SOCIOLINGUISTIC IN LANGUAGE TEACHING
Vernacular schools in Malaysia can be traced as far back as 55 years. They form an integral part of the historical and cultural identity of this country (Centre for Public Policy Studies, 2012). Vernacular schools have a role to play to ensure “cultural heritage is preserved through the generations…the Chinese and Tamil languages in these schools don’t just function as a medium of instruction…and also provide a link to the community’s cultural heritage” (Centre for Public Policy Studies, 2012). The above explanation offers a brief glimpse into the vernacular education system in Malaysia.
According to Patil and Motiram (2013), vernacular refers to the local language spoken by the community. Vernacular medium schools are schools where the medium of instruction is in the local languages such as Chinese or Tamil. In Malaysia, there are two types of vernacular schools: Chinese vernacular schools and Tamil Vernacular schools. These two languages are used in vernacular schools from the early learning stage up to secondary level. Some scholars argued that using mother tongue as the medium of instruction in primary schools gives a child a better chance of beginning his or her education in primary school (Tan & Santhiram, 2007; Baron, 1990).
English language, in Malaysia, is accorded the second language with Bahasa Malaysia as the sole national language (Saadiyah, 2009). Vernacular schools are still in existence to this day to appease the sentiments of certain quarters who want to maintain their “ethnic identity” (Gill, 2007). However, in 2002, the English medium of instruction was reintroduced in national schools and vernacular schools, whereby a bilingual system with English used for the teaching of Science and Mathematics. Prior to this, all subjects in vernacular schools were taught in the mother tongue except for the English language and Bahasa Malaysia. Mother tongue language, which is the first language acquired by children, helps “develop their perspective as
According to Patil and Motiram (2013), vernacular refers to the local language spoken by the community. Vernacular medium schools are schools where the medium of instruction is in the local languages such as Chinese or Tamil. In Malaysia, there are two types of vernacular schools: Chinese vernacular schools and Tamil Vernacular schools. These two languages are used in vernacular schools from the early learning stage up to secondary level. Some scholars argued that using mother tongue as the medium of instruction in primary schools gives a child a better chance of beginning his or her education in primary school (Tan & Santhiram, 2007; Baron, 1990).
English language, in Malaysia, is accorded the second language with Bahasa Malaysia as the sole national language (Saadiyah, 2009). Vernacular schools are still in existence to this day to appease the sentiments of certain quarters who want to maintain their “ethnic identity” (Gill, 2007). However, in 2002, the English medium of instruction was reintroduced in national schools and vernacular schools, whereby a bilingual system with English used for the teaching of Science and Mathematics. Prior to this, all subjects in vernacular schools were taught in the mother tongue except for the English language and Bahasa Malaysia. Mother tongue language, which is the first language acquired by children, helps “develop their perspective as
References: Baron, D. (1990). The English only question. NH: Yale University Press Chaudhury, N Chopra, R. & Jeffrey, P. (2005). Educational Regimes in Contemporary India. New Delhi: Sage Coleman, J Darmi, R., & Albion, P. (2012). Exploring language anxiety of Malaysian learners. Paper presented at the 2nd Malaysian Postgraduate Conference (MPC) 2012, Bond University, Gold Coast, Queensland, Australia. Darus, S. (2009). The current situation and issues of the teaching of English in Malaysia. [Online] Retrieved on 3 March, 2014 from http://r- cube.ritsumei.ac.jp/bitstream/10367/4130/1/LCS_22_1pp19-27_DARUS.pdf Gill, S Patil, N.P & Motiram, K. (2013) . Understanding the importance of vernacular medium schools in india today. International Journal of Advanced System and Social Engineering Research; Vol 3 (1): p12-17 Tan, Y.S & Santhiram, R.P "A Pocketful of Stories" The Role of Storytelling in the Classroom. [Online] Retrieved on 3 March, 2014 from www.thestoryteller.ca/Pages/Role.html Poor will suffer without English Economist Intelligence Unit (2012). [Online] Retrieved on 3 March, 2014 from http://www.eiu.com/ ASLI-CPPS report on Vernacular schools in malaysia: “A heritage to be celebrated or a hindrance to nation building? (2012)