Language of instruction 2

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Global Journal of HUMAN SOCIAL SCIENCE
Linguistics & Education
Volume 13 Issue 11 Version 1.0 Year 2013
Type: Double Blind Peer Reviewed International Research Journal
Publisher: Global Journals Inc. (USA)
Online ISSN: 2249-460x & Print ISSN: 0975-587X
Maintaining the Medium of Instruction Policy in Malaysia: The Case
for Bahasa Malaysia
By Alis Puteh
UUM, Malaysia
Abstract - This study examines the development and the implementation of the Malay medium of
instruction policy in the Malaysian educational system and the relation of this policy to Fishman’s model
and a multilingual society. The study uses interviews with persons directly involved in the process of
education in Malaysia and examines a number of scholarly publications and other primary sources of
information. Historical study is chosen as the research design. As a plural society, Malaysia considers
nation building or national integration (Ibrahim, 1986) as being of the utmost importance. Fishman (1968)
developed the concept of nationalist-nationist functions of language in nation building. Since
independence, the Malaysian leadership has believed that education is critical for national integration. It is
generally believed that schools inculcate children with values and knowledge that are supportive of a
national ideology. The present study focuses on the process of developing and implementing the Malay
medium of instruction policy in Malaysia. The performance of Malay-medium of instruction universities
(National University of Malaysia, UTM and UPM) at the post-graduate level is impressive. These
universities have proven their ability to get Master’s and Ph.D degree holders and medical specialists
from overseas and local universities. There have been thousands of Malay-language theses in science
from public universities after 1990, which indirectly shows that the Malay language can be used in
education in a manner that is world class.
Keywords : language policy, multilingual society, nation building and nationalism.
GJHSS-G Classification : FOR Code : 330199
MaintainingtheMediumofInstructionPolicyinMalaysiaTheCaseforBahasaMalaysia
Strictly as per the compliance and regulations of:

Maintaining the Medium of Instruction Policy in
Malaysia:The Case for Bahasa Malaysia
Alis Puteh
Abstract - This study examines the development and the
implementation of the Malay medium of instruction policy in
the Malaysian educational system and the relation of this
policy to Fishman’s model and a multilingual society. The
study uses interviews with persons directly involved in the
process of education in Malaysia and examines a number of
scholarly publications and other primary sources of
information. Historical study is chosen as the research design.
As a plural society, Malaysia considers nation building or
national integration (Ibrahim, 1986) as being of the utmost
importance. Fishman (1968) developed the concept of
nationalist-nationist functions of language in nation building.
Since independence, the Malaysian leadership has believed
that education is critical for national integration. It is generally
believed that schools inculcate children with values and
knowledge that are supportive of a national ideology. The
present study focuses on the process of developing and
implementing the Malay medium of instruction policy in
Malaysia. The performance of Malay-medium of instruction
universities (National University of Malaysia, UTM and UPM) at
the post-graduate level is impressive. These universities have
proven their ability to get Master’s and Ph.D degree holders
and medical specialists from overseas and local universities.
There have been thousands of Malay-language theses in
science from public universities after 1990, which indirectly
shows that the Malay language can be used in education in a
manner that is world class. Malay scholars have created a lot
of terms in biology, especially for animal and tree names.
Name of beetles have been named with Malay words, such as
Arthrotus hijau, Atrachya hitam, Dercetina bopeng, Itylus biru,
Ophrida kuning, Monolepta merah, and Sphenoraia tompok.
Other terms have been produced, as Sarawakiola ajaib,
Medythia bukit, Monolepta cantik, Nadrana dwiwarna,
Podontia jalur, Pseudosastra indah, Monolepta kenit,
trichomimastra kurnia, Xenoda lapan, Paleosepharia lawa,
Metrioidea molek, and Liroetiell warisan. There are also words
that originate from the name of a place, Aplosonyx pahangi,
and from a Malay man, Arcaries ismaili.
Keywords : language policy, multilingual society, nation
building and nationalism.
