想念

不知不觉，半年就要过去了。
学校也开始放假了。
这半年来，极少上网聊天或上部落格写写生活点滴。

人说放假是最好让一个人平静及思索的好似光。
可是我在这里依然有很多事情要做，但是基于放假的原因，内心总是想刻意逃避逃避。
等到时间上无法让你逃避后才面对残酷的现实。

其实，也蛮想念远方的朋友……
不晓得大家过得如何？
好像与大家聚聚会或谈谈天，以便大家可以了解彼此的生活点滴。

朋友们，有机会一起出来聚聚会吧！

PPSMI

PPSMI

For the past two and a half decades in Malaysia, the national language (Bahasa Malaysia) has been the medium of instruction for mathematics and science from Primary One to Form Six in National Schools or Sekolah Kebangsaan (SK). However, these subjects were taught in the mother tongue languages in Chinese and Tamil school curriculum and are taught from Primary One till Form Five and as elective subjects in Form Six. However, in January 2003, the Government changed the medium of instruction of these subjects from Bahasa Malaysia or the mother tongues of Chinese and Tamils to English. This new “Teaching and learning of Science and Mathematics in English” (Pengajaran dan Pembelajaran Sains and Matematik dalam Bahasa Inggeris – PPSMI) policy was implemented in all schools beginning with Primary One, Form One and Lower Six. This was to be gradually extended each year to all levels of the school system. The changeover is to be completed by 2008 for all primary and secondary schools in Malaysia.

The government’s decision of implementing the teaching of mathematics and sciences in English was backed by the reason of rapid development of these fields, whereby most of the relevant information is rendered in English. It is believed that our students will be able to learn through various channels and master knowledge in mathematics and science, thus elevate their competitiveness at international level. Meanwhile, measures of using English as the medium of teaching is also alleged to enhance the master in English of our new generation. [2] However, the decision was made hastily, without any relevant academic studies to prove the rationality and feasibility of the measures. As a result, the implementation of this policy has caused widespread discontent of people of all races, and has also encountered strong opposition from non-governmental organizations and political parties that represent the interests of the people.

Perception of teaching Mathematics and Science in English from Chinese community
The government has been putting forward various policies and Education Acts at different stages with the aim to eliminate Chinese Education in our country. The Chinese education was clearly undermined when the PPSMI policy was announced. The policy was regarded as a transition policy in an attempt to erode the Chinese primary schools, so as to weaken or destroy the mother-tongue educations of all races eventually , and effectively forcing all people from different ethnicity to accept Malay language as the main teaching medium. Dong Jiao Zong (DJZ) launched a series of protests to express opposition to the implementation of PPSMI. A booklet named “The Last Defense Line” was compiled using newspapers cuttings from May 2002 until April 2003 by DJZ as the mean of to educate the public on the consequences of implementation of PPSMI. Subsequently, DJZ also published “Can Teaching of Mathematics and Sciences in English Work?” that records the development of PPSMI with analysis on the impact of the policy to the Chinese primary schools.


Chinese primary schools started the “2-4-3” scheme, that was later replaced by “6-2-3-2” scheme to implement bilingual education programs in mathematics and science. It is a coercive political directive which arrogantly disregards the teaching profession, by vigorously imposing the use of language other than the mother tongue to teach non-native knowledge of subjects measures. Many of the teaching profession and research studies show that it is not only not intended to increase English proficiency of good practice, would reduce the number of students in the management level, and thus endanger the status of mother tongue education. In addition, the Dong Jiao Zong also on December 10, 2005 (International Human Rights Day) at the Dong Jiao Zong Education Padang called "against the British mathematics" of the General Assembly. The success of those same calls against the British policy of mathematical groups, especially the Malay community and the Indian community, but was not suppressed voices emerge to unite the groups or individuals.

Poll Study on the Teaching of Mathematics and Science in English
To gain support from all ethnic communities, Friend of Suaram (FOS) Johor formed an action committee, which comprised Johor PAS Youth, Semparuthi, Unit Amal PAS Johor, Teras Johor, JIM Johor, Gamis Johor and FOS Johor to conduct survey on this issue in July 2007. The poll study resulted in a study report, which together with a memorandum endorsed by 53 groups, were submitted to the ministry of education. The study report found that up to 68.4% among teachers disagree with the policy of teaching mathematics and science in English and regard it as an unwise policy. In addition, 90.6% of the teachers opine that teaching mathematics and science in mother-tongue language is more effective. Among students, 84.6% of them can understand better the exam questions in mother-tongue language, which 88.5% of them prefer exam questions to be in their respective mother-tongue language.

