Statement Released by Dong Zong

May 30, 2019

Opposition to Reactivate the Use of English in Math and Science Teaching

Urban and Rural Differences in Sarawak State Should Not Be Overlooked

Dong Zong herewith voices its vehement objection towards the reactivation of the Use of English in Math and Science Teaching in all national and national-type primary schools (national-type Chinese primary exclusive) in Sarawak from 2019 onwards. In addition, the implementation is thought to bring about negative impact toward education quality.

1. Dong Zong reiterates, in light of effectiveness and superiority, using mother tongue as medium of instruction has been recognised by the United Nations Educational, Scientific and Cultural Organisation (UNESCO) and the world. It is particularly so in illuminative elementary education and to learn (including Math and Science) with mother tongue the most familiar language will attain optimal results. We are also convinced, the most direct and effective education is achievable through the medium of mother tongue for all stream schools.
   
   
2. The Ministry of Education hitherto has neither released any reflective report on “2003-2009 Use of English in Math and Science Teaching” nor embarked on thorough investigation prior to the hasty reactivation. We believe this is an irresponsible act at the expense of students which is susceptible to the will of a sizable number of people and is against basic education theories.
   
   
3. On the other hand, incumbent teachers in Sarawak are less than ready to teach Math and Science in English apart from the fact that the 2,657 Math and Science teachers in the entire Sarawak state are still untrained by the Ministry. Teachers play critical role in students’ learning, in particular at the elementary level. Teaching in an unfamiliar language together with training wanting will definitely affect teaching quality and consequently weaken students’ learning. This unpreparedness will end up like how it once was.
   
   
4. Sarawak is a low population density state notwithstanding its stretch of land and country roads. The divide between urban and rural areas is apparent. To persistently impose the controversial policy will generate social inequality. A fluffy of investigations had confirmed that the use of English in Math and science teaching widens the discrepancy between students’ performance in urban and rural regions and this very fact is baneful towards underprivileged students from rural area and we thus believe, national education should address national needs in general and not for a meager of elites overlooking the urgent needs of the underprivileged. While imposing the mentioned policy, the Ministry neither attends directly to social differences which might be barriers towards low achieving learners nor has a responsive supplementary package for them.
   
   
5. Using English to teach Math and Science is not an effective way to promote English proficiency; contradictorily, the Ministry should review the extant English curriculum and teaching for a better solution. In this train of thought, we vehemently oppose to the reactivation of the Use of English in Math and Science Teaching policy based on the principle to safeguard mother tongue education.