I. Introduction
he language medium policy refers to the policy
related to the medium of instruction in school. The
medium of instruction is the language used in the
school to implement the curriculum. It performs all the
functions of language (informative, regulatory, inter-
national, personal), but in practice the most commonly
performed are the informative, the regulatory, and the
Author : UUM, Education Studies, SEML, UUM CAS, 06010 Sintok,
Malaysia. E-mail : alis@uum.edu.my
heuristic. Language has been used as a means to
convey the accumulated knowledge and wisdom of the
human race to its members. It is also used as a tool to
teach students the basic skills they would need later in
life. In addition, students are given some practice in
using language to find things out for themselves
(Halliday, 1975). Many issues and questions arise in
multiethnic and multilingual countries regarding which
language should be selected when establishing the
main medium of instruction in the educational system.
a) Fishman’s Dichotomy (1968): Nationalism and
Nationism
Fishman (1968) developed the ‘theory’ or
‘formula’ to describe and explain language functions in
nationalism and nation building. According to him
western languages such as French, English, and
Spanish should be used in ex-colonial countries for their
further development. This is the function of nationism.
The indigenous language, such as Swahili, Guarani, and
Malay, should be used as a nationalist language for
national unity and identity only, thus serving a nationalist
function. The indigenous languages cannot be used to
develop the nation with respect to education (especially
higher education), economy, industry, and science and
technology. According to Fishman’s theory, this role
should be given to the language of wider
communication, such as English, Spanish, or French.
II. Malaysia : A Plural Society
Malaysia is located in Southeast Asia and
consists of Peninsular Malaysia, Sabah, and Sarawak.
Peninsular Malaysia was formerly known as the Malay
Peninsula or Tanah Melayu (the land of the Malays) until
T
© 2013 Global Journals Inc. (US)
Year2013GlobalJournalofHumanSocialScienceVolumeXIIIIssueXIVersionI()g
One such question is, What is the most suitable
or appropriate combination of national language and
second language (English, French, Spanish, etc.) that
would promote effective learning amongst students and
at the same time enable them to gain skills in the
second language (Tollefson & Tsui, 2004)? This study
aims to examine the development and the
implementation of the language medium policy in the
Malaysian educational system and the relation of this
policy to nation building. This work is relevant in
Malaysia because the country is known to have a
multiethnic society, which means a nation with
cleavages of race, language, religions, customs, and
other primordials.
220215

the states within it were united and became independent
from the British colonial power as the Federation of
Malaya in 1957. It later transformed into Peninsular
Malaysia in 1963 when it merged with the Borneo
territories of Sabah and Sarawak to form the Federation
of Malaysia. Viewed historically, for almost a century
(from the end of the 18th
century until 1957) different
parts of Malaysia were under Portuguese, Dutch, and
British rule at different times, with British colonization
having the greatest impact on the country’s socio-
political development (Wong & Ho, 2000).
As a classic case of plural society, Malaysia’s
racial divisions tend to coincide with and to be
reinforced by linguistic, cultural, religious, and most
importantly, economic divisions. All political issues are
inextricably interwoven with communal considerations –
economic policy, regional development, language,
education, immigration, recruitment to the civil service
and armed forces, and many more. Virtually all
government policies are seen as benefiting one or the
other in the main communities, where anything that
benefits one community tends to be seen as depriving
the others. Despite the government’s attempt to work
out an acceptable balance between the communities,
communal sentiments remain strong and frustrations
often rise to the surface (Crouch, 1996).
Fisk and Osman Rani (1982) best described
Malaysia as “not a tightly united little nation by any
means. It is one that is subjected to a remarkable range
of divisive and disruptive influences in its geography,
racial make-up, religions, political institution and
international relations.” Therefore, to make a more
complete and comprehensive analysis of education in
Malaysia, it is essential that we begin by looking at the
background of the country and how its various features
affect education. These are analysed in relation to the
provision of education in the country, enabling us to
understand the social, political, and economic realities
in which education has developed and taken its shape
in Malaysia. This is important because the effects of
education are both determined and influenced by the
structure and behaviour of the polity (Levin, 1976).
III. Methodology
I choose historical study as my research design.