The study report found that teachers were more cautious in participation of the poll study. Primary school teachers are in general capable of teaching mathematics and science in English. Compared to the national schools, teachers in Chinese-type primary schools encounter more difficulties and are more loaded in their work. When comparing the effectiveness of mother-tongue languages and English as the instruction medium, most of the teachers prefer the former. In addition, student is the main victim of the policy. Under the “2-4-3”scheme, learning of mathematics and science in two languages are made compulsory for students in the Chinese-type primary schools. We contended that the proposal is a political compromise on an education matter where rights of the students of national schools to learn mathematics and science in mother-tongue are deprived. Thus, it is comprehensible that most of the students remain to prefer sitting the UPSR in their respective mother-tongue languages.

The study report found that teachers and students agree more to the necessity of teaching mathematics and science in their respective mother-tongue languages. After 5 years the policy being in place, whether English proficiency of students has been improved remain unclear even though it is with full force participation of teachers. Although the poll study is confined to Johor state, it can however be reasonably assumed to reflect the situation of all primary schools across the country. Therefore, the government should immediately revise and abolish the policy.


Effort of the Action Committee in conducting the poll study was finally recognized by the ministry of education. In August 4 2008, the committee submitted a full study report and a memorandum to the ministry of education. It was accepted by Mohd Sallehhuddin Hassan, (Setiausaha Bahagian Khidmat Pengurusan). The committee members were subsequently invited to a round-table meeting on the teaching of mathematics and science in English. The committee attended the round-table meeting and conveyed its demands, which are, 1) repeal the teaching of mathematics and science in English. 2) restore the respective mother-tongue languages as the medium of instruction for mathematics and science in all primary schools. 3) respect the rights of people to receive education in their mother-tongue language.

Gabungan Mansuhkan PPSMI (GMP), a coalition formed on January 13 year 2009 by some Malay cultural groups, called for the revocation of the compulsory use of English in teaching Mathematics and Science in primary schools.

It shows that not only the Chinese and Indian communities strongly oppose to the policy, but the Malay community, by reason of their own practical experience, also realized that such policy is unreasonable, and detrimental to the development of the nation as well as the language and education of every community. As a result, the Malay community has also decided to oppose such policy.

The current development also illustrates that the struggle of the people of various communities for their right to mother tongue education in primary and secondary school levels. The position taken by them in the struggle for the survival and development of the mother tongue education are reasonable and appropriate beyond any doubt.

The formation of GMP and its activities illustrate that discontent among the Malay community towards such policy has galvanised them into an organized force. They must make it clear that their ultimate objective is to revive the use of mother tongue of each community in the teaching of Mathematics and Science. The national language (the Malay language) is not to replace English as the sole medium of instruction.

Only by way of stating its stand and approach with certainty, can the doubt or anxiety of non-Malay communities be removed, and only then can unity be forged and a formidable force of the people of various communities be developed, with a view to achieving success in the common cause of doing away with the policy of using English for teaching Mathematics and science in primary schools.

Therefore, Suaram JB/FOS took initiative to approach Gabungan Mansuhkan PPSMI (GMP) and explicitly conveyed our stand to abolish the teaching of mathematics and science in English, and to restore the mother-tongue languages as the teaching mediums for the respective school types. In correspondence, GMP claimed to respects the rights of all races to mother-tongue education. In their letter reply, GMP opined that each ethnic, the Malay, the Chinese and the Indian would learn mathematics and science in Bahasa Melayu, Mandarin and Tamil respectively after abolition of the policy. However, we contended that it did not rightly reflect the wills of all communities, which calls for the Bahasa Melayu, the Mandarin and the Tamil as the teaching medium of national schools, Chinese-type schools and Tamil-type schools respectively. As GMP may not be able to understand the distinction between two propositions, and probably due to the time constraint, we did not receive further reply from GMP. Anyway, since the rally in March 7, interactions between the Chinese groups who took part in the rally and GMP has been promoted. We confirmed that our action managed to unite people of all communities, and inculcated exchange of thoughts and views with groups and individuals of the Malay cultural community.
Obviously, implementation of the teaching of mathematics and science in English introduced obstacles to teaching and learning in primary schools of all types. From the discrete voice of oppositions across the country to the mobilization of mass rally in March 7 by the Malay cultural groups, momentum of the opposition to the policy was built up to the point the government could not ignore. Consequently, the government was forced to scrap the policy in stages, beginning from 2012. However, the victory is minor as the national policy remains committed to the “final goal” where Bahasa Melayu would be made the sole medium language in all schools, which concerns the ethnic minorities who are non-Malay.

