Pr esen ter : Kong W ee Cheng

Language policy and mother tongue educat ion in Malaysia: The challenge of

mult iculturalism

The United Chinese School Committees’ Association of Malaysia (Dong Zong)

5th International Conference on Language and Education: Sustainable Development Through Multilingual Education19-21 October 2016 Bangkok, Thailand

The Development of Language Policies in the Malaysia Educat ion

1. Colonial Period (before 1957)2. Post Independence (1957 to 1970s)3. Era of New Economy Policy (1970s to 2003)4. Era of Globalization (2003 onwards)

1. Colonial Period (before 1957)~Superiority of English language~

● Divide and rule: ethnic separation/segregationo No clear policy on education, allow ethnic based, self-

funded vernacular schools.

o English medium education was meant for royals, elites orselected chief of communities.

o Other medium of educations merely provided basisknowledge in 3R (reading, writing, arithmetic) to sufficedaily usage.

● Four types of vernacular schools

Type of school Funding Area

Malay-medium School mainly funded by Colonial government Rural area

Chinese-medium School mainly funded by Chinese Guilds Urban area

Indian-medium School mainly funded by plantation company Plantation/estate

English-medium School mainly funded by missionary Urban area

o Government policies

▪ Cheeseman Plan 1946

▪ Holgate Report 1950

▪ Barnes Report 1951

versus

▪ Fenn Wu Report 1951

Cheeseman Plan Holgate Report Barnes Report Fenn-Wu Report

Rebuild education system after WWII

Deciding the model of education system in fostering national unity

review the Malaya education system

r epor t on Ch inese sch o o ls an d th e e d u ca t io n o f C h in e se M alay an s

Vernacular Schools in primary levelSecondary: Middle/ High School (in English)

A standardized educational system

T o abol i sh th e ver n acu lar sch ools (T am il & C h in e se )

ver n acu lar sch ools con t i n u e to ex i st

English was compulsory subject in the primary school

English as the sole medium of instruction in all schools

a n a t io n a l sch o o l sy ste m , w h ich w o u ld p r o vid e p r im ar y e d u ca t io n fo r 6 y e ar s in M alay an d En glish

P r o m o tio n o f t r i-lin gu a lism in C h in e se M alay an s

English is dominant languageMalay treats as same like other vernacular language

English is dominant languageMalay treats as same like other vernacular language

En gl i sh i s dom in an t l an gu ageM alay b e t r e a te d as th e p r i n ci p al l an gu age (co m p ar e C h in e se an d In d ian )

M alay as th e of f i ci al l an gu age En gl i sh as th e bu si n ess l an gu age Ch in ese as th e cu l tu r al l an gu age

2. From 1957 to 1970s~~Transition from English language to Malay language~~❖ Decolonization: Nation building

o Assimilation and shaping national identity: one nation, one language,one culture, one country

o Multistream education system were seen as a stumbling stone innational unity

o Single language for the purpose for unifying the multi-ethnic society.o Malay as the national and official language was a barter for acquisition

of citizenship for the non-Malays.❖ Restructure socioeconomic status

o Enhance Malay linguistic capital and Malay community social mobilityby making Malay official language.

o 10 year transition period: from English to Malay

- Government policieso Razak Report on Education 1956o Malaysian Constitution 1957

▪ citizenship: No. 16 & No.19▪ national language: No.152

o Education Ordinance 1957o Rahmat Talib Report 1960o Education Act 1961

▪ Minister may converts a National-type primary school into a Nationalprimary school.

o National Language Act 1967▪ Malay as the sole national language

Razak Report 1956 Rahmat Talib Report 1960

Formulation of a national education systemUse of common national curriculum in all schools.

Formulation of a national education systemUse of common national curriculum in all schools.

Types of schools in primary level: national school (Malay) and national type school (vernacular-Chinese/Tamil/English).

Types of schools in primary level: national school and national type school (vernacular-Chinese/Tamil).

Malay and English language are the compulsory subject in all types of schools.

Malay and English language are the compulsory subject in all types of schools.