Many current educational practices, theories, and issues
can be better understood in the light of past
experiences. Knowledge of the history of education can
yield insights into the evolution of the current
educational system as well as into the practices and
approaches that have been found to be ineffective or
unfeasible. In fact, studying the history of education
might lead one to believe that there is little new under
the educational sun, although some practices seem to
appear and disappear with regularity. Policymakers at
any level in education can benefit from the contributions
of historical research in arriving at decisions (Wiersma,
1995).
IV. The Malaysian Educational System
There is a common phenomenon in all
colonized countries: all inherit the educational model of
the metropolitan power. Colonial powers in most cases
disrupt the traditional educational systems of the
colonized and supplement them with systems based on
imported models. Miller (1997) viewed the formal
educational policies of India, Sri Lanka, Burma, and
Malaysia to be moulded on the English pattern, with
those of Indo-China moulded on the French, those of
Indonesia on the Dutch, and those of the Philippines on
the Spanish patterns. The British colonial system of
education made its impact on almost every aspect of
education in the colonized countries. In the aspect of
curriculum, its contents were almost a carbon copy of
that used in the then aristocratically oriented British
system. As such, as many authors have generally
conceded, this curriculum was not in tune with the
pupils’ environment nor was it of practical use in their
lives (Tuqan, 1975; Altbach & Kelly, 1978).
According to Bakri (2003), “schools were along
racial lines in British era. Malay schools were consumed
with religious studies and limited to primary level only.
Chinese schools were nothing more than fronts for the
Communist Party. Tamil schools might as well have
been in Tamil Nadu, India. Only the English schools had
a multiracial student body. But they were few and
necessarily elitist.” The colonial system never held out
the prospects of integration into indigenous culture to
those who attended their schools. The colonial system
or schools were marked by diversity (Altbach & Kelly,
1978).
All the national-type schools in the country had
to change their language media of instruction to Bahasa
Malaysia. The result of this change was the conversion
of national-type schools into national schools. The first
conversion happened in January 1968 with the
conversion of English primary schools to national
schools. The conversion was conducted in stages, by
first teaching five subjects in the Malay language in
Standard one (I) to three (III) in national-type English
primary schools. By 1970, all subjects except English
were taught in Malay in Standard one (I). Malay-medium
classes had also started in secondary vocational
schools in 1968 and in secondary technical schools in
1970. From 1983 all courses in the local universities
were progressively converted to the national language
(Table 1.1).
Maintaining the Medium of Instruction Policy in Malaysia: the Case for Bahasa Malaysia
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Year Implementation
1957 National Language is made a compulsory subject at all levels in all government-funded primary and
secondary schools.
1958 Malay-medium secondary classes are established, which eventually develop into national secondary
schools.
1963 i) The first fully residential Malay-medium secondary school in Kuala Lumpur, the Alam Shah National
Secondary School, is established.
ii) Malay-medium Sixth Form classes start in the Shah Alam National Secondary, Kuala Lumpur.
1965 The first batch of Malay-medium students is admitted to the University of Malaya.
1968 i) The first batch of Malay-medium students graduate from the University of Malaya.
ii) Malay-medium classes are held in secondary vocational schools.
iii) Five subjects are taught in the Malay Language in Standard 1-3 in national-type English primary schools.
1969 Civics is taught in the Malay language in Standard 4 in national-type English primary schools.
1970 i) All subjects in Standard 1 are taught in the Malay language in national-type English primary schools.
ii) Geography and History are taught in the Malay language in Standard 4 in national-type English primary
schools.
iii) Malay-medium classes are held in secondary technical schools.
1973 All Arts subjects in Form 1 are taught in the Malay language in national-type English primary schools.
1975 i) There are no more English-medium Remove classes.
ii) National-type English primary schools are fully converted to national primary schools.
1976 i) All Arts, Science and Technical subjects in Form 1 are taught in the Malay language in national-type
English secondary schools.
ii) All Arts subjects in Form IV are taught in the Malay language.
1978 Arts streams in Form VI (Lower) are taught in the Malay language in national-type English secondary
schools.
1980 First year in Arts and allied courses is taught in the Malay language in the universities.
1981 All Arts, Science and Technical streams in Form VI (Lower) are taught in the Malay language in national-type
English secondary schools.
