| So much has been discussed and debated over the use of language in education, unity and nation- building. While it is good and proper for a nation to adopt a national language policy and pursue its use so as to reflect its role, it should not have been done at the expense of English, especially so in an era where globalisation demands greater access to global markets and businesses.Countries all over the world where English is not widely used realise the importance of mastering English and great efforts have been made to pursue this – China, Japan, Russia and you name it!No one has questioned the role and importance of Bahasa Malaysia as the national language and I am sure most of us, Malays and non-Malays alike, have accepted the important role of Bahasa Malaysia, and this is well reflected in the fact that most Malaysians have learnt and mastered the language well. Attaching greater importance and attention to learning English does not make one less patriotic or nationalistic.What went wrong with its implementation in the 70s was the simultaneous de-emphasising of the English language, so much so the standard of English of many students who completed SPM in the 1980s and after showed a significant drop. What we have today is a pathetic scenario as far as the standard of spoken and written English is concerned, including the proficiency of English amongst editors of the media.
With the frequency of the use of SMSes and the Internet chat-rooms, where short forms are a norm, there is only one predicted outcome in terms of English language skills – further deterioration. The call to re-introduce English medium schools is out of the question as this contradicts the national education policy. If allowed, it would be interesting to see how this would affect the racial composition of such schools. Would this result in greater racial polarisation?
The most sensible approach would be to step up the teaching of English in all schools and this enhancement exercise needs proper and systematic planning and implementation, different from the ad hoc practice of the past. This would entail
1. Planning manpower needs – the number of teachers required for the whole exercise, including suitability of candidates. Teachers sent for such training must be suitably qualified in the first place.
2. Proper training – local or overseas, as well as type, duration and suitability of programme
3. Proper supervision and monitoring – we are, after all, noted for poor supervision and monitoring (projects, buildings and programmes). The inspectorate division must revert to its original role of overseeing proper delivery and the maintenance of quality and standards.
We hardly see inspectors performing this role these days. Instead, they get tied up with going through reports on ‘Excellent Schools’ (Sekolah Cemerlang) and the physical beauty of schools more than their actual role.
A prominent academic has also advocated doing away with vernacular schools. This view makes sense only when the national school system has the means to accommodate adequate and appropriate development of the Chinese and Tamil languages, which means increased teaching periods and better trained teachers in these two languages in the national schools.
This is possible only when a major revamp of the school system is effected, such as having single session schools and at the same time, stretching school hours to beyond the current hours, which will translate into longer studying hours for school children and teachers. Or the education ministry may want to review the structure of the entire school syllabus and in the process, adjust duration requirements for every subject and incorporate Chinese and Tamil Languages as additional subjects.
Just abolishing vernacular schools is out of the question, as globalisation and greater mobility amongst the work force demands mastery of more than just Bahasa Malaysia and English.
Unity is another hot topic lately and discussions on ways and means of forging unity have always been shallow and narrow. Schools in the 50s and 60s had children of various races learning and playing together without reservations. We just treated each other as classmates – we joked, we laughed and we competed healthily, without any notion of a classmate’s colour and race. Race and colour only reared its ugly head much later, when discriminative policies made it so.
We understand and we accept the fact that the weaker segment of the populace should receive assistance and we ourselves are prepared to extend a helping hand. But when all these were carried out at the expense of the non-Malays, which should not have been the case, then these would invariably invite adverse reaction.
In other words, extreme implementation of certain policies – in education, jobs and contracts served to drive a divisive wedge into unity – one that makes us view ourselves more as Chinese or Indians than Malaysians. Had the assistance been given out on a more balanced mode, the objection and rejection could have been less and unity would not have been so badly affected.
And this is exactly why thousands of brainy Malaysians opt not to return to Malaysia year after year. This brain drain cannot be attributed to just poor incentives and packages, as often alleged. Again, those who brainstorm on ways and means of attracting these highly qualified professionals back to Malaysia are harping on peripheral issues when they conclude each session with better packages and incentives.
These people, mainly politicians, for reasons only known to themselves, simply do not have the political will to face up to reality. The more important and critical issue are government job prospects and promotion policies whereby a non-Malay hits the ceiling at 40 or so, despite being more qualified and experienced.
Remove extreme policies in the civil service and once this happens, I am very sure many non-Malays would opt to join the teaching service, the police force, the army, etc. Singapore came out with a bright idea of recognising our medical degrees recently. Many doctors are aware of the high standards demanded of them should they opt to work in Singapore.
Hence, only the cream of Malaysian qualified doctors would want to apply and even then, they would need to get past pre-job interviews. And many qualified doctors have opted to work in Singapore since.
Let us now take a step back and review the issue of language and unity in a more holistic way. Cast aside political selfishness, racial sentiments and look at the issue from a more practical and academic perspective and do justice to our younger generations. Just take a look at ministers and high ranking officials who struggle to say something simple in international meetings and conferences. It is simply pathetic.
Yes ! Lets switch to English. |
