The Second International Conference on Mother Tongue-Based Multilingual Education:
Experiences and Emerging Issues in Malaysia and Southeast Asia
19-20 February, 2025, Level 3, INTI International College, Subang, Malaysia
Background
Mother tongue-based multilingual education (MTB-MLE) is about effective learning. That children learn better in their mother tongue first has been empirically proven in many international studies. An OECD study based on PISA tests found that students speaking a different language at home than at school are 15% more likely to perform poorly in mathematics learning.
World bank found that, “Near-universal enrolment in primary education has not led to near-universal learning.” Schooling is not the same as learning, and “… shockingly low learning outcomes may be a reflection of inadequate language of instruction policies.”
Overview
In collaboration with INTI Foundation and INTI International University in Nilai, the Inisiatif Pengislahan Pendidikan Nasional (IPPN) or National Education Reform Initiative, a network of 16 educational non-governmental organisations in Malaysia, are planning to organise the Second International Conference on Mother Tongue-Based Multilingual Education (MTB-MLE) in Malaysia. The first one was held on 23-25 November, 2021 (See https://www.dongzong.my/v3/mtbmleconf for videos of presentations in the previous conference.)
MTB-MLE and Achieving SDGs
The principles and practices of mother tongue-based multilingual education (MTB-MLE) have gained traction in the worldwide Sustainable Development Goals (SDG) campaign, in particular as an important factor to achieve SDG goal number four: to provide inclusive and equitable quality education, and to ensure lifelong learning opportunities for all.
Decades of global drive for universal enrolment in primary education had led to the realisation that schooling is not the same as learning, as many children from low- and middle-income countries are trapped in what World Bank calls learning poverty, i.e. not being able to read and understand a simple text by the age of 10. Several policy documents published by UNESCO and World Bank have highlighted the essential role played by the use of a home language of a child – in particular for those from less advantaged family background – for foundational education to achieve better outcomes in basic literacy and academic performance. The World Bank, among other international agencies promoting universal literacy, has conceded that “shockingly low learning outcomes may be a reflection of inadequate language of instruction policies”. As noted in a UNESCO report, the attainment of SDG4 has ramifications on achieving all other SDG goals including poverty eradication.
Fundamental principles of MTB-MLE
MTB-MLE is grounded on the fundamental principle that effective learning needs to build on the resources a child brings to the classroom, the most fundamental of which is using the language he or she knows best. But medium of instruction aside, it is also about leveraging the learner’s social and cultural knowledge and experience in acquiring literacy, new knowledge, and new languages. A well-designed MTB-MLE such as the Patani Malay-Thai programme has demonstrated its efficacy for Patani Malay-speaking children to perform better in Thai and other academic subjects when compared with those taught fully in Thai language.
Leveraging Children’s Knowledge for Learning
Effective learning needs to build on the resources a child brings to the classroom, the most fundamental of which is the language he or she knows best. Apart from the language of instruction, it is important to leverage the learner’s social and cultural knowledge and experience in acquiring literacy, new knowledge, and new languages. A well-designed MTB-MLE such as the Patani Malay-Thai programme, found that Patani Malay-speaking children who first learnt to read and write in Patani Malay performed better in Thai and other academic subjects when compared with those taught fully in Thai language.
MTB-MLE and SDGs
Many children from low- and middle-income countries are trapped in what the World Bank calls learning poverty, i.e. not being able to read and understand a simple text by the age of 10. MTB-MLE stems from the realisation that using a home language enables a child – in particular one from a disadvantaged family background – to achieve better learning outcomes in foundational education and to stay longer in school. In this light, MTB-MLE has gained traction in the Sustainable Development Goals (SDG) campaign, as an important factor to achieve SDG goal number four, i.e. to provide inclusive and equitable quality education and to ensure lifelong learning opportunities for all. Importantly, the attainment of SDG4 contributes to achieving all other SDG goals including poverty eradication.
Special relevance to the indigenous peoples
MTB-MLE programmes has a special relevance to the indigenous communities as it may be the best way for children speaking indigenous languages to acquire foundational education while preserving their heritage language. The United Nations General Assembly has declared the decade 2022-2032 as the International Decade of Indigenous Languages to encourage worldwide efforts to preserve, revitalise and promote indigenous languages, many of which are in critical situations. In Malaysia, most indigenous languages are reportedly experiencing language shift, and a few have gone extinct. In such cases, implementing MTB-MLE needs to take into account the ethnolinguistic vitality of the various indigenous groups.