1982 National-type English secondary schools are fully converted to national secondary schools.
1983 First year in all courses (Arts, Science, Engineering, Medical, etc.) is taught in the Malay language in
universities.
____________________
V. Results
The medium of instruction is the most powerful
means of maintaining and revitalizing a language and a
culture; it is the most important form of intergenerational
transmission (Fishman, 2000) or the most direct agent
of linguistic genocide (Snutnabb-Kangas, 2002). The
medium of instruction policy determines which social
and linguistic groups have access to political and
economic opportunities, and which groups are
disenfranchised. After more than 30 years of
implementing the Malay medium policy, the
reinstatement of English as a medium of instruction has
become a controversial issue. This controversial move
has been related to Fishman’s dichotomy philosophy.
transition from English to Malay as the main medium of
instruction began in 1958, starting from the primary
level. By 1983, the transition at the university level had
been achieved. The transition throughout all levels of
education took 26 years to complete, and it was done
gradually and pragmatically. This extended time frame
provided for more efficient language planning, as well as
for the development of corpus to allow Malay to cope
with science and technology (Asmah, 2002).
Malay has been the medium of instruction for
more than 20 years and has not faced any problems
that necessitate a change in the language policy,
especially regarding the use of Malay as the language
for imparting knowledge and instruction (Gill, 2004).
During this period of education that has had Malay as
the medium of instruction, there have been
developments in many fields of knowledge, including
medicine, aerospace, and science and technology.
Dewan Bahasa Pustaka has produced more than 1
million Malay terminologies in 300 fields of knowledge.
Table 1.1 : Malay language as a medium of instruction in the Malaysian educational system
------------------------------------------------------------------------------------------------------------
Source: Ministry of Education, 2002
220217
The government implemented the national
education policy that stipulated Malay as the main
medium of instruction in schools. The aim of this policy
was to remove the identification of a particular ethnic
group with school achievement and reduce the
inequality of opportunity among ethnic groups (Gill,

Professors, lecturers, and teachers give their lectures in
the Malay language effectively, especially in science and
mathematics subjects.
Using Malay as the medium of instruction has
been judged to be successful. It has produced
graduates and professionals that help to develop the
country. Malay scholars have created many terms in
biology, especially for animals and trees. For example,
since 2001, Dr. Mohammad Salleh, a world-standard
professor in entomology at the National University of
Malaysia (UKM), has created hundreds of terms in
Malay. A number of beetles have been named using
Malay words, such as Arthrotus hijau, Atrachya hitam,
Dercetina bopeng, Itylus biru, Ophrida kuning,
Monolepta merah, and Sphenoraia tompok. Other
words have been created, such as Sarawakiola ajaib,
Medythia bukit, Monolepta cantik, Nadrana dwiwarna,
Podontia jalur, Pseudosastra indah, Monolepta kenit,
trichomimastra kurnia, Xenoda lapan, Paleosepharia
lawa, Metrioidea molek, and Liroetiell warisan, as have
words that originate from the name of a place,
Aplosonyx pahangi, and the name of a Malay man,
Arcaries ismaili. All these terms have been recognized
by international bodies that indirectly recognize Malay as
an international science language (UKM, 2004).
Thus, some Malays do not see the need to
change the national education policy. However, the
Ministry of Education has reintroduced English as a
medium of instruction to teach mathematics and
science in all schools, colleges, and universities. The
stress on English shows the British colonial belief that
language can change one’s pattern of output and make
one see things differently (Barbour & Carmichael, 2000).
The British wanted as many Malayan people as
possible to study in the English medium because this
would help the Malaya’s people administer Malaya pre-
independence and post-independence. This objective
was fruitful, because after 53 years of Malaysian
independence many of the English-educated still believe
that learning English is the best way to face
globalization. In the Fifth Educational Conference of
1939, the English language was shown to be the one
great unifying principle in Malaya, while English schools
had an important cultural role and place in the making of
Malaya.
