Nowadays English was an international language, it was widely used; it was not just for education purpose, but was gradually spread in other sectors, especially in the economic sector. On 6th May 2002, the then Prime Minister Tun Dr. Mahathir announced that government willing to reintroduce English as a medium of instruction. And on 11th May 2002, the then Education Minister Musa Mohamad established a bilingual system that set up with English used for teaching science and mathematics (Tan, 2005, p. 50).
Before this announcement was made, the Education Art 1996 stipulate the national language (Malay language) shall be the main medium of instruction in all educational institutions under the National Education System except for national-type school or any other educational institution exempted by the Minister from this subsection (2006, p. 23). After this announcement was made, students from primary and secondary schools are expected to learn Science and Mathematics in English. This might create uncertainties for students on the usage of English as a medium to learn Science and Mathematics.
According to the Ministry of Education (n.d.), the main purpose of reintroduce English as the medium of instruction was to enhance their abilities and adaptation of language skills of students and teachers through Mathematics and Science. Moreover, through this it will help and encourage students to develop their language competence to a higher level. With this it will help students to gain engender optimal performance in and outside the classroom. This so because most of the information of Science knowledge was written in English. Zahih Zakaria, & Mohd Sallehhudin Abd Aziz (2011) said, “This change in policy was deemed necessary to ensure tha...
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...ik dan Pendidikan, Jil. 23 , 142. Retrieved from http://web.usm.my/education/publication/MATHS%20AND%20SCIENCE%20IN%20ENGLISH_abstract.pdf
Tan, P. K. W. (2005). The medium-of-instruction debate. - English as a Malaysian language? Language Problems & Language Planning , 50. Retrieved from http://www.factworld.info/malaysia/news/debate.pdf
Tan, Y. S. (2007). ATTITUDES AND ACHIEVEMENT ORIENTATIONS OF STUDENTS TOWARDS LEARNING OF SCIENCE AND MATHEMATICS IN ENGLISH. Kajian Malaysia, Jld. XXV, No. 1 , 23. Retrieved from http://web.usm.my/km/25(1)2007/KM%20ART%2025(1)_2.pdf
Zahih Zakaria, & Mohd Sallehhudin Abd Aziz. (January, 2011). Assessing Students Performance: The Second Language (English Language) Factor. The International Journal of Educational and Psychological Assessment , Vol. 6, 43. Retrieved from http://tijepa.books.officelive.com/Documents/A4V6.2_TIJEPA.pdf
Calderón, M., Slavin, R., & Sánchez, M. (2011). Effective Instruction for English . Future Of Children, 21(1), 103-127.
The 'Stand English learners, academic literacy and thinking. Portsmouth, NH: Heinemann & Co. Hattie, J. (2009) Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge, 2003. Marzano, R., Gaddy, B., Dean, C., (2000).
Tests measure their achievement and language ability, creating a negative influence on their test scores. Some students may have a clear understanding of the topic, yet the language barrier produces an inaccurate measure of their performance. Figure 1 below highlights that ELLs performed substantially lower when compared to native English peers. It is can also seen that, as the students move up a grade, the gap between performance becomes wider. A reason for their low test scores may be due to resignation and removal of students from the ELL group (Abedi & Dietel, 2004).
In previous years the debate over bilingual education tended to focus more on the feasibility of educating English language learners in an English-only or dual language environment. However, in more recent years the focus has begun to shift towards how English language learners should be taught and with what tools. With information technology becoming more widespread, of course technology in the classroom is now a topic ripe with possibilities and the term multimedia is now widely heard in schools. Information in printed form has long been the traditional method for introducing concepts and lessons within the school system. However, education is now moving away from books into the world of technology as a way to increase learning activity.
First of all, with international travel, people inevitably have to use international languages to communicate which affects our mother tongue and second language usage. One of the many threats that arises from international travel came from the need to communicate with foreigners. People inevitably have to make use of international languages and this indirectly affects our mother tongue. Malay has been made the official language in Brunei Darussalam ever since the 1959 Brunei Constitution on 29th September of the same year. Although Malay dominates the neighboring ASEAN countries, it is yet to be recognized in other places. Thus as people rely on foreign languages when going overseas, it opens up an opportunity for them to be bilingual. Learning another language however can cause a problem acknowledged by Wallace Lambert as "subtractive bilingualism". Lambert (1975, 1977, 1981) expressed that while people are achieving a new verbal skill, consequently they failed to maintain their native language and hence the idea of bilingualism is inc...
...s Bilingual Education seem impressive on the surface, but in reality, there are many prevalent issues that policymakers have conveniently overlooked which affects other monolingual children who are ‘underrepresented’ and forced into a Bilingual Education. Jill critiqued that the current ‘drip-feed’ system; in which students are exposed to Mother Tongue for only two periods a day is clearly insufficient and students should be offered more languages that are of interest to them. As Jill sips her coffee, she contemplates the future of her children. Will they go through the same experience? Which Mother Tongue must she choose for them? Will this experience be a vicious cycle? Jill vowed to provide the best for her children but as for herself, her adamant refusal to acknowledge Malay as a second language has successfully reverted her back to be the striving monolingual.
Often these students can have lower literacy results and could be at risk of being labelled with a learning difficulty (Foreman & Arthur-Kelly, 2014, p. 9). However, this could have little bearing on their academic proficiency if the same lessons, assignments and tasks are presented in their native language as two-way learning can be extremely beneficial (Duchesne & McMaugh, 2015, p. 407). With this being said, it highlights the need for teachers to be aware of English language deficiencies and implement extra learning opportunities in specialised English classrooms as well as their mainstream classroom to increase their ability and
Medical institutions in many EFL countries including Saudi Arabia have recently adopted English as the medium of instruction. In such institutions, learners are likely to have problems coping with the change of medium. It is worth quoting:
The presence of English has indeed increased steadily from the beginning of the 2013. Along with its increased visibility, its status has changed dramatically. The period from the 1991 to the 2003, a period of major social, cultural and political change, was particularly important in this process. Until 2007, all students began learning English in Kurdistan in elementary school at approximately 11 years old (grade 5). In September 2007, the Ministry of Education held the second conference which concluded with a resolution No. 211 requesting the English to be taught even in kindergartens (Ministry of Education).
However, this policy was then reverted in January 2013 after the Constitutional Court declared the ISS law to be unconstitutional. The ruling marked the end of the ISS/EMI era, and despite the major funding and effort (e.g. teacher education) expended during the ten-year life-span of the ISS/EMI innovation, public schools were no longer permitted to use English except in the English classes and had to revert to the use of Bahasa Indonesia as the language of instruction. More discussion about English-medium Instruction and its reversal is presented in section 3 of this
Malaysia is a one of the country multinational in Asia, with different cultured of languages were using. Communication is an essential part of our life live. Oral communication use for everyday with different people at different time .Therefore, English and various other ethic language such as Chinese and Tamil led to the nature of changes in the development of the English communication. The English language ‘could not help but be influenced by the several of other languages and developing into a number of varieties.
The existing literature also depict that through the years, researches continue to focus on the importance of attitudes toward mathematics. The earliest was Mager (1968), who enumerated the sources of influence on subject matter tendencies which include the conditions that surround a subject, the consequences of coming into contact with a subject, and the way that others react toward a subject. This author considered that, indeed, teachers play an important role in cultivating attitude toward the
Platt, J. & Weber, H. (1980). English in Singapore and Malaysia: Status, Features, Functions. Kuala Lumpur: Oxford University Press
There’s been a pitch that in the future majority of the jobs will be based on technology in which used majority of math in creating and working with. Therefore, with Singapore math children in now generation will be prepared on incoming jobs because they will have a higher foundation of math in their education system. As well that since now days’ jobs are in search of these people who could do the math without using a calculator or help of a device. So while skills in jobs are changing it also up to us to learn these skills and in an easy and faster way in order to get the jobs because jobs are in competitions and bosses will take on these who have higher
Sharma, B., 2008. “World Englishes, English as a Lingua Franca, and English Pedagogy”, Journal of NELTA 13 (2), pp. 121-130. Available from