MTB-MLE and Achieving SDGs
The principles and practices of mother tongue-based multilingual education (MTB-MLE) have gained traction in the worldwide Sustainable Development Goals (SDG) campaign, in particular as an important factor to achieve SDG goal number four: to provide inclusive and equitable quality education, and to ensure lifelong learning opportunities for all.
Decades of global drive for universal enrolment in primary education had led to the realisation that schooling is not the same as learning, as many children from low- and middle-income countries are trapped in what World Bank calls learning poverty, i.e. not being able to read and understand a simple text by the age of 10. Several policy documents published by UNESCO and World Bank have highlighted the essential role played by the use of a home language of a child – in particular for those from less advantaged family background – for foundational education to achieve better outcomes in basic literacy and academic performance. The World Bank, among other international agencies promoting universal literacy, has conceded that “shockingly low learning outcomes may be a reflection of inadequate language of instruction policies”. As noted in a UNESCO report, the attainment of SDG4 has ramifications on achieving all other SDG goals including poverty eradication.
Fundamental principles of MTB-MLE
MTB-MLE is grounded on the fundamental principle that effective learning needs to build on the resources a child brings to the classroom, the most fundamental of which is using the language he or she knows best. But medium of instruction aside, it is also about leveraging the learner’s social and cultural knowledge and experience in acquiring literacy, new knowledge, and new languages. A well-designed MTB-MLE such as the Patani Malay-Thai programme has demonstrated its efficacy for Patani Malay-speaking children to perform better in Thai and other academic subjects when compared with those taught fully in Thai language.
Political and social significance of MTB-MLE research
As an emerging paradigm, MTB-MLE is going against at least two main countercurrents, one social, another ideological. Firstly, there is a commonplace, intuitive assumption by laymen that the best way for a child to acquire a new language is to be immersed in the language. While this is a truism when acquiring conversational fluency of a language, it is more complicated when it comes to reading and writing, as well as mastering the academic register of a language to excel in schooling. What is often overlooked is the negative effects on learning when a child studies in an unfamiliar language, which may be overcome if a child is cognitively advantaged and receives adequate help.
Secondly, advocacy for MTB-MLE more often than not concerns minority groups speaking non-dominant languages, due to the fact that the national schooling system usually adopts as the medium of instruction, a dominant language which is either the national language or a prestige language facilitating social mobility. In order to effectuate policy adjustment and convince the sceptics, there is almost an imperative, politically and socially, for a mother tongue-based programme to deliver or demonstrate its relative superior performance over the dominant language-medium programme in the acquisition of a second language (and more often than not, a third language as well). Not all MTB-MLE programmes are the same, and some are more efficacious than others. The conference provides the space to discuss variation of national and local contexts which may warrant improvisations and adjustments of programmes.
While there is already a growing body of evidence in support of the efficacy of MTB-MLE in different countries, comparative research on the effects of the medium of instruction on the academic performance and second language acquisition in the Malaysian context – a country which officially provides for four languages as the mediums of instruction at primary level (if the Dual Language Programme is counted) – is only at the infancy stage. It is hoped that the conference serves as an avenue whereby best practices from Malaysia and around the region could be publicised and exchanged, and subsequently new ideas may be adopted for the best learning outcomes.
Special relevance to the indigenous peoples
Additionally, MTB-MLE has a special relevance to the indigenous communities. The United Nations General Assembly has declared the decade 2022-2032 as the International Decade of Indigenous Languages in order to draw worldwide attention and encourage efforts to preserve, revitalise and promote indigenous languages, many of which are in critical situations. MTB-MLE programmes may be the best way for children speaking indigenous languages to acquire foundational education while preserving their heritage language. In Malaysia, most indigenous languages are reportedly experiencing language shift, with some of them going extinct. Contemplating MTB-MLE may require preliminary survey on the ethnolinguistic vitality of various indigenous groups.
CALL FOR PAPERS
This conference offers a platform for academics, policy-makers and education practitioners to share insights, findings and challenges encountered while relating them to the MTB-MLE principles. It is the second time IPPN organises an MTB-MLE International Conference, this time in collaboration with INTI Foundation. The first one was held on 23-25 November, 2021 (see https://www.dongzong.my/v3/mtbmleconf for videos of presentations in the previous conference).
