Lack of language proficiency

GENERAL observations and detailed studies have shown that younger Malaysians today lack proficiency and competency in the English Language.

To improve the English of our present generation of students and young workforce, we need to increase their opportunities of “seeing, hearing and speaking” the language. This is simply a basic and fundamental approach. I agree that much has been done; nevertheless much more needs to be done.

Firstly, add English subtitles to television shows, especially documentaries that are in the Malay Language. Many who desire to learn English will benefit even when watching television. The present practice seems to be only adding Malay subtitles to English and or other vernacular language programmes. When the programmes are in Malay, no English subtitles are provided. The assumption is that all are comfortable with the Malay language. This is not to be disputed. The proposal here is to provide another convenient and ready avenue for those who want to learn English.

When our medium of instruction in schools was first switched from English to the Malay Language during the early 1970s, I seized every opportunity to learn the language. This included reading the Malay subtitles in English documentaries whenever I watched television. Why can’t this process be reversed now? I believe many eager learners, especially those quiet, reserved and shy ones, will welcome this move.

Secondly, we have many notices and signboards in public places. Their contents should be displayed in prominent Malay wordings. That is the right thing to do. At the same time, to help our citizenry learn English, why can’t we also have a selection of these notices and signboards in English, even if the English wordings are in smaller print? An added advantage of this approach is that it will help and benefit many of our international tourists and visitors. Many world cities are practising this. They have a second language on their important notices and signboards.

Thirdly, now public announcements at our airports are made in multiple languages, English included. We should strenuously and systematically extend this service and practice to our other transport hubs like bus and railway terminals and ports; more so for those places where foreign travellers transit. Our local travellers who are keen to learn English will have yet another avenue to hear and listen to the language.

Fourthly, we produce many products on our soil. The labelling on these products is mainly in the Malay Language and some in the vernacular languages. The producers of these products should be encouraged to include English as the second language in their products’ labels. This way we also widen our English learning and usage environment.

Fifthly, news dailies in Malay and the vernacular languages should include an English language pullout section at least once a week in their publications. The contents of these pullouts can be selected news items and or materials useful for learning English. This is to encourage the general populace to learn the language and to provide a ready and convenient means for them to do so. For students in schools and colleges, these pullout sections are their additional exposure to English.

Concerted and intentional efforts must be made towards improving the English deficiency among our young ones. The school system is doing all it can. Nevertheless, the school efforts must be complemented and supplemented by out-of-school or external endeavours.

LIONG KAM CHONG

Seremban, Negri Sembilan