As debate rages over the government's proposal to introduce English as the medium of instruction for Science and Mathematics at different stages of schooling next year, a veteran Chinese educationist has suggested three other models to accommodate the concerns of all parties.

Retired principal and MCA education bureau committee member Cheang Weng Kam presented his ideas in a paper Role of English language in future education at the party's seminar on "The 10-Year 2001-2010 Education Development Plan" in Kuala Lumpur on Saturday.

Cheang said one model could retain the use of mother tongue education at primary level in vernacular schools, followed by a switch to English as the medium of instruction at secondary level.

This, he said, would have the advantage of enabling students to get a thorough grounding in the subjects at an early age, before they concentrate on honing language skills in secondary school.

Ideas well received

Another way of implementing the proposal could be to focus manpower and financial resources on introducing subjects in English in national schools first. During this period, Chinese primary schools could adopt measures to improve pupils' command of the English language.

The third alternative could be a bilingual system of education which would enable Chinese primary schools to use both Mandarin and English in text books, while teaching is done in the mother tongue. During examinations, candidates would be free to answer questions in either language.

Cheang did not go into details in his paper, but his ideas were applauded by some 500 educationists comprising principals of Chinese primary and secondary schools in the Klang Valley and kindergarten teachers.

Also present were representatives of key organisations such as United Chinese School Committees Association (Dong Zong), United Chinese School Teachers Association (Jiao Zong) and Associated Chinese Chambers of Commerce and Industry.

Seven other speakers addressed the seminar. Many participants voiced their concerns about the government's proposal and rejected the idea of switching the medium of instruction for the two subjects.

Principles of teaching

Cheang explained that there was no academic rationale for expecting proficiency in English language through learning Science and Mathematics, because of the nature of the subjects.

Both subjects are built on rational principles, concepts and knowledge, and are taught in a unique way that is well documented. Language teaching, however, builds in cultural and literary elements, he said.

Since Chinese school students are generally not fluent in English, educationists are worried that the proposal may affect their proficiency in Science and Mathematics as well. They would, therefore, gain nothing and may lose interest in the learning process as well, said Cheang.

Citing a study done in the United States, he said a maths test conducted for two groups of students revealed that students responding in their mother tongue did 30 percent better than the other group.

"Chinese schools [students] have not faced problems with Science and Maths, or the UPSR, PMR, STPM and university level examinations. But once they switch, who can guarantee this might not be affected?" he asked.

Alternative suggestions

He also expressed worry that "the changes might be related to the implementation of the Vision schools" since the identity of vernacular schools may change.

(On Saturday, Prime Minister Dr Mahathir Mohamad had issued a strong warning to "extremist" groups to stop inciting the Chinese community into thinking that the government would close down vernacular schools or turn them into national schools. He said the Education Act does not allow for this.)

Cheang made several alternative proposals to improve proficiency in English language among students. These included increasing lessons, revising the syllabus and text books, and enriching the content to make the subject more interesting and practical.

Teaching methods could relate the use of the language to science, literature and modern topics, while subsidies could be provided to improve materials and reference books. Teaching facilities could be upgraded as well.

"More attention should be given to the subject especially in examinations where it should be made a compulsory subject. Those who fail should be retained at standard six, and not move on to secondary school," he said.

He added that the quality of teachers in vernacular schools should be enhanced in that they must know both the mother tongue and proposed language of instruction. This would facilitate communication of knowledge.