Lim Lian Geok, the father of Chinese Education in Malaysia had said: “In the multi-ethnic country, the union fraternity peaceful cooperation is a very important principle, but all in all must be constructed in the basic of equality. An equal rights is the most important then life. In other words, all requests need to "equal" basis. Lim Lian Geok stressed that relations between the countries and people from the point of view, is the advocate of national independence, equality, people's solidarity, mutual tolerance, mutual help and coexistence idea to build the motherland.

Malaysia is a multi-ethnic country. Each community is entitled to equal treatment. All ethnic minorities, including the Chinese, the Indian, the Kadazan-Dusun, the Iban etc, should each have the fundamental right to teach in and learn its own language.

We strongly advocate the revival of the use of mother tongue in teaching Mathematics and Science, that is, the use of Chinese as the medium of instruction in Chinese schools, and the use of Tamil in Tamil schools. When conditions allow, even the other ethnic minorities (such as Kadazan-Dusun and Iban), should have the opportunity to receive education in their mother tongue.

Any education system and policy advocating forced assimilation (that is, not natural assimilation) of any ethnic group is not in conformity with the fact that Malaysia is a multi-ethnic and multi-cultural country. We hope the people of all ethnic communities will sincerely and jointly work for the right to mother language education for all.

We vehemently oppose any national cultural policy advocating “dominance of the Malay culture to the exclusion of the cultures of other ethnic communities”. Similarly, we are strongly opposed to any education system based on a single culture and language.

In the present age of globalization, a complete review of our education system for the purpose of embracing the notion of pluralism, openness, freedom and progress is desirable. We need an education system that provides well-rounded education for all individuals, an education that caters for social needs, an education that nurtures innovation, motivation and skill-learning among students.

We are against manipulation of education as a means of subjugating others. The Education Act 1996 fails to provide fair treatment for the Chinese, the Indian and other ethnic minorities in the development of their respective mother tongue education.


As a result, hegemony UMNO / BN dominated political, Economy, cultural and Education spheres. UMNO lead BN government or interest group was main enemy of all ethnic groups in Malaysia. Racism political party will never compromise especially in the Education sphere. This is because by mother tongue language education, we learnt to know our cultural. Cultural is the dignity of any ethnic group. The spiritual of any ethnic group to fight for justice will totally loss if they were facing forced assimilation, finally deprived rights to learn mother tongue language. Racism political party was standing aside to deprive and ignore the interest of any ethnic group. Thus, they even hope to pull out the spirit fight of yours.

We believe, Anti-PPSMI demonstration held on 7th March was a good sign for all. It was proved that every attendant helped and consulted mutually by those who had seen the use of water cannons and tear gas being deployed by the police during Anti-PPSMI demonstration. We were also gave a pinch of salt to those who needed, irrespective of race. The main was to call for abolition of PPSMI. However, we resolutely to emphasize in the principle of respect each other mother tongue language and cultural. Hence, agreed of all ethnic should have the fundamental right to teach in and learn its own language surely get wide range support.

Conclusions:
Abolition of teaching mathematics and science in English is the results of the struggle for the rights to mother-tongue education. Only through the people’s actions in expressing their opposition that those in power would respect the fundamental rights of people and irresponsible policy would be abolished. Similarly, only by rejecting the communal politics sponsored by UMNO that the developments of culture and education of all races would enjoy equality under the national cultural and linguistic development.

