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.