While there is abundant empirical evidence in support of the efficacy of MTB-MLE in different countries, comparative research on the effects of the medium of instruction on the academic performance and second language acquisition in the Malaysian context is only at the infancy stage. Moreover, not all MTB-MLE programmes are the same, and some are more efficacious than others. It is hoped that the conference serves as an avenue whereby best practices from Malaysia and in the region could be publicised and exchanged, and new ideas may be adopted for the best learning outcomes.
The conference organisers warmly extend our invitation to scholars, policy experts and grassroots practitioners in Malaysia and other Southeast Asian countries working on the following themes to propose your abstract on the paper you wish to present at the conference. on any of the following themes:
- Early childhood education
- Effects of the medium of instruction on learning or academic performance
- Multi-/Bilingualism
- Mastering of L2 & L3
- MTB-MLE & social/national integration
- Language policy planning
- Language shift & ethnolinguistic vitality in Malaysia
Early childhood education
Effects of the medium of instruction on learning or academic performance
Multi-/Bilingualism
Mastering of L2 & L3
MTB-MLE & social/national integration
Language policy planning
Language shift & ethnolinguistic vitality in Malaysia
The paper proposal should include:
- Author’s full name & biodata
- Institution & country
- Paper title
- Paper abstract (200-300 words)
Please send your abstract or paper proposal to:
helenting2019@gmail.com
Dr Helen Ting
MTB-MLE Conference Organising Chairperson
Upon acceptance of the paper proposal, you are invited to submit your full paper of between 6,000 – 7,000 words by 31 December, 2024. Accepted papers will be grouped into panels based on shared themes by the Program Committee. Selected papers will be edited for publication either as a special issue of a journal or an edited volume with an academic publisher.
Organisers and Supporting Organisations
Organisers:
Inisiatif Pengislahan Pendidikan Nasional (National Education Reform Initiative, IPPN)
IPPN is a network platform for 16 educational non-governmental organisations from diverse ethnic backgrounds committed to work together on reform initiatives on the Malaysia education system. Each organisational member of IPPN is engaged in educational issues based on their respective concerns, and some have vast experience in running private educational institutions.
Yayasan Amal INTI
A foundation incorporated for educational and charitable purposes and for the Malaysian public welfare irrespective of race, religion or creed. Managed and governed by 6 trustees consisting of successful edupreneur, outstanding academicians, professional coach and experienced public researcher. YAI continuously strives to push forward education discourse and provides grants and assistance to other organizations who share similar focus.
Co-Organisers:
INTI International University and Colleges
Faculty of Languages and Linguistics, Universiti Malaya
Strategic Partners:
Kadazandusun Language Foundation
PACOS Trust
Dayak Bidayuh National Association
SIL
PROGRAMME
| Time (UTC +8:00) | Programme | |
|---|---|---|
|
Day 1 (19 February 2025, Wednesday) |
||
|
7:30am – 8:30am |
Registration of participants and breakfast |
Registration at Level 3 Registration Counter Breakfast: Sports Hall |
|
8:30am – 9:15am |
Welcoming Speech by Dr Helen Ting, Chairperson of Conference Organising Committee
Opening Address by Dr. Wu Ming Chu, member of Board of Trustees of INTI Foundation
Opening Address by Mr Arumugam Kalimuthu, Chairperson of Inisiatif Pengislahan Pendidikan Nasional (IPPN)
Special Address & officiation of the Opening Ceremony by |
Auditorium |
|
9:15am – 10:45am |
Keynote Lecture I: Loud and Clear in Malaysia: Effective Language of Instruction Policies for Foundation Learning |