争取母语教教育权利是各族人民的基本权利

争取母语教教育权利是各族人民的基本权利

英语教授数理政策的实施背景
70年代末，马来西亚国民学校（Sekolah Kebangsaan）小学一年级至中学六年级（或大学先修班）的数学和科学，一直是以国语（马来西亚语）为教学媒介语。在国民型华文和淡米尔文小学，从一年级到六年级，这两个科目则是采用母语母文教学。不论是在国民或国民型学校，从小一直到中学，这两科都是必修科目，到了中六（大学先修班）则是选修科。然而，从2003年1月开始，政府仓促的把这两科的教学媒介语从原本的国语或母语（华语或淡米尔语），改成了英语。这项新的“英化数理教学”（Pengajaran dan Pembelajaran Sains dan Matematik dalam Bahasa Inggeris）政策最初从小一、中一和先修班一年级开始实施，每年往上延伸，最终将落实到每一个年级。计划到了2008年，这项政策将全面落实到全国所有国民和国民型中小学。[1]


政府推行英语教授数理的理由是数理和科学领域发展迅速，而这当中绝大部分有关的资料，都是以英文来呈现。为了确保我们的学生能通过种种管道吸取这些信息，以掌握好数学和科学的知识，进而提升在国际上的竞争能力，政府决定推行以英文作为教学媒介语的措施，并借此培养具备英文掌握能力的新时代。[2] 政府仓促之下作出决定实施英语教授数理政策，而且没有提出相关的学术研究报告来证明这项措施的合理性和可行性，给与的理由又前言不对后语，不知道他们是为了提高英文水平还是数理科水平，显然难于服众。因此，这项政策的执行，引起各族人民普遍不满，遭遇各族民间组织和代表各族人民利益的政党强烈反对。


华社对于英语教授数理政策的观点
无论是独立前或是独立后，政府都在不同阶段提出旨在于消灭华文教育的种种政策以及教育法令，这项新的数理英化政策宣布以来，最深刻感受到受威胁的依然是华人社会。在华人社会里，我们视之为一种过渡期政策，企图侵蚀华小这一块，从而达到削弱或消灭其它语言，并强制所有族群接受国语或马来语为主要教学媒介语。董教总针对英语教授数理政策发动了一系列的抗议活动。董教总通过剪报2002年5月至2003年4月编制《最后防线》手册，以让社会大众识清小学数理英化的真正目的。接着，教总也编排了《英语教数理科行吗？》，记载英语教授数理政策的发展状况以及分析该政策对华小的冲击。

董教总认为，华小在政府的指示下，开始通过“2-4-3”（后来以“6-2-3-2”方案取代之）双语教学方案来落实以英文教授数理科的措施，只是一项以强势政治手法，不顾教育专业，硬硬地把原有的各源流的母语教学改用以非母语教授知识科目的措施。而且许多教育专业者以及研究报告都显示它不但不是提高英文程度的正确作法，反而降低学生的数理水平，进而危害母语教育的地位。此外，董教总也于2005年12月10日（国际人权日）在董教总教育中心大草场号召“反对数理英化”大会。这项号召成功把那些同样反对数理英化政策的群体尤其是马来社群以及印裔社群，但是却被压制而没有浮现出来的声音的团体或个人团结起来。

民间团体成立问卷调查行动委员会
收集学生及老师就数理英化的看法
大马人民之声（新山支会）属下的柔佛州人民之友工委会（Friends of SUARAM Johor）也针对数理英化政策在有限的范围内，争取其他友族的支持，于2007年7月份成立母语教育问卷调查行动委员会以收集学生以及老师就数理英化政策的看法。行动委员会由七个组织成员组成。他们是柔佛州回教党青年团、大红花之友（柔佛）、回教党志工队（柔佛）、柔佛州马来核心组织、大马回教宗教协会（柔佛）、全马回教大学联合会（南区）以及大马人民之声（新山支会）。《报告》完成后，行动委员会前往我国教育部提呈一份由53个签署团体的备忘录和一份完整的《报告》。《报告》调查结果，显示共有68.4%的教师不赞成政府实施英语数理教学政策，并认为是不明智的政策。另外，90.6%的教师认为以母语教授数理比英语教学更有效。学生方面则有84.6%认为更了解以母语出题的教学考题；88.5%的学生希望考试题目是以母语出题等。

