Make DLP available for all

THE Dual Language Programme (DLP) is once again in the spotlight, following the move to reduce the number of DLP classes in schools.

The DLP was an initiative under the Upholding the Malay Language and Strengthening the English Language (better known by its Malay abbreviation MBMMBI) policy.

It was introduced to improve the English proficiency of students through the teaching and learning of Science and Mathematics, as well as to increase students’ employability and ability to compete globally.

In March, The Star reported that a group of parents staged a protest against a move to reduce the number of DLP classes in a Tamil school.

At first, I thought that this was only a problem in Johor as it had affected five Tamil schools in the state that previously were able to conduct the DLP in all classes.

Four out of those five schools have since seen a rise in the number of DLP classes.

However, there is still at least one non-DLP class in each of these schools.

Some parents in the five schools are still hoping that they will see the DLP in all classes.

The writer hopes that Education Ministry will find a way to keep the Dual Language Programme in school. — Filepic

It was later revealed that the move to reduce DLP classes is an issue which affects most schools in the country.

Sharing my personal experience as someone who struggled with English for a good part of my childhood, I can fully stand behind the absolute necessity of ensuring the DLP classes are available for every student.

We need to understand that not everyone has the privilege of having parents who speak English or is growing up where the language is widely spoken.

I grew up in a small town where people hardly spoke English, especially at school. I was lucky that while my mother could not speak English, my father came from an English-speaking family.

Until the age of eight or nine, I could barely converse in the language as we spoke only Bahasa Malaysia at home.

My father had the foresight to recognise this as a problem and made us speak with him only in English. It was a struggle at first but eventually we got used to it.

My father was not strict when it came to our studies.

He is the kind of parent who, if I nervously brought home a bad grade, would merely remark, “It’s okay, I got worse results when I was your age.”

However, when he took on the task of teaching me English, he became a different person altogether.

He made me write essays and he conducted regular reading sessions with me on weekends. I remember him stopping me mid-sentence many times and reminding me to speak in English whenever I tried to relate my story in Bahasa Malaysia.

I had to force myself to mentally translate what was in my head before getting the words out of my mouth.

This went on for several years until slowly but surely, I became comfortable using the language.

As a child, I hated doing this but now, I am so grateful to my Dad because it has brought me to where I am today.

I was also fortunate because when I was in secondary school, Science and Mathematics were taught in English. By the time it was changed back to Bahasa Malaysia, I had already graduated.

Having a father who was consistent in teaching me, which was a privilege, and having a system that did not diminish the importance of English were two huge benefits that I am thankful for.

I recognise that this may not be the case for many students. For some, whatever time they have learning English in school is perhaps the only time they are exposed to the language.

The DLP classes give students who want to have a better command of the English language a chance to do so.

It would be unfair for them to be deprived of this learning opportunity.

Enhancing English among students does not mean that Bahasa Malaysia will be abandoned. I find the idea rather baffling as being in Malaysia, the mastery of our national language is a given.

I hope that the Education Ministry will find a way to keep the DLP in our schools, instead of slowly killing it off.