Auditorium |
|
10:45am – 11:00am |
Coffee/Tea break |
Sports Hall |
|
11:00am – 1:00pm 2 PARALLEL SESSIONS |
Panel IA
Panel IB
|
Panel IA: Multipurpose Hall Panel IB: Function Room |
|
1:00pm – 2:00pm |
Lunch break |
Sports Hall |
|
2:00pm – 3:30pm |
Keynote Lecture II: |
Auditorium |
|
3:30pm – 3:45pm |
Coffee/Tea break |
Sports Hall |
|
3:45pm – 5:45pm 2 PARALLEL SESSIONS |
Panel IIA
Panel IIB
|
Panel IIA: Multipurpose Hall Panel IIB: Function Room |
|
Day 2 (20 February 2025, Thursday) |
||
|
8:00am – 8:30am |
Breakfast |
Multipurpose Hall |
|
8:30am – 10:00am |
Keynote Lecture III: Trends in Ethnolinguistic Vitality in Multilingual Malaysia Chair: Assoc Prof Dr Patricia Riget Speaker: Professor Dr Ting Su-Hie, UNIMAS |
|
|
10:00am – 10:15am |
Coffee/Tea break |
|
|
10:15am – 12:15pm |
Panel III
|
|
|
12:15pm – 12:45pm |
Special Closing Address by Ms Maki Katsuno-Hayashikawa, Director of UNESCO Regional Office in Jakarta Chair: Dr Helen Ting |
|
|
12:45pm – 1:00pm |
Closing Remarks by Dr Helen Ting, Chairperson of Organising Committee |
|
|
1:00pm – 2:00pm |
Lunch & Farewell |
|
| Time (UTC +8:00) | Programme |
|---|---|
| Day 1 (19 February 2025, Wednesday) | |
| 7:30am- 8:30am | Registration of participants and breakfast |
| 8:30am- 8:45am | Welcoming & Opening Addresses |
| 8:45am- 9:15am | Special Address by the Minister of Education Malaysia and officiation of Opening Ceremony (TBC) |
| 9:15am- 10:45am | Keynote Lecture I: Loud and Clear in Malaysia: Effective Language of Instruction Policies for Foundational Learning (Report; PPT; Video) Speaker: Dr Tara Béteille, World Bank (View Abstracts and Speaker’s Biodata) |
| 10:45am- 11:00am | Coffee/Tea break |
| 11:00am- 1:00pm 2 PARALLEL SESSIONS | Panel IA
Multilingual Education in Southeast Asia (View Abstracts and Panelists’ Biodata)
|
| 1:00pm- 2:00pm | Lunch break |
| 2:00pm- 3:30pm | Keynote Lecture II: Multilingual education as a means for realizing SDG4: Quality Education for All (Report; PPT; Video) Speaker: Dr Carol Benson, MLE International (View Abstracts and Speaker’s Biodata) |
| 3:30pm- 3:45pm | Coffee/Tea break |
| 3:45pm- 5:45pm 2 PARALLEL SESSIONS | Panel IIA
Primary Chinese-language Education in Malaysia: Pedagogy & Curriculum (View Abstracts and Panelists’ Biodata)
|
| Day 2 (20 February 2025, Thursday) | |
| 8:00am- 8:30am | Breakfast |
| 8:30am- 10:00am | Keynote Lecture III: Trends in Ethnolinguistic Vitality in Multilingual Malaysia (Report; PPT; Video) Speaker: Professor Dr Ting Su-Hie, UNIMAS (View Abstracts and Speaker’s Biodata) |
| 10:00am- 10:15am | Coffee/Tea break |
| 10:15am- 12:15pm | Panel III
Indigenous Languages in Malaysia: Reality Check & Community Strategies (View Abstracts and Panelists’ Biodata)
|
| 12:15pm- 12:45pm | Special Address by Ms Maki Katsuno-Hayashikawa, Director of UNESCO Multisectoral Regional Office in Jakarta |
| 12:45pm- 1:00pm | Closing Ceremony |
| 1:00pm- 2:00pm | Lunch & Farewell |
Keynote speakers
KEYNOTE LECTURE I:
Loud and Clear in Malaysia: Effective Language of Instruction Policies for Foundational Learning
Dr Tara Béteille
Lead Economist in the East Asia Pacific Region, World Bank
Over a quarter billion children in low- and middle-income countries are taught in languages they don’t speak or understand. Inappropriate language of instruction policies create an invisible barrier to learning, contributing to staggering rates of educational failure and deepening social inequities. This paper examines the extent to which students in Malaysia receive instruction in a language other than their mother tongue, and the implications of this on their learning outcomes. It discusses the global evidence on effective language of instruction policies, and suggests key principles and implementation approaches that could transform student learning experiences, teacher effectiveness and ultimately learning outcomes for millions of children in Malaysia.