《报告》发现，教师在此次官方政策的问卷调查上表现谨慎。小学教师们大致上有能力运用英语教授数理。相较于国小，华小教师在执行工作时感到比较困难与负担。对于比较母语和英语教学的有效性，大部分教师们倾向选择母语教学。此外，学生群体是数理英化政策的最主要受害者。华小学生更被迫在所谓的“2-4-3”方案，以双语学习数理。我们相信这是方案只是作为在教育事务上，政治协商的产物而已。许多国民小学学生以母语母文学习数理科的权利被剥夺了。因此，大部分的学生仍旧希望使用母语母文应考小六鉴定考试。

报告发现小学教师和学生比较认可以母语教授或学习数理科的必要性。在教师落力 参与下，政府推行了五年的小学英文教数理政策，是否提升学生英文水平方面仍存在很大争议。虽然调查报告只在柔佛州进行，但其实它有助于反映全国各小学的实况，所以政府有必要马上停止并且检讨这项政策。

恢复母语教数理行动委员会一年来的努力即针对英语教数理政策完成了对柔佛州内各源流小学师生进行的《问卷调查报告》，最终获得教育局的关注。行动委员会于2008年8月4日呈交了一份完整的《问卷调查报告》和备忘录给教育局，由教育部服务管理官员沙烈乌丁接纳。行动委员会成员于2008年8月20日接到一通由“英语教数理圆桌会议2/2008”负责人伊琳的电话，邀请行动委员会出席该圆桌会议。行动委员会决定出席圆桌会议并表达了三大诉求即一、立刻废除“小学数理英化政策”。；二、在各源流小学恢复小学恢复以母语母文教授数理科。；三、尊重人民接受母语母文教育的基本权利。 [3]

马来裔文化人和文化团体采取政治行动呼吁废除英语教授数理政策
随着事态的发展，一个由马来裔文化人和文化团体组成的“废除英语教数理联盟”（Gabungan Mansuhkan PPSMI、简称GMP）于2009年1月31日成立并提出废除英语教数理的诉求，并号召社会大众于是年3曰7日出席“反对英语教授数理”和平集会（简称307万人大集会）。这标志着，不仅我国华裔族群和印（度）裔族群强烈反对政府实行英语教数理政策，马来族群也从实践中认识到英语教数理政策的不合理性以及它对发展国家和民族语文教育的危害性而起来反对这项不合理政策。这也标志着，我国各族人民一路来争取本身的母语作为小学和中学的主要教学媒介语、争取各民族母语教育的生存和发展的立场，其合理性和正当性是无庸质疑的。

无论如何，“废除英语教数理联盟”的成立及其展开的行动，显示马来族群反对数理英化的不满已经形成了有组织的力量。但是，这个组织必须明确表示，其最终目标肯定是全面恢复各源流学校以各民族母语母文教授数理，而不是以国家语文（马来语文）取代英语英文来教授数理。惟有明确表示这样的立场和态度，才能消除马来族群以外其他族群的疑虑，才能汇合各民族人民的强大力量，完成各民族人民的共同愿望——废除英语教数理政策。


因此，大马人民之声（新山支会）或柔佛州人民之友工委会主动接洽“废除英语教数理联盟”（Gabungan Mansuhkan PPSMI，简称：GMP），提出我们支持废除英语教授数理政策，并在各源流小学恢复以本民族母语母文教授数理科的原则。基本上，单单从GMP的复函中，他们表现出尊重各族应享有接受母语母文教学的基本权利。但是对于GMP在复函中提出：“废除英文教数理政策以后，马来民族以马来文、华族以华文以及印度民族以淡米尔文学习数理科”的主张，我们认为是不合适、是有欠妥当的。因此，我们再度回函表达比较正确反映各民族人民愿望的主张是：“废除英文教数理政策以后，国民小学以马来文、华文小学以华文以及淡米尔小学以淡米尔文学习数理科”，才算最准确。或许，GMP暂时无法理解华裔的顾虑及隐忧，以为两个意思的含义是一样的，再加上当时的时间因素，而没有回应。但实际上，3月7日的万人大集会之后，支持GMP行动的部分华裔组织和团体，与GMP的接触与空间越来越紧密。我们可以很肯定的是，从此次的行动中，团结了更广大的族群，并促进特别是那些马来裔文化人和文化团体的思想交流。

