about 70% out of the 60,000 English Language teachers, who sat for the English Language Cambridge Placement Test, performed poorly.

On allegations that the Government was sidelining vernacular schools through the blueprint, Idris denied this, saying “all schools were treated equally”.

“We do not sideline any party. In fact, the ministry encourages everyone to learn more languages. Be it Chinese, Tamil, French or Spanish, the government will be proud if a Malaysian can master these languages,” he stressed.

The United Chinese School Committees’ Association of Malaysia (Dong Zong) protested against the blueprint, saying that increasing teaching time for Bahasa Malaysia from 270 minutes to 300 minutes for lower primary and 180 minutes to 270 minutes for upper primary pupils was a move by the Government to eradicate mother tongue education.

- The Star/Asia News Network

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Tuesday, June 25, 2013

Winning education, America and China!

Providing a student with a taste of life in two of the most powerful and dynamic nations in the world is a winning combination.

I AM always being asked by anxious parents about where they should send their sons and daughters to school or university.

As a graduate of a British university, most people would expect me to be a big promoter of UK institutions.
In the past, that would have been the case, but nowadays I’m no longer so convinced.

Indeed, the smartest Malaysian parents have already anticipated changing trends, sending their offspring to the United States, especially schools on the East Coast (and Ivy League colleges).

At the same time, virtually every young Chinese Malaysian scion is expected to spend at least a year or so brushing up his or her Mandarin in Beijing.

Some even attempt courses at the city’s prestigious Peking University.

To my mind, it’s a winning combination: providing a student with a taste of life in two of the most powerful and dynamic nations in the world.

This doesn’t mean that I think American graduates (even Ivy Leaguers) are cleverer than their British counterparts.

If anything, they’re just more articulate and confident.

These are qualities, however, that tend to evaporate the moment they put pen to paper.

Indeed, I’ve never understood the educational value of multiple choice tests so in vogue in the American education system.

Why is this trend occurring?

Well, for one thing, American universities really score in terms of the money at their disposal and the incredibly diverse student body.

This in turn creates a superb and influential network for the future for their students.

At the same time, one of the most high-profile recent British graduates was Bo GuaGua, the son of disgraced Communist Party apparatchik Bo Xilai.

The young Bo studied at the elite British public school, Harrow, followed by Oxford University’s Balliol College.

When his father and mother fell so spectacularly from grace, GuaGua’s ostentatious ways and flamboyant educational choices were viewed as evidence of his parent’s waywardness and lack of discretion.

With China now the source of the world’s largest number of overseas students (surpassing even India), GuaGua’s disastrous stint in the UK may well prove to be a powerful disincentive for other parents in Beijing and Shanghai.

Indeed, a million Chinese students were studying abroad by the end of 2006 and in 2011 alone, 340,000 students headed overseas.

The shift may well take time as London remains an important financial capital despite its fading diplomatic leverage.

Still, the Great Power rivalry across the Pacific means that the United States possesses a powerful allure for Chinese parents as they seek to prepare their children for the future.

The children of China’s new rich can now be found in places like the Phillips Andover Academy (founded in 1778, the alma mater of President George W. Bush), its rival Phillips Exeter (1781) and the Groton School (1884, where President Franklin Delano Roosevelt studied).

They’re attractive to Chinese parents because it gives their children the edge for entry to Ivy League universities like Harvard or Yale.

Even Bo GuaGua headed to the Harvard Kennedy School (HKS) to study public policy after Oxford.

US Department of Homeland Security numbers indicate that there were 6,725 Chinese students in American secondary schools in 2011, compared to just 65 in 2006.

Overall, more than 157,000 Chinese students studied in America that year – a full 22% of the total number of foreign students there.

China again surpassed India as the largest source of overseas students for America in 2010.

Malaysia, in contrast sent just 6,190 students to America that year.

It would seem that many Malaysians still hanker for British educational institutions – perhaps to our disadvantage.

As this is being written, the best and brightest minds from the world’s two superpowers are rubbing shoulders in the schoolyards and lecture halls of America as well as, increasingly, China.

It’s always a good thing when young people come together.

Perhaps the long-feared clash between China and the West may not materialise after all as children from both compete in their respective elite institutions instead.

