Why PPSMI Should Continue: Archives

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Tuesday October 16, 2012

Why PPSMI should continue

ROADSHOWS are being held to gather feedback from the public on the recently
released Preliminary Education Blueprint 2013-2025.
It is with this understanding that I am writing this appeal letter on PPSMI (The
Teaching of Science and Mathematics in English).

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I know that much has been propounded on PPSMI during the many roundtable
discussions and town hall meetings prior to the release of the blueprint.
However, all the 11 shifts of reforms documented have not referred to it. The
nearest we got was Benchmark Science and Mathematics to international
standards.
I hope there is still time for the powers-that-be to revisit the issue.

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It is not about a U-turn, flip-flop or even face-saving.


It is about the best and proven route to put our Science and Mathematics at
international standards.

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This letter will not dwell on the pros and cons of PPSMI; that has already been
dealt with many times over. Instead it proposes what next to be done given the
present situation and sentiment.
We want our schoolchildren to be on par with the best in the world and grow up to
be globally confident, competent and competitive.
First, continue to offer PPSMI option at the primary level. The argument that
children learn best in the beginning using their mother tongues is easily debunked
for we continue to rightly subscribe that our national schools (sekolah
kebangsaan) are the best avenue to help foster national unity and should be the
first choice of school for our children from different ethnicities.
The Education Ministry and the many vernacular schools advocates and
enthusiasts may be surprised at the outcome if parents/pupils are given the
choice of language in Science and Mathematics.
And, I am not just talking about parents residing in the urban areas. Many,
irrespective of their locality, want more exposure hours in English for their children
so that they can improve their proficiency.
Given time, PPSMI may even become the preferred choice across all primary
schools.

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Second, teach Science and Mathematics in English from Form One onwards.
This is a realistic approach, taking cognizance of the present sentiment on the
ground (albeit changeable) and the unfortunate political expediency that make it
difficult to enforce the teaching of Science and Mathematics in English in
primary schools right now.
However, with the on-going policy of Upholding Bahasa Malaysia and
Strengthening English (MBMMBI) expected to bear fruit, can we not be optimistic
that English proficiency will increase by the time students reach Form One, thus
making them ready for Science and Mathematics in English?

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With the basics firmly grasped after six years of primary English, learning Science
and Mathematics in English in secondary school should be manageable and,
certainly more so for those who have opted for PPSMI while in primary.

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whole lot better

This way our students will be able to access the whole world of English Science
and Mathematics and on route to international standards.

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Third, the ministry continues to train teachers to teach Science and Mathematics
in English. This will help build teachers competence and confidence in English
Science and Mathematics.

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Vast resources are readily available. Besides if option in primary is offered and
PPSMI be the option in secondary, we will need more English Science and
Mathematics teachers in the years ahead.
Trust that many dedicated and committed Science and Mathematics teachers
want to be proficient in English Science and Mathematics; they know deep inside
that with English they will be more versatile and better able to help their charges.
Fourth, school administrators, education officers at district, state and ministry
level continue to genuinely and earnestly facilitate the teaching and learning of
Science and Mathematics in English.
Yes, many of them are the products of a school system that used Bahasa
Malaysia as its main medium of instruction and are therefore more comfortable
with Bahasa Malaysia.
Nevertheless, many believe in PPSMI. Some may even be privately doing it for
their own children.
But, publicly, to preserve their position and standing, they do otherwise.
If they have been disadvantaged, let them not pass it on to theirs and others
children.
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They should look and think globally, act with vision and conscience and facilitate
what is best for our future generation.

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Last but not least, let those powers-that-be not take us who advocate PPSMI to be
anglophiles, coming from English-speaking families and not fully understanding
the plights of the rural folks and students.
I have written before and may I repeat here that in the beginning, none of the socalled English-speaking families spoke English at home. It is a father, a
grandfather or a
forefather who had got the vision and was convinced that the English language
was global and important, and who then boldly decided to make a switch in the
family language.
Today, their children and their childrens children, if they have been as
hardworking, diligent and steadfast, and have all the qualities and traits of their
pioneering fore-fathers, they can easily find themselves qualified and accessible

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to all arenas of knowledge and skills, and professions the world has to offer.
The world does not owe us a living and neither will it wait for us. This should be
the overarching guiding principle when we put the final touches to our Education
Blueprint 2013-2025.
LIONG KAM CHONG
Seremban

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