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Use of English: Focus on improving teaching of language instead
By : DATIN DR AZIZAH ABDUL RAHMAN, Petaling Jaya

MONTHS of debate on the teaching of Science and Mathematics in English (PPSMI) have
not yet led to any decision by the Education Ministry.

PPSMI is about the teaching of Science and Mathematics in primary schools.

As teachers have been taught during their training, and reminded again and again during their
career by members of the inspectorate and other supervisors, the act of teaching should result
in learning.

In the case of PPSMI, the teacher's aim should be that at the end of her teaching, her pupils
have learnt whatever she has taught. The learning that occurs here could be spelt out as the
acquisition of knowledge, skills, comprehension and values.

Learning being the desired result of teaching, some questions we should ask are: at the primary
level, in what language should Science and Mathematics be taught to facilitate (a) the
acquisition and understanding of scientific facts; (b) the mastery of mathematical skills; (c) the
encouragement of application; and (d) the nurturing of values, such that primary children will
grow up to be citizens sensitive to the needs of preserving the environment?

Clearly, for such learning to take place, the teaching must be in a language understood by the
learners, a language they would have acquired at home.

It does not help them if at the early stage they are expected to learn new facts and skills in a
language foreign to them. It is not even fair to them, for the language itself could be a barrier to
learning.

If we compare children from middle-class English-speaking homes to kampung and estate
children, it may be inferred that PPSMI practises inequality of access to education. In addition,
for learning to take place, there has to be effective teaching.

When PPSMI was introduced, the ministry hurriedly trained trainers who then trained the
teachers of Science and Mathematics in schools to teach in English, irrespective of their
English-proficiency level. Over the years, many more training courses have been held.


But, as I have said earlier, the teaching of Science and Mathematics embraces more than the
mere acquisition of knowledge and facts.

It is doubtful whether teachers with limited English vocabulary and expression could motivate
children to learn beyond drills to answer exam questions.