  Ceritalah
By Karim Raslan

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Monday, May 20, 2013

Right, bring back English schools would be a smart move for Malaysians


Bring back English schools

It is unhealthy for race relations when the student population in Chinese schools is 99.9% Chinese, Tamil schools is 100% Indian and national schools, dubbed Malay schools, is 80% to 90% Malay.

SERIOUSLY, the government should allow the use of English as a medium of instruction in schools again. If there are Chinese and Tamil primary schools alongside national schools, there is no reason for Malaysians not to have other options.

At present, the other option for better English proficiency is in private schools, which allocate more time for the teaching of English despite following the national school syllabus. However, it is an expensive option that only a few can afford.

Why should the right of Malaysians to study in English-medium schools be enjoyed only by those who can afford to study at international schools?

There are many good reasons for English-medium schools to be reintroduced, chief of which must surely be the language's neutral status whereby no one can claim ownership to it.

Older Malaysians who went to English-medium schools can testify that it was in such an environment that they made many friends of all ethnic backgrounds.

The English schools, as they were popularly referred to, were neutral grounds and were real cultural melting pots.

Friendship cultivated at primary school level among Malaysians of different races and religions would always be strong and deep. Our current primary school system basically does not provide such opportunities for our young ones to mix.

We do get to mix with one another later on in life, but working relationships that are untested or superficial are not true friendships.

Older Malaysians can narrate long stories of how they used to sleep over at their friends' homes, eating with their friends' families and parents of their friends treating them like their own children. These friendships continued even after they went to university, entered working life, and got married.

These are the kinds of friends who would be part of the wedding entourage, either on the side of the bride or bridegroom.

I am now 52 years old. I believe I was among the last batch of Malaysians who had the privilege of being taught in English.

While some may dismiss what I have said as elitist or an attempt to glorify English at the expense of the national language, let me set the record straight. In Form 6, I opted to study Malay Literature and sat for the exam in Upper Six, which was then called Higher School Certificate and is the equivalent of the STPM today. It was also the entrance exam into local universities. I also studied Islamic History.

During my first year at Universiti Kebangsaan Malaysia, I also chose Malay Letters as one of my three majors. At UKM, it is also compulsory to pass the Islamic Civilisation course, which was a basic course on Islam. I have also amassed a huge collection of books on Islam in my private library, and the works of Malay artists like Yusuf Ghani and Ismail Latiff continue to inspire me.

I dare say many of our politicians and leaders of so-called non-governmental organisations, who loudly make statements with racial overtones, do not even have such credentials.

But the point I am making is that more and more Chinese parents are sending their children to Chinese primary schools because they believe the standard of teaching and discipline in these schools is better. For the same reason, the number of Malay students at such schools has also increased.

But most Malay parents send their children to national schools where they form the bulk of the student population. Over the years, the national schools have been seen by many Chinese as becoming more religious in nature.

It's a Catch 22 situation. If the Chinese are shunning national schools, then the students in these schools would be predominantly Malay.

The Federal Constitution guarantees the position of Chinese and Tamil schools. No politician, whether in Barisan Nasional or Pakatan Rakyat, would dare to make any statement against these vernacular schools.

But the reality is that it is unhealthy when the student population in Chinese schools is 99.9% Chinese, Tamil schools is 100% Indian and national schools, dubbed Malay schools, is 80% to 90% Malay!

It is meaningless to talk about 1Malaysia when our children have no friends of other races in their formative years! Many Malaysians in their 30s and 40s now are already in this situation.

Just ask Malaysians at random how many real friends of other races, not colleagues, customers or bosses, they have. Be honest.

Is it any wonder then that the Malays are incredulous when they see Chinese Malaysians who can't speak Bahasa Malaysia well or even refuse to speak Bahasa among themselves?

The Chinese, on the other hand, still wonder why some Malay quarters continue to ask what else the Chinese want when they find that some policies are working against them and make them feel discriminated.

This is happening because race relations have taken a beating. The various races are not talking or trying to understand one another. Each side only sees its own viewpoint without appreciating that in a complex and plural society like ours, no one group can have its way completely.