This differential valuation of exchanged systems
between two streams has posed a serious obstacle to
the Malayan government’s stated goal of transforming
the Malay medium stream into a unified national school
system. After 53 years of independence, the Malay-
medium schools are national schools only by name.
Located primarily in rural areas and drawing their
student enrolment almost exclusively from the Malay
community, the national schools and public higher
institutions continue to provide extremely limited access
to modernized occupations as compared with the
private schools and private higher institutions that use
English as their medium of instruction.
The continued weakness of Malay-language
education relative to English-language education has an
important political implication, as it has served to
undermine the legitimacy of the Alliance government
among some important sectors of the Malay community.
On the other hand, if the government becomes
successful in rapidly reversing the value position of
Malay-language education vis-à-vis the other language
streams, it could risk losing the tenuous legitimacy
granted to it by the non-Malay communities.
After 53 years of independence, the response
among non-Malays toward the national schools is still
poor. In 2003, there were 191,679 Chinese and Indian
students registered in national schools; in 2004 there
were only 192,106 such students. The increase was
lower than 500. This was partly due to the fact that
credentials obtained from the national schools and
public universities were not recognized by private firms
and business organizations for job purposes because of
the weakness of these schools in English. Before the era
of globalization in the 1990s, the government still pinned
its faith on the role of formal education in the national
language as the chief means of achieving national
integration.
At the tertiary level of education, policymakers
have indicated that reform in higher education is vital to
help realize Vision 2020, the national goal of being an
industrialized country and a hub in education and
information technology in the region (Najib, 1996; Fong,
1993; Johari, 1996). At this level, there is no more focus
on nation building or national integration. According to
Rajendran (2004), ethnic harmony is being taken for
granted.
In 1995 (prior to the higher education reform),
there were 48 public higher education institutions,
comprising 8 public universities, 6 polytechnics, and 33
teacher-training colleges. By contrast, there were 275
private colleges. In 1995, 11% of the student-age cohort
was enrolled in higher education – about 50% in public
universities. The other 50% were either attending
courses in local private colleges (35%) or studying
overseas (14%). In 1985, there were 15,000 students
studying in local colleges; on the other hand, there were
68,000 students studying in universities overseas,
especially in the United Kingdom, the United States, and
Australia. The majority of these overseas students were
privately funded Chinese and Indian students (Lee,
1999).
According to Gill (2004), the policy for a dual
medium of instruction has serious social and political
implications. Firstly, private universities have higher fees
when compared with public universities that receive a
large subsidy from the government. This means that the
students that enrol in private universities come from
middle-class families and Chinese families with high
220218

income, while the majority of enrolments in public
universities consist of Malays that come from average-
income and poor families (Gill, 2005). The long-term
effect is that university students will divide according to
socioeconomic strata and, more often than not, ethnic
groups. Thus, the medium of instruction policy would
give rise to class and racial division, instead of unifying
Malaysian citizens.
Secondly, the dual medium of instruction policy
also causes public university graduates to be at a
disadvantage when looking for work in the private sector
because of their weak command of the English
language. This policy type would make Malay graduates
unable to compete with the Chinese graduates from
private universities. Moreover, private companies would
be more interested in hiring Chinese graduates than
Malay graduates since the majority of private companies
are owned by the Chinese. Yet again, the policy
regarding the medium of instruction tends toward the
division rather than the unification of races.
VI. Conclusions
Rustam (2002) views the nostalgic return to the
golden era of revering the English language amongst
the general populace as being creole and as a crisis in
tradition. The creation of a liberalized cultural policy and
an unprofessional language policy will cause cultural
contamination. For example, many individuals have
returned to the craze of giving western or foreign-
sounding names to housing areas, corporate buildings,
hotels, banks, schools, cities, and the like, in keeping
with globalization. Eastern and nationalistic names are
considered by this group to be less attractive to
customers, even to the extent that such names would
complicate international relations. If this group of
individuals were to triumph, then surely it would mean
the end for the Malay language.
In fact there is nothing special about the English
language with respect to the level of education of a
student and to scientific discovery and advancement.
