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.

Stunting development

According to the case study said to represent the Malaysian situation most closely, some South African primary schools had introduced teaching in English (instead of Afrikaans) in the belief that it would improve students' fluency in the language and promote good overall academic achievement.

"Unfortunately, this may be far from the truth. It is possible that, by using a second language too early, we are stunting the development of our learners' mother tongues, impeding the development of their cognitive/academic abilities, promoting negative attitudes towards [their first language], and resulting in low achievement in conceptual subjects such as Maths and Science," said the study by Brad Bell of South Africa's University of the North.

Last week, Gerakan president Lim Keng Yaik announced that the party decided to reject the proposal to introduce English-teaching for Maths and Science in national primary schools after studying 12 different reports for a month.

Instead, the party proposed that terminologies in Maths and Science be introduced from Standard Four, with some bilingual texts for Standards Five and Six.

Bell's study suggested that not only was it better for students to learn in their first languages because of higher levels of cognitive proficiency but that it was as important for further development in that language to raise cognitive understanding.

Lower expectations

"If a learner's [first language] remains underdeveloped, then so does that learners' cognitive academic ability.

"Thus, when that learner attempts to acquire a [second language] and pursues studies through the medium of a [second language], that learner will bring a lower cognitive academic proficiency to the task and be disadvantaged."

In addition, Bell's study warned that students learning in their second languages tend to lag behind in areas such as Maths and Science.

"Not only does the second language itself hinder the learners; the system as a whole tends to expect lower achievement of learners studying through a second language.

This manifests itself in a variety of ways; one of these is that the curriculum and levels of assessment for [second language] learners may be 'watered down'," the study said.

Meanwhile Khoo pointed out another study of schools in California, United States, which assessed the efficacy of teaching different subjects alternately in Spanish and English.

"The schools which were teaching Spanish and English together found their students faring badly. Later they switched [the teaching of all subjects] to English and made Spanish an elective language subject. This solved their problem," he said.

Malaysian report needed

Khoo said although these studies serve as examples, an extensive study should be specifically focusing on Malaysian schools.

"A well-planned report is required. It cannot be done in a couple of weeks or a month. The study must include analysis of the schools' situation before implementation as well as the likely effects after implementation," he added.

According to Khoo, another area that should not be overlooked is the efficiency of the present teaching method as practiced in most schools.

"Even if you change the system, if there are no good teachers, then the students would not be good either.

"The teaching profession should be a creative profession whereby teachers should actively see how they can change their teaching methods to ensure they are relevant to students," Khoo said, citing as an example that teachers should be encouraging their students to read more.

Khoo also cautioned against implementing new policy too hastily as crucial details on teaching methodologies and resources have not been resolved.

Cultural impacts

"They may consider bringing in foreign teachers but there are also cultural impacts. For instance, Indian teachers may speak English differently as local students would understand it," he said in reference to an earlier announcement by the government that it would resolve teacher-shortages by recruiting Indian and Burmese educators.

The proposal to reintroduce English-medium teaching emerged after Prime Minister Dr Mahathir Mohamad expressed dismay at the sliding levels of English proficiency among Malaysian students.

However, the plan to introduce English language teaching for Maths and Science for all national schools starting next year faced objections from many quarters including BN component parties.

Last Wednesday, the New Straits Times quoted sources as saying that a compromise had been reached by BN parties to agree to the language switch for the two subjects only at secondary school level.

However, this report has not been officially confirmed by the government.