Implementation of English as the Medium of Education in Malaysian Primary Schools
IMPLEMENTATION OF ENGLISH AS THE MEDIUM OF EDUCATION IN MALAYSIAN PRIMARY CHOOLS.
My essay deals with the implementation of English as the medium of education in Malaysian primary schools between 2002 and 2009 and considers the advantages and disadvantages which have been observed during this period.
Malaysia belongs to the group of former colonies of the British Empire described by Braj Kachru as countries of the outer circle (Kachru, et al., 2009). Malaysian census figures show a population of 8 million in 1970 increasing to 28 million in 2010. During this time the urban population has increased from 26.8% in 1970 to 64% in 2010 with the rural population decreasing proportionately (Swee-Hock, 2007) and (Wikipedia, 2012).
According to Hewings (2012) in the years before independence in 1957 English was used in private schools for the education of the privileged classes and for British citizens, and also formed a compulsory part of the education in state schools alongside vernacular languages.
The three racial communities which formed the country were Malays, with a majority of 60% and the least advantaged, Chinese, in charge of commerce and finance with a representation of 25% and Hindu professionals at 7% (Hewings, 2012).
In 1963 with the creation of the new country called Malaysia, the new government made pre eminent the idea of the Malay people and the Malay language, and began to identify the Malay language as something which could confer identity on the new country (S. Bautista & Gonzáles, 2009).
Until 1969 English in education coexisted without problems with the vernacular languages but violent social upheaval against the Chinese minority in the same year forced prime Minister Mahatir Mohamed ‘in the interests of national unity and affirmative action for the bumiputras (children of the soil)’ (S. Bautista & Gonzáles, 2009, p. 131) to change the policy in favour of Malay ‘with future civil servants and university students having to pass advanced
My essay deals with the implementation of English as the medium of education in Malaysian primary schools between 2002 and 2009 and considers the advantages and disadvantages which have been observed during this period.
Malaysia belongs to the group of former colonies of the British Empire described by Braj Kachru as countries of the outer circle (Kachru, et al., 2009). Malaysian census figures show a population of 8 million in 1970 increasing to 28 million in 2010. During this time the urban population has increased from 26.8% in 1970 to 64% in 2010 with the rural population decreasing proportionately (Swee-Hock, 2007) and (Wikipedia, 2012).
According to Hewings (2012) in the years before independence in 1957 English was used in private schools for the education of the privileged classes and for British citizens, and also formed a compulsory part of the education in state schools alongside vernacular languages.
The three racial communities which formed the country were Malays, with a majority of 60% and the least advantaged, Chinese, in charge of commerce and finance with a representation of 25% and Hindu professionals at 7% (Hewings, 2012).
In 1963 with the creation of the new country called Malaysia, the new government made pre eminent the idea of the Malay people and the Malay language, and began to identify the Malay language as something which could confer identity on the new country (S. Bautista & Gonzáles, 2009).
Until 1969 English in education coexisted without problems with the vernacular languages but violent social upheaval against the Chinese minority in the same year forced prime Minister Mahatir Mohamed ‘in the interests of national unity and affirmative action for the bumiputras (children of the soil)’ (S. Bautista & Gonzáles, 2009, p. 131) to change the policy in favour of Malay ‘with future civil servants and university students having to pass advanced
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