The verdict is out! The Malaysian government has decided to revert the teaching of science & mathematics in both primary and secondary in English back to Bahasa Malaysia (BM); note that this is the second time the English-BM reversion has happened. GMP [Gabungan Mansuhkan PPSMI (Pengajaran & Pembelajaran Sains Dan Matematik Dalam Inggeris)], the movement who wanted BM to be used as the sole language of instruction in all subjects taught in school are rejoicing that the decision was made in their favor.
This begs the question: bagus ke tak bagus? My take: BAGUS!
Odd, you may think that I agree with the government's decision since I dreaded learning Fizik, Kimia, Biologi & Matematik Tambahan in BM (I was in the second last batch before PPSMI was implemented in 2003) and had to "translate" all this knowledge to English when I entered INTEC & later at Penn State University. I have to say I was one of the lucky ones to have been taught English by my family when I was small so I was competent enough to switch between languages when it matters.
Some of my friends who are currently studying in the States are against this reversal since they know the uphill struggle of going to and fro between BM and English especially in the field of science where technical terms and definitions are the norm. They might overcome the whole word translation shenanigan but weaving those jargons together into sentences, heck even essays, would present a greater challenge in an already independent environment that is of university life. But what about the millions of Malay, Chinese and Indian school-goers back at home: have we ever thought of what they are going through?
Syahredzan Johan made a good point that the problem with PPSMI was the poor implementation rather than the concept itself and this has caused major problems to the students and teachers ("Tikus-Tikus Ujian PPSMI") as the statistics have shown. His musings make sense and I would like to pull this issue into a larger context i.e. this is intrically connected with the tertiary education, the workforce and ultimately the Malaysian identity. Here's my breakdown of these three entities:
Tertiary Education
The problem arises post-SPM where colleges and universities are in a tug-of-war between teaching courses in BM or English since most text books in specialized courses are in English and no effort are being made to translate these books into BM. In some cases, you would have students reading English text books and BM notes from the instructors! Thus, a similar decision must be made in line with the non-teaching of PPSMI in school because you just don't want students to be still confused jumping from one language to another, do you?
Workforce
This is another area where the English-BM paradox applies. The over-emphasis of employers on an applicant's proficiency of English had struck fear onto people's minds that if you have major problems in speaking and writing in English, you can look forward to a career in flipping Ramly burgers. So, why take all the hassle learning in-depth BM when you already speak the language and when your future employers treasure English like the 16th-century Portuguese treasure Melaka?
Identity
And these two areas led me to the Malaysian mentality and identity; bangsa Malaysia. The paradox I mentioned just now surmises that we love our bahasa but somehow we put our colonial master's language as number one hence the problems in college syllabus and getting a job. Whose expectation was it that all Malaysians must be good in English? We are learning a totally different language and not everyone can master it even after 11 years of schooling. It's not a video game where you can master it in a couple of hours, it's a LANGUAGE!
This is a matter of self-realization and soul searching for each and every Malaysian to decide whether to put Bahasa Malaysia or English on the throne; if we collectively decide that BM is the king, implement a pro-BM policy for the whole nation i.e. prioritize our mother tongue in books, billboards, forums and resumes. Of course you can still learn English (or any other language as guaranteed by the Perlembagaan) and strive to be fluent at it but at the rate we were going, we are as much eroding our own cultural identity as we are ignoring our language.
Remember: Bahasa Jiwa Bangsa.
This begs the question: bagus ke tak bagus? My take: BAGUS!
Odd, you may think that I agree with the government's decision since I dreaded learning Fizik, Kimia, Biologi & Matematik Tambahan in BM (I was in the second last batch before PPSMI was implemented in 2003) and had to "translate" all this knowledge to English when I entered INTEC & later at Penn State University. I have to say I was one of the lucky ones to have been taught English by my family when I was small so I was competent enough to switch between languages when it matters.
Some of my friends who are currently studying in the States are against this reversal since they know the uphill struggle of going to and fro between BM and English especially in the field of science where technical terms and definitions are the norm. They might overcome the whole word translation shenanigan but weaving those jargons together into sentences, heck even essays, would present a greater challenge in an already independent environment that is of university life. But what about the millions of Malay, Chinese and Indian school-goers back at home: have we ever thought of what they are going through?
Syahredzan Johan made a good point that the problem with PPSMI was the poor implementation rather than the concept itself and this has caused major problems to the students and teachers ("Tikus-Tikus Ujian PPSMI") as the statistics have shown. His musings make sense and I would like to pull this issue into a larger context i.e. this is intrically connected with the tertiary education, the workforce and ultimately the Malaysian identity. Here's my breakdown of these three entities:
Tertiary Education
The problem arises post-SPM where colleges and universities are in a tug-of-war between teaching courses in BM or English since most text books in specialized courses are in English and no effort are being made to translate these books into BM. In some cases, you would have students reading English text books and BM notes from the instructors! Thus, a similar decision must be made in line with the non-teaching of PPSMI in school because you just don't want students to be still confused jumping from one language to another, do you?
Workforce
This is another area where the English-BM paradox applies. The over-emphasis of employers on an applicant's proficiency of English had struck fear onto people's minds that if you have major problems in speaking and writing in English, you can look forward to a career in flipping Ramly burgers. So, why take all the hassle learning in-depth BM when you already speak the language and when your future employers treasure English like the 16th-century Portuguese treasure Melaka?
Identity
And these two areas led me to the Malaysian mentality and identity; bangsa Malaysia. The paradox I mentioned just now surmises that we love our bahasa but somehow we put our colonial master's language as number one hence the problems in college syllabus and getting a job. Whose expectation was it that all Malaysians must be good in English? We are learning a totally different language and not everyone can master it even after 11 years of schooling. It's not a video game where you can master it in a couple of hours, it's a LANGUAGE!
This is a matter of self-realization and soul searching for each and every Malaysian to decide whether to put Bahasa Malaysia or English on the throne; if we collectively decide that BM is the king, implement a pro-BM policy for the whole nation i.e. prioritize our mother tongue in books, billboards, forums and resumes. Of course you can still learn English (or any other language as guaranteed by the Perlembagaan) and strive to be fluent at it but at the rate we were going, we are as much eroding our own cultural identity as we are ignoring our language.
Remember: Bahasa Jiwa Bangsa.