We have churned out bigots in our schools. It also doesn't help that the various races are only watching channels in their own languages on Astro. The only time they probably watch the same channel is when an English Premier League football match is on.

If we are serious about restoring the standard of English in schools and improving race relations in this country, bring back the English-medium schools. Let Malaysians choose.

On the Beat by WONG CHUN WAI

Yes, bring back English schools

I AGREE with Wong Chun Wai’s views as expressed in his On The Beat column to “Bring back English schools”.

It is timely for our Prime Minister and his new Cabinet to seriously consider bringing back English-medium schools to help foster racial unity among Malaysians.

Racial unity begins in the most formative years of our children, which is the time when they are in primary and secondary schools.

This is the time when they can easily relate to one another as true friends without even thinking of race, religion or social background.

I am 51 years old and a practising Buddhist. I was educated in a mission school, the St Xavier’s Institution in Penang, of which I am very proud of until today.

During our formative years, we had many close friends of all races. We played games together with the Malays and Indians after school, and usually ended up enjoying their families’ home-cooked food and hospitality.

It was during such moments that we not only appreciated the spicy curry dishes, but we also learned about their cultures.

These fond memories and happy moments with classmates like Mohd Farid, Mohd Salmi, Razak, Ismail Manaf, Chandran, Ravi, Richard Clarence and many others are still vivid in my mind.

But my own children, who are now in their teens, are not able to share similar moments.

Another good reason to bring back English-medium schools must surely be to improve our command of the language, both written and oral.

Many of our local university graduates have a very poor command of the language.

As a human resource practitioner for more than 15 years, I have met many of these fresh graduates who cannot speak properly, or even complete a conversation in English during interviews.

They prefer to speak either in Bahasa Malaysia or Mandarin because they did not grow up in an environment where they could use English more frequently.

It appears to me that those who go to government schools are greatly disadvantaged in this respect when compared to their peers who go to private or international schools.

In my time, we have no choice but to speak in English, as that was our common language in school.

Bringing these schools back will also give us a global competitive edge and help the nation in its economic transformation programme.

By MICHAEL HEAH Penang

English-medium schools seen as right move 

 
The Penang Free School is the first English School in Malaysia that was started in 1816 (It's still around!). As the population grows, more schools were built ranging from the Straits Settlement of Penang, Perak, Selangor, Malacca and Singapore. This has benefitted the urban people as they received education from these English schools.

PETALING JAYA: Bringing back English-medium schools as an option would be a smart move, say many groups.

Sarawak Teachers Union president William Ghani Bina said English is a global language.

“If we want our children to be global citizens, there are no two ways about it,” said Bina when commenting on The Star executive director and group chief editor Datuk Seri Wong Chun Wai's On the Beat column on bringing back English-medium schools.

In his column yesterday, Wong said that the Government should allow the use of English as a medium of instruction in schools again.

Wong added that if there are Chinese and Tamil primary schools alongside national schools, there is no reason for Malaysians not to have other options.

At present, he said the other option for better English proficiency is in private schools, which allocate more time for the teaching of English despite following the national school syllabus.

Parent Action Group for Education (PAGE) Malaysia chairman Datin Noor Azimah Abdul Rahim said English is the language of knowledge.

“As our students are not being taught in English, what we see is a loss of opportunity to acquire knowledge,” she said.

Microsoft Malaysia Legal and Corporate Affairs director Jasmine Belum said English is the language of business and technology.

“We want to make sure that Malaysians are proficient so that they are not at a competitive disadvantage,” she added.

Malaysian English Language Teaching Association (Melta) president Dr Ganakumaran Subramaniam agreed, saying that English-medium schools does not mean converting to a non-Malaysian curriculum.

“We also need to remember that if English is the medium only at international schools, then we are polarising our students further.

“There needs to be equal opportunity,” he added.

StarEducate columnist Mallika Vasugi said the neutrality of the English language also acts as a binding agent.
“What we see now in secondary schools is that different races tend to remain separate, based on their language.

“But what we also see is that those who mix around the most are the ones who speak English,” said Mallika who is also an English language teacher.

By LUWITA HANA RANDHAWA educate@thestar.com.my