Experiences of other countries attempting to introduce a bilingual education show that students made to learn in their second language invariably had poorer achievements in Maths and Science because of poor cognitive (thinking) proficiency.

According to Khoo Kay Peng, the executive director of the Socio-Economic Development and Research Institute (Sedar), this conclusion was based on several case studies on attempts by other countries to increase proficiency of students in a language in addition to the students' first languages.

"There is a difference between the usage of language for communication and for cognitive learning. Cognitive learning, or deeper learning is necessary for professional or academic purposes," he explained.

Khoo referred to a paper titled 'Mother-tongue maintenance and Maths and Science achievement : a contribution towards the formulation of multilingual language-in-education policies for South African schools' which was part of a case study report submitted to Barisan Nasional component party, Gerakan, two months ago for consideration.

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