Mariam Mokhtar
Published: Jun 14, 2024 1:00 PM
COMMENT | Blame the two Rs (race and religion) for the decline in English proficiency, in a slump which did not happen overnight, but had been steadily going downhill for many decades.
Soon after Merdeka, Umno nationalists used the two Rs to brainwash ignorant Malays.
Malaysians who spoke English were labelled “unpatriotic”, and Malays were eager to learn Arabic because the language of the prophet could possibly “fast track” them to heaven.
To address the decline, previous governments brought in teachers from around the globe to teach English in our schools.
Did the specially imported teachers from America, the United Kingdom, Australia, India and Oman, produce the desired results? Did a crony company benefit from this “import”?
Prime ministers treat the symptoms of the decline but are reluctant to treat both the symptoms and the cause. Prime Minister Anwar Ibrahim is no different.
When his Singaporean counterpart Lawrence Wong (above) came on a state visit to Malaysia, Anwar discussed the possibility of Singaporean teachers coming to Malaysia to teach English and other subjects.
Anwar failed to provide the details of his proposal. Moreover, what would this knee-jerk reaction achieve? It is a short-term, expensive solution.
National Union of the Teaching Profession president Aminuddin Awang disagreed with Anwar’s plan. He said Malaysia had enough local graduates from both public and private universities who could address this shortfall.
Former minister Rafidah Aziz suggested engaging retired English teachers and reviewing the teacher training syllabus to include English competency and the school syllabus to include English proficiency.
Published: Jun 14, 2024 1:00 PM
COMMENT | Blame the two Rs (race and religion) for the decline in English proficiency, in a slump which did not happen overnight, but had been steadily going downhill for many decades.
Soon after Merdeka, Umno nationalists used the two Rs to brainwash ignorant Malays.
Malaysians who spoke English were labelled “unpatriotic”, and Malays were eager to learn Arabic because the language of the prophet could possibly “fast track” them to heaven.
To address the decline, previous governments brought in teachers from around the globe to teach English in our schools.
Did the specially imported teachers from America, the United Kingdom, Australia, India and Oman, produce the desired results? Did a crony company benefit from this “import”?
Prime ministers treat the symptoms of the decline but are reluctant to treat both the symptoms and the cause. Prime Minister Anwar Ibrahim is no different.
When his Singaporean counterpart Lawrence Wong (above) came on a state visit to Malaysia, Anwar discussed the possibility of Singaporean teachers coming to Malaysia to teach English and other subjects.
Anwar failed to provide the details of his proposal. Moreover, what would this knee-jerk reaction achieve? It is a short-term, expensive solution.
National Union of the Teaching Profession president Aminuddin Awang disagreed with Anwar’s plan. He said Malaysia had enough local graduates from both public and private universities who could address this shortfall.
Former minister Rafidah Aziz suggested engaging retired English teachers and reviewing the teacher training syllabus to include English competency and the school syllabus to include English proficiency.
We made the same suggestion many years ago, but no one listened.
We can’t blame the nationalists because a complacent public allowed extremist and self-serving leaders to dominate almost every area of our lives, including education.
At independence, the English spoken in our schools was relatively fluent. Many graduates became English teachers and continued the tradition of delivering fluent English. I know this because many of my school friends have become teachers.
However, affirmative action policies destroyed their teaching careers in public schools.
Affirmative action policies
The affirmative action policies after the May 13 riots unfairly treated many non-Malay teachers and lecturers.
They were sidelined for promotion. Non-Malay teaching staff at Mara colleges and universities were dropped. Some left and sought work overseas, while others taught until retirement or resigned and set up private tuition centres.
Back then, teaching was a respected, noble profession and one chose it because one cared for the children’s future and to contribute towards nation-building.
Today, our universities churn out thousands of graduates some of whom take up teaching only as a last resort. They failed to qualify for other disciplines and teaching was preferential to unemployment.
When the British left Malaya, many Malaysians could speak English well. We were the envy of Southeast Asia, possibly even the envy of Asia. At universities abroad, our graduates were highly respected.
Soon after Merdeka, the Umno/BN administration politicised education and language became a very sensitive subject.
Promoting Bahasa Malaysia was a vote winner with the Malay electorate and selfish politicians were prepared to sacrifice our children's futures to prolong their political careers.
In the 1970s, Tan Chee Khoon, one of the founders of the Gerakan party, predicted the threat posed by nationalists who opposed the use of the English language.
His prophecy has come true, and today, we reap the results.
In the 1970s, many gullible Malay parents believed in the propaganda of linking speaking English with patriotism.
Although the decline in English proficiency cannot be attributed to one single factor, the government’s affirmative action policy is perhaps a major contributor.
The irony is that today, many Malays cry discrimination and complain about the difficulty of getting jobs in the private sector, or with multinational companies.
Dr Mahathir Mohamad dumbed down our education system in favour of affirmative action policies.
Muted voices
The decline began in the seventies.
Most of the former ministers like Razaleigh Hamzah, Musa Hitam, Rafidah, Anwar, Muhyiddin Yassin and the older politicians will have foreseen the destruction which Mahathir unleashed on Malaysians. Where were their voices then?
Why didn’t senior civil servants and university heads speak out too? Today, many of them are vocal about the decline in English. Yesterday, they were mute.
Why didn’t prominent, influential Malaysians in banking, business, and industry alert the then-PM and his cabinet? What stopped them?
All of them were too busy climbing the greasy social and political ladder to reap the benefits/riches in post-Merdeka Malaysia.
They are part of the problem and when one reads about their lengthy suggestions in various WhatsApp groups, it is difficult to contain one’s cynicism.
They were in power and could have done something about it, but many preferred to protect their rice bowl. Today, we observe the destruction caused by their apathy.
The affirmative action policies damaged our education system. Pass marks were lowered. Limited scholarships for non-Malays. Introduction of racial quotas.
Meritocracy ignored. Speaking English is considered unpatriotic. Flip-flopping between English and Malay for teaching Science and Mathematics. Poor quality teachers.
Education Minister Fadhlina Sidek has made a mess of the Dual Learning Programme. Elite schools can ignore her latest DLP updates, but other schools must strictly abide by her rules.
If you want to destroy a nation, just tinker with the education system. It’s like watching a car crash in slow motion.
MARIAM MOKHTAR is a defender of the truth, the admiral-general of the Green Bean Army, and the president of the Perak Liberation Organisation (PLO). Blog, X.
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