Declaration of the ultimate goal of making Malay the main medium of instruction

National Type Chinese Secondary School had been converted to English medium (54 of 70 converted)

● Para12, Razak Report on Education 1956We believe further that the ultimate objective of the educational policy of this country mustbe to bring together the children of all races under a national education system in whichthe national language is the main medium of instruction though we recognise the progresstowards this goal cannot be rushed and must be gradual.

● Para3, Education Ordinance 1957…to establish a national system of education acceptable to the people as a whole which willsatisfy their needs and promote their cultural, social, economic and political developmentas a notion, with the intention of making the Malay language the national language of thecountry whilst preserving and sustaining the growth of the language and culture ofpeoples other than Malays living in the country.(Para12 of Razak Report was omitted as a result of the Bargain: Malay special positions withnon Malays citizenship & language liberty)

● Clause 21(2), Education Act 1961Where at any time the Minister is satisfied that a National-type primary school may suitablybe converted into a National primary school, he may be order direct that the school shallbecome a National primary school.”

- Public responses (Chinese Community)o Chinese language as an Official language movement 1952-1967

▪ Initially against Barnes Report which using English and Malay as medium ofinstruction.

▪ Dropped the demand during Federal Legislation Election 1955 afterAlliance(ruling coalition) promise to amend the Education Ordinance 1952and to treat vernacular schools equally.

▪ Promise breached, movement resumed and gained momentum at the end of10 years language transition period.

o Memorandum to the Prime Minister for a Rightful Place of theChinese Language 1965▪ Endorsed by 1021 representative of Chinese associations and guilds in

Malaysia▪ Rejected by Alliance government

Memorandum to the Prime Minister for a Rightful Place of the Chinese Language 1965 (para 6)

the request for Chinese as an official language hasbeen made constitutionally and by peaceful means,and this will never lead to racial conflicts. No doubtthe language issue is a sensitive problem, but it will notlead to racial disaster as some politicians maliciously putit. We just need a bit of patience, sincerity and open-heartedness and think of our country before anythingelse, then everything can be solved amicably

3. From 1970s to 2003~~Consolidation of Malay nationalisation and Islamisation~~❖ Ethnic discrimination/affirmative action in Education, culture and

economyo The acceleration of Malay-Islamisation after The May 13 Racial Riot,

1969o Nationalise or upgrading Malay language status had been seem as an

impetus in delineating ethnic social economic boundaries.o Frustration of Malay community on the slow pace for Malay language

nationalisation. They believed that “if the status of Malay language wasnot upgraded, the political and economic status of Malays would neverimprove and national cohesion would not be achieved”

o From 1970, all English-medium schools beginning from Standard Onewere converted to Malay-medium with English as a compulsory subject.

- Government policieso New Economy Policy 1971

▪ Restructure society to eliminate the identification of race with economic function▪ Malay community felt that the political and economic power are concentrated in

the hands of those speak the favoured (English) language.”(Kelman, 1971:35)o National Culture policy 1971

▪ Islam, Malay culture and language as national culture▪ Other ethnic cultures will be considered if consistent with national interest and Islam

values.o Malaysian Education Act 1996

▪ 17.1 The national language shall be the main medium of instruction in alleducational institutions in the National Education System except a national-typeschool established under section 28 or any other educational institution exempted bythe Minister from this subsection.

- Public responses (Chinese Community)o Joint Memorandum on National Culture 1983

▪ Abolish Clause 21(2), The Education Bill 1961▪ Demand equal treatment of all stream of primary school,

including funding, school construction, etc.o Joint Declaration of the Malaysian Chinese Guilds and

Associations 1985▪ Accepting national language as lingual franca, yet other

languages shall have equal right.o Seminar Resolution of Mother Tongue Education of

Malaysian Ethnic Minorities 1997

Seminar Resolut ion of Mother Tongue Educat ion of Malaysian Ethnic Minorit ies 1997 ● Linguistic diversity and multilingual education must be

respected in the search for unity, defence of human rights and promotion of democracy;

● The affirmative of the national language and the prevalence of international language should not diminish the importance and dignity of minority languages and the benefits of multilingual education;

● The right to mother tongue education is a basic human right which must be reflected in education legislation and policy;

● The linguistic heritage of our ethnic communities must be protected and our respective mother tongue education promoted

p/s: Influenced by UNIVERSAL DECLARATION ON LINGUISTIC RIGHTS 1996.