显然的，政府在推行英文教数理政策过程中，造成各个源流小学都面对难于克服的教授与学习的障碍和困扰。从各地民间团体先后不断表达人民的不满，发展到由马来语文团体所号召的307 废除英文教数理大集会，政府正在面对越来越大的反对浪潮。因而迫使了政府于2009年7月抄宣布将从2012年分阶段废除所实施的小学英文教数理的政策。但是，这也只能算是一个小胜利而已。因为，国家的政策依然是以朝向将国语作为主要教学媒介语的“最终目标”为主要大方向。只要巫统或国阵政府一天没有放弃“最终目标”，非马来族以外的其他民族仍然存有隐忧与不安的。“最终目标”指的是所有现有的各教学源流学校，统一以马来文作为主要教学媒介。


我们的族魂林连玉先贤曾说过：“在多元民族的国家里，协和友爱和平合作是非常重要的原则，但一切的一切必须建筑在平等的基础上。平等的权利，重于生命，不平等毋宁死。换言之，各族提出的要求，必需以“平等”为基础。林连玉强调是，从国家及人民关系的角度来说，就是主张国家独立、民族平等、人民团结友爱、互相忍让、互相帮助、共存共荣共同建设祖国的思想。


马来西亚是一个多元民族的国家。各民族有权享有平等的待遇。少数民族包括华族、印（度）族、卡达山杜顺族、伊班族等，都应该享有教导和学习本族语言的基本权利。 在英语教授数理政策上，我们坚持各源流小学的数学与科学科目，必须恢复以本民族母语母文作为教学媒介语。那就是华文小学以华文为教学媒介语、淡米尔小学以淡米尔文为教学媒介语，甚至其他少数民族如卡达山杜顺族、伊班族等，在条件成熟时也应该获得以各自母语母文接受教育的机会。


我们坚决反对单元文化政策，公平对待少数民族语文。任何企图强制同化（不是自然同化）其他族群（我国各个少数民族）的教育体制和政策，都不符合马来西亚作为一个多元民族、多元文化国家的事实。我们希望各族人民可以真诚的共同努力争取各民族人民的母语母文教育权利。 我们坚决反对“排斥各族语文，独尊马来文化”的国家文化政策和反对以单元文化为基础的教育体制。

在目前全球化时代，我们必须以多元、开放、自由及进步的思维，全面检讨我国教育政策，重视教育作为开发人类潜能、满足社会人力资源需求，以及培养学生创造力、自发性和学习技能的主要功能。反对教育作为霸权主义者支配其他民族的工具。《1996年教育法令》并未公平对待我国华裔、印裔及其他少数民族母语教育的发展。


追根到底，我国的任何一个领域包括政治、经济、文化及教育，都是被巫统支配着的。以巫统为主导的国阵政府或利益集团就是全国各族人民的主要斗争对象。种族主义的政党不可能会尤其是在教育领域上妥协。因为，母语母文教育是一个民族认识自身文化的地处。文化仅是一个民族的根及民族的尊严。若一个民族在非自然的状况下遭受剥夺接受母语母文教育的权利，因而不认识自身的文化，那么那个民族将连反抗不平等的精神都会丧失掉。种族主义的政党除了站在剥削及忽视各民族的利益以外，他们甚至更希望你连反抗的精神都要连根拔掉。

我们相信，307那场反对英语教授数理政策的大集会，或多或少算是一个好的开端。所有当天受到催泪弹而跌倒及受到水泡淋湿全身的同志们，都能见证各族人民的互相扶持、互相慰问，不分族群的将手上的盐分给所有需要的人。为的就是一个目的，即废除英语教授数理政策。无论如何，我们毅然要强调，只要大家秉持着尊重各民族语文文化的基础上，提出废除英语教数理政策，认同全面恢复各源流学校以各民族母语母文教授数理，必定能得到广泛的支持。

总结：
促使政府废除英化数理教学政策，是全民维护母语教育权利的成果。 对于政府推行政策上的不负责与缺乏完善策划下，唯有通过人民争取的力量，进行种种抗议的管道，促使当权者重视全民的基本权利。然而，唯有通过人民拒绝以巫统主导的种族政治，我国的各族文教发展，才能在国家文化与语文制度下获得平等对待。


整理：严居汉
2010年5月19日截稿

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References:
[1] 华研- 研究论文系列 第三种 “从小学行政人员、教师和学生的角度探讨英化数理教学”
[2]教总出版-《英语教数理可行吗？》
[3]柔佛州各源流小学数理英化政策问卷调查报告