Tara Béteille is currently the World Bank’s Lead Economist and Human Development Program Leader for the Philippines, Malaysia and Brunei, based in Manila. Before this she served as the Program Leader for Myanmar, Cambodia and Laos. Tara served as the Global Lead for the World Bank’s Teachers Thematic Group from 2017 till 2021. Her areas of operational expertise include early childhood education, teacher labor markets, skills, higher education and the political economy of education, having led projects in multiple regions in the world, including South Asia and East Asia and Pacific. Tara was a core team member of the World Development Report 2018, Learning to Realize Education’s Promise. Her research interests including teacher labor markets, politics of education reform and higher education, topics on which she has published in journals such as Education Finance and Policy, the Proceedings of the National Academy of Sciences and Nature (Human Behavior) as well as World Bank regional flagships, such as Ready to Learn: Before School, In School and Beyond School in South Asia and Fixing the Foundation: Teachers and Basic Education in East Asia and Pacific.
Prior to joining the World Bank, Tara worked as a Post Doctoral Fellow at the Center for Education Policy Analysis at Stanford University, and before that, as a Manager in ICICI Bank in Mumbai, India. Tara holds a Ph.D. in the Economics of Education from Stanford University, and an M.A. in Economics from Stanford University and the Delhi School of Economics.
KEYNOTE LECTURE II:
Multilingual education as a means for realizing
SDG4: Quality Education for All
Dr Carol Benson
Founder and director, MLE International
Meeting Sustainable Development Goal 4, to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all, requires an examination of how education systems can tailor their programs to meet the needs of learners with diverse home languages. Centralized education systems that use dominant languages for instruction do not offer speakers of non-dominant languages equitable opportunities to learn.
Taking a language-as-resource orientation, this paper demonstrates how curricular aims can be aligned with teaching and assessment to support all learners, and further, how language-in-education policy can be aligned with other aspects of the education system to support a consistent, high-quality approach. In this approach, all learners are considered emergent multilinguals who are developing not only language skills but also multiple literacies, metalinguistic awareness and intercultural awareness across the curriculum.
This paper discusses strategies for developing and interpreting learning assessments in the home language (L1)—or in the L1 plus an additional language—so that learners can more completely show what they know. Assessing multilingually will create a positive backwash effect on teaching, learning and curriculum development in multilingual education. This will inform education policy so that all parts of the system are working together to recognize the assets and capabilities of learners and develop their skills throughout the education system.
Carol Benson is a specialist in L1-based multilingual education who has worked as a technical assistant with education ministries in teacher education, learner assessment, curriculum development, program evaluation, and policy implementation in multilingual countries in Africa, Asia/Pacific and Latin America. She is a former professor at Teachers College, Columbia University and Stockholm University. She is currently consulting in multilingual education and literacy while building an organization called MLE International to make technical and human resources available to support implementers of multilingual education in low-income contexts. Her scholarly interests include language-in-education policy change, girls’ participation in MLE, assessing learners multilingually, and creating a multilingual habitus in educational development.
KEYNOTE LECTURE III:
Trends in Ethnolinguistic Vitality
in Multilingual Malaysia
Professor Dr Ting Su-Hie
Faculty of Education, Language and Communication, Universiti Malaysia Sarawak
The ability of language groups to behave as collective entities with a distinctive identity and language in intergroup situations depends on demographic, institutional control, and status factors. The objective measure of ethnolinguistic vitality indicates the strength of a language to thrive on a continuum of survival and extinction on a macro level. On the micro level, it is the subjective ethnolinguistic vitality that directs the language choices of individuals in daily situations.
This belief system may influence interethnic behaviour and attitudes more than the quantifiable aspects of a language group’s strength. In multiethnic countries like Malaysia, self-beliefs and self-goals about using and preserving one’s ethnic language determine responses to the external expectation to assimilate. This talk describes the trends in ethnolinguistic vitality in multilingual Malaysia. Language use and attitudes will be used as indicators of subjective ethnolinguistic vitality, and a comparison will be made with objective ethnolinguistic vitality.
Based on this, postulations of future trends in cognitive-affective dispositions towards ethnolinguistic vitality will be made. The talk will also broach the difficulty of researching subjective ethnolinguistic vitality as positive language attitudes may not be translated into frequent use of ethnic language in various social networks.
