Impact on the implementation of bilingualism in science and mathematics in Malaysian school system

Abstract

Understanding bilingualism in mathematics education and developing a principled instruction is a pressing issue in Malaysian system of education. With the implementation of government policy of teaching science and mathematics in English starting from year 2003, an increasing number of students are affected with this policy. It is vital to examine the view of instructors from tertiary level, who are bilingual themselves, about their views in the implementation of this policy. An initial study has been undertaken to examine the view of instructors from two public universities in Malaysia. A total of 175 respondents comprise of professors, associate professors and lecturers from eleven faculties participated in the research. It is important to gather theoretical and practical information from a variety of societal context in order to empower teachers and educators to see possibilities beyond their own constraints and to be able to perform their role appropriately. In the context of Malaysia, even though the dilemma was due to governmental initiatives, it is important to raise the consciousness of the bilingual educator and to liberate their view of bilingual education beyond a simple governmental definition or a single societal perspective.