This is especially obvious in the scientific field, as the
number of important researchers and scientists who
have made important discoveries is not dominated by
native English speakers, or by English-trained
individuals. For example, the current joint Nobel Peace
Prize winners for chemical engineering are Koichi
Tanaka from Japan, John Fenn from the United States,
and Kurt Wuethrich from Switzerland. Tanaka is 43 years
old, is the fourth winner from Japan in the past three
years, and does not hold a PhD (Berita Harian,
10.12.02).
The expansion of scientific knowledge after the
13th
century was achieved according to the language of
the scientists. The German scientists recorded their
findings in German, the English in English, and the
Swedish in Swedish, and so on and so forth. However,
in the midst of the multitude of languages, there existed
a force to find common ground from the knowledge
perspective, like getting a legitimate academic
verification for each new finding.
Therefore, it is not surprising to find that the
advancement of science during the 20th
century
occurred rapidly in many different languages: English,
German, Russian, French, Japanese, Chinese, and
many other languages, including Bahasa Malaysia in
Malaysia, which was pioneered by the UKM. Because of
the scientific knowledge recorded in the Russian
language, the world witnessed the first successful
spaceship built by mankind – Sputnik (built by Russia)
and piloted by Yuri Gagarin, the first man in space.
Scientific discoveries recorded in English led to Apollo
11, which brought mankind to the moon. The French
scientists invented the nuclear bomb and carried out
tests in the Pacific Ocean (Shamsul Amri, 2003).
The same may be observed in the field of
medicine, a branch of applied science. Many important
studies have been performed and paramount
discoveries have been made in different languages.
Researchers in Japan, including the Nobel Prize
winners, perform their researches in Japanese. The
Spanish researchers who were successful in the
advancement of several new fields in pharmacy and
medicine recorded their findings in Spanish. Obviously
the researchers in Australia, Canada, the United
Kingdom, and the United States used English.
In the field of mathematics, there are many child
prodigies below the age of ten and some in their early
teens around the world who have been granted
scholarships in several universities (like Sofia, a Malay
girl studying at Oxford University), each individual
continuing his or her respective studies. It is obvious
that language is not a matter of serious consideration
when the universities are dealing with cases such as
these.
If we were to say that only one language is
responsible for success in science, it would go against
history. It would also be foolish to use scientific
knowledge to learn a language; it is unheard of
anywhere in the world. If we were to review the process
of learning a language and the spread of scientific
knowledge in the various languages above, we would
conclude that the two fields are worlds apart and to use
one in an attempt to improve the other would be an
incredible flight of the imagination. Perhaps the results
would be, too (Hassan, 2002).
According to Collins (1995), the belief in the
English language as a functional and superlative
language is pure fiction. This fabrication is constantly
being used by the people who want to maintain or raise
the status of English, such as the races that are fluent in
English and the guardians of the English education
infrastructure. Alas, the same false outlook is being
taken up by a large number of the Malay-speaking
220219

community, as they think it to be true. This occurrence
does not happen in Malaysia alone. In many Third World
countries, the English language is well respected and
thought to be essential for development and inclusion in
the movement toward globalization.
In conclusion, most of the former Western
colonies have not progressed even though they have
used Western languages as their official or main
language in their system of education. Malaysia,
Indonesia, Japan, South Korea, Taiwan, and Thailand
use their own native languages fully in each of their
respective countries. These countries are developed, or
are currently developing, or at the very least are not
included in the list of least developed countries, which
include 40 former Western colonial countries.
There are many other factors other than
language that contribute to the economic development
of a country. Some of the factors include the capability,
honesty, and trustworthiness of the government leaders
and the natural resources of the country. Fishman’s view
is obviously influenced by traditional evolutionary
Western thinking that assumes a modern language, like
English, can bring progress to developing countries.
This is the ethnocentric attitude and Western colonial
mentality that is consciously or subconsciously
expressed through the language planning theory that
uses the Western model of progress as the criterion to
define the function of language development. The
essence behind this theory can be put aside since most
of the countries that use English, French, or Spanish
(that are said to be advanced) as the official language
still have not progressed, and some are still stricken by
poverty, while several other countries that use their
national/official language have become or are becoming
developed (Alis, 2004).
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