MOI Primary School Secondary SchoolMalay Before 1956-vernacular

1956-national1957-first Malay secondary school established1957-national

Chinese Before 1956-vernacular 1956-national type

1956-national type1960-converted to English medium (ceased to exist)1970-converted to Malay medium

Indian Before 1956-vernacular 1956-national type

No secondary school

English Before 1956-vernacular 1956-national type1970-converted to Malay medium (ceased to exist)

Before 1956-vernacular 1956-national type1970-converted to Malay medium (ceased to exist)

4. 2003 onwards~~Upholding Malay language and Strengthening English language~~❖ The challenge of Globalization: diversity and multiculturalism❖ Nationalisation succeed in building up Malay language competency,

yet lowering down English competency in the other hand.❖ Economy shifted to knowledge-intensive work and less from

physical production. (from P-economy to K-economy).❖ Malay language translation and intellectual publication are unable

to follow the rapid development of science and technology.❖ Globalisation has diminished country boundary, international language

(English) is widely using in the global trade and business language. ❖ International challenge and competition (in the diversified

environment)❖ As a result, The reversal of MOI of Science and Math in English

❖The re-reversal of MOI ❖The deterioration of academic achievement

(PISA & TIMSS rankings)❖Math in TIMSS: 1999-16; 2003-10; 2007-20;

2011-26❖Enlargement of rural & urban disparity.❖Opposition of Malay nationalist movement :

Malay language as national language

- Government policieso The teaching and learning of science and mathematics in

English (PPSMI) 2003o Termination of PPSMI in 2009o Dual Language Programme (DLP) 2016

- Public responses (Chinese Community)o Memorandum on the Use of Mother Tongue as the

Medium of Instruction in Teaching Science andMathematics in Primary Schools (against PPSMI) 2007

o Campaign Against DLP 2016

For MTE For English

Challenge and Opportunity

1. The emerge of diversity and multiculturalism

- UNESCO documents and researcho Quality of education: Child learn best in mother tongue education.o language as an essential component of intercultural education in order to

encourage understanding between different population groups and ensure respect for fundamental rights.

- The Realities of Globalizationo A high demand of multilingual user.o Diversified environment: Multicultural, multiethnic and multilingual

environmento The importance of Chinese language in international arena.

o Problem remain: how do improve English(international language) competency?

2. Nationalism mentality

- Policy maker and civil servant mindseto “one nation, one language, one country”

- Multi-stream mother tongue education systemo Seen it as “ethnic polarization/segregation”

o The contact hypothesis

3. Ethnic inequality

- Discriminatory policieso Malay supremacy /Special positionso Ethnic dissent and conflict

Reference ● Col l ins, A lan , “Ch inese Educat ional ists in M alay sia: D efender s of

Ch inese I den t i ty ,” in Asian Survey,Vo l.46 , N o . 2 (U n ive r sity o f C a lifo r n ia P r e ss: 20 0 6 )

● G ill, Sar an Kau r , “ T h e C o m p le xit ie s o f Re - r e ve r sa l o f Lan gu age -in - Ed u ca t io n P o licy in M alay sia”, Engli sh as an I nternational L anguage in Asia: I mpli cations for L anguage Education, e d ite d b y Kir kp a tr ick an d Su sse x. 20 12

● G ill, Sar an Kau r , “ Lan gu age P o licy in M alay sia : Re ve r sin g D ir e ct io n ,” L anguage Poli cy. (20 0 5).

● O r le an s, M y r o n , O r le an s, “Ro y ce , N at io n a l Lan gu age P o licy an d th e Ed u ca t io n o f E th n ic G r o u p s in M alay sia ,” H umboldt Journal of Social Relations , Vo l.6 , N o .1 (19 78) .

● Yao Su a , T an , H o o i Se e , T e o h , “ E th n ic C o n te sta t io n an d Lan gu age P o licy in a P lu r a l So cie ty : th e C h in e se Lan gu age M o ve m e n t in M alay sia , 19 52- 19 6 7, in H istory of Education, 43 :2 , (20 14).

● M o h d Ram li, N o r h id ay ah , Ed u ca t io n Re fo r m , T h e P ast an d P r e se n t .