Su-Hie Ting is a professor of sociolinguistics at the Faculty of Education, Language and Communication, Universiti Malaysia Sarawak. She has a PhD in Applied Linguistics from the University of Queensland, and a Master of Science in Teaching of English as a Second Language degree from Universiti Putra Malaysia. Her research interests lie in sociolinguistics, academic writing, communication strategies, and health communication. She teaches Research Methodology at undergraduate and postgraduate levels and has been conducting workshops for research writing since 2010. She is also the founding and chief editor of a SCOPUS-indexed journal, Issues in Language Studies. She has held research grants totalling 4.9 million, published 430 books, book chapters, journal papers, and conference papers. Her Google Scholar h-index is 23 with 2584 citations while her SCOPUS h-index is 14 with 73 articles.
Special Address by Director of UNESCO Multisectoral Regional Office in Jakarta
Ms. Maki Katsuno-Hayashikawa
Director of UNESCO Multisectoral Regional Office in Jakarta
Ms. Maki Katsuno-Hayashikawa brings experience of nearly 30 years with UNESCO, UNICEF and JICA, at global, regional, and country levels. She assumed her role as the Director of UNESCO Multisectoral Regional Office in Jakarta, and UNESCO Representative to Indonesia, Brunei Darussalam, Malaysia, the Philippines, and Timor Leste in July 2023. Prior to her current assignment, she served as the Director of the Division for Education 2030 at UNESCO Headquarters overseeing UNESCO’s global programmes on Gender and Inclusive Education, Higher Education, Education in Emergencies and led the global SDG4 coordination mechanism. In addition, during 2022, she served as the Executive Secretary of the Secretariat for the Transforming Education Summit convened by the UN Secretary-General in September 2022. Ms Katsuno-Hayashikawa holds Master’s degrees in Educational Planning from the Institute of Education, University College London, and in Early Childhood Education from the South Australia University; and a Bachelor’s degree in International Relations from the London School of Economics and Political Science.
email: m.hayashikawa@unesco.org
Panelists
PANEL IA:
Multilingual Education in Southeast Asia
Mr Antonio Dequito Igcalinos
Paper Title:
Generating local data and evidence for sustainable language policy planning: prospects for improved literacy outcomes for the early grades
Abstract:
Ten years after mother tongue-based multilingual education (MTBMLE) became a state policy, education leaders and policymakers are still split and uncertain over whether the multilingual education policy has achieved its literacy development goals. This division and uncertainty present an opportunity for some quarters in the national legislature to introduce substitute bills in an attempt at abolishing the policy and reverting to the defunct bilingual instruction. From its inception, the policy had a rough sailing as several serious attempts to discontinue even before its full implementation have reached the Supreme Court which, in 2016, ruled with finality that the policy is founded on equity and human rights and stood on strong pedagogic principles with abundant scientific evidence to support its soundness. However, what imperils sound policy is its poor implementation as demonstrated by the lack of local data and evidence that would have cemented greater support to multilingualism in a multilingual, multicultural society. This gap, nonetheless, provides the rationale for a language mapping and proficiency testing (LMPT) which serves as an effective tool to generate more local data and evidence of policy gains and to identify more unresolved issues at the meso and micro levels. Part of the tool is the LMPT dashboard with real-time data which provides on-the-ground implementers with clear guidance in making critical decisions and necessary adjustments. The LMPT initiative in the Central Visayas Region in the Philippines is a compelling exercise to undertake and expand in many parts within and outside of the country to reaffirm the contextuality and soundness of the multilingual education policy guided by science, data and evidence.
Antonio “Tony” D. Igcalinos is a multilingual education advocate, researcher, and policy development
practitioner. Since 2009, he has been working with local and international linguists, literacy and learning experts, bilateral and multilateral organizations, government, the academia, industry and the private sector in pushing for the full institutionalization of a rights-based multilingual education program as a key strategy for strengthening foundational literacy to deliver on Goal 4 and the imperatives of the 2030 Agenda for Sustainable Development.
Mr Igcalinos has conducted workshops on policy and program development, communication and public affairs, strategy, research, development and extension, and resource mobilization. He has developed programs for the public sector and has done professional work in translation. His consulting work covers impact assessment, monitoring and evaluation, partnerships, publishing, project management, and public sector assets development. His most recent engagement with a bilateral agency has resulted in generating more local evidence that will support continuity of L1-based multilingual education policy.
Since 2018, Mr Igcalinos serves as president of the 170+ Talaytayan MLE, a university-based organization of language, education, culture, science and policy development scholars and practitioners.
Dr Uniansasmita Samoh
Paper title:
Effectiveness of a Mother Tongue-based Instruction for Students in Tadika School: a Case of Pattani Province
The objective of this study is to determine the effectiveness of using a mother tongue as a medium of instruction in Tadika School, Pattani Province. Tadika School represents the identity of Thai Muslims in the southern border provinces of Thailand while playing an important part in promoting basic knowledge of Islam and Malay language and culture. The school arranges lessons at the ‘Ibtidaiyah’ level (a beginner level) in the evening on weekdays or weekends depending on the community. The teachers who are Imams or volunteers from the community use the students’ mother tongue, Patani Malay, as the medium of instruction to provide lessons in Tadika School. Since the students have better language skills in Patani Malay than in standard Malay or Arabic, they can achieve a better understanding as the lessons are explained in their mother tongue compared to most lessons provided in the other two languages. Moreover, using Patani Malay as the medium of instruction in the classroom also encourages the students to engage in class discussions. As they have the confidence to answer and ask questions to the teachers, it creates a better learning-friendly environment for the students.
Key words: mother tongue, medium of instruction, Tadika School, Pattani Province
Author’s Full Name: Uniansasmita Samoh
Institution: Faculty of Humanities and Social Sciences, Prince of Songkla University, Pattani Campus
Country: Thailand
Biodata:
UNIANSASMITA SAMOH obtained his doctoral degree in Linguistics from the Research Institute for Languages and Cultures of Asia, Mahidol University, Thailand. He is a lecturer of Malay Language and Malay Studies Programme at the Faculty of Humanities and Social Sciences, Prince of Songkla University, Pattani campus, Thailand. He teaches Malay language, Malay linguistics and contemporary Malay in ASEAN subjects. His research areas include mother tongue-based multilingual education, multicultural education, language and education planning, language and identity, educational linguistics, socio-linguistics and syntax. He was a researcher at the Research Institute for Languages and Cultures of Asia, Mahidol University, Thailand and was involved in the Patani Malay-Thai mother tongue-based multilingual education project (2008-2019). He was a visiting scholar at Graduate Institute of Applied Linguistics (GIAL), Dallas, Texas U.S. in 2014.
Dr Lee Huang Yik
Paper title: Multilingual education for Southeast Asian primary schools: Policies and Possibilities
Southeast Asia is an ethno-linguistically diverse region, within which ‘Southern multilingualism’ has inherently been a widely-acknowledged societal norm. However, despite UNESCO’s repeated calls for mother tongue-based multilingual education (MTBMLE) policy approaches in Southeast Asian polities, many government officials and policymakers have yet to pay much attention to the learning of mother tongues and local languages, resulting in the hegemonic dominance of national language(s) and English across the region. Drawing on the multilingualism-as-resource orientation, this paper attempts to explore possibilities of MTB-MLE policies for primary schools across Southeast Asia. Research to date has shown that the evidence-informed MTB-MLE policy model is aligned with Goal Four of the Sustainable Development Goals (SDGs), which recommends national governments to prioritise quality and inclusive education that can maximise human capital development and improve people’s lives. Findings in this qualitative case study was based on data gathered from interviews with 25 key scholars and policy officials in the region. When rethinking from a multilingualism-as-resource lens, the study has found that there are potentially more opportunities for multiple languages to occupy ecological spaces within the curriculum. The study proposes a ‘Na/ver/in’ model, which is aimed at the combined use of the (na)tional language, (ver)nacular language(s)/regional lingua franca and (in)ternational language for Southeast Asian primary education, may be a realistic attempt at operationalising MTB-MLE in the region. Acknowledging the potential challenges and limitations in implementating the ‘Naverin’ model, the study further suggests the importance of learning from the promises as well as pitfalls from the South African, Filipino and Indian multilingual models, when exploring multilingual possibilities for the region. To conclude, the way forward is a more balanced, inclusive, socially equitable and sustