KUCHING: Mathematics and Science in the Dual Language Programme (DLP) is intended to be taught entirely in English, without translating between languages.
However, the name itself has caused confusion among teachers, as Lim Boon Yann, head of the Science, Technology, Engineering, and Mathematics (STEM) department at Batu Lintang Teacher Education Institute, pointed out. She questioned why the term DLP is used for the teaching of Mathematics and Science in English when it is supposed to be taught in English alone.
According to her, the Ministry of Education (MOE) has clarified through various circulars that science and mathematics should be taught entirely in English, without translation. Nonetheless, the term DLP has led many to believe that teachers can use either language.
“Can you imagine how much teaching time is wasted if every time a teacher says something in one language, they have to translate it into another language? It’s a lot, and it has a negative impact on students,” said Lim in an interview with New Sarawak Tribune recently.
She added that teachers who lack proficiency in English may end up teaching the subjects in both languages, causing students to pay more attention to the language they are more comfortable with, Bahasa Malaysia, defeating the purpose of teaching in English.
Lim further questioned, “If that’s the case, then why spend time teaching in English in the first place?”
Lim shared some background on the teaching and learning of Mathematics and Science in English (PPSMI) in Malaysia.
“At one time, it was compulsory, but then it was stopped. However, due to parents’ demand for it, the government brought it back.”
Introduced in 2016, the DLP gives schools the option to teach Science, Mathematics, Information Technology, Communication, as well as Design and Technology in English or Bahasa Malaysia.
She recalled her teaching days when parents asked why science and mathematics were no longer taught in English. This parental demand led to the implementation of the DLP.
To run the programme, schools must meet certain criteria, including having enough teachers to teach the subjects, a minimum of 15 students, and obtaining written consent from parents before the class begins.
The DLP is now a programme, not a policy, allowing schools to choose whether to teach science and mathematics in English or Bahasa Malaysia based on parents’ preferences.
Lim explained, “It is called dual language because schools have the authority to decide whether they want to open up classes that teach science and mathematics in English or Bahasa Malaysia.”
Some teachers argue that translation is necessary for students to understand science and mathematics, but Lim disagreed. She said, “Only a handful of technical terms require translation.”
Reflecting on her own upbringing in a Teochew family where English was not spoken at home, she was forced to learn the language in school and had to “sink or swim”.
Lim believed that early formal education is the best time to learn languages, adding, “The first year may be tough for students, but primary school is the best time to learn languages quickly.”
Additionally, reports from the School Improvement Specialist Coaches (SISC+) indicated that a considerable number of teachers rely on translation, which could potentially obstruct student progress. Lim maintained that by now, students should be able to pick up the language. She warned, “Overuse of translation can hamper their learning.”
In Sarawak, the Ministry of Education, Innovation, and Talent Development (MEITD) has mandated teaching science and mathematics in English in schools with the Batu Lintang Campus of Teacher Education Institute Malaysia (IPGKBL) actively involved in helping the State Education Department conduct DLP courses.
She added that IPGKBL has been writing modules for DLP courses which are currently being used for both retraining teachers including the training of trainers, the SISC+.
Stressing its importance, Lim said, “If teachers don’t understand the concept, they may resort to translating, which ultimately defeats the purpose of the programme.”
Other states in West Malaysia are monitoring Sarawak’s progress before making decisions regarding their DLP. They admire Sarawak’s bold move, and as Lim explained, they view the state as “an example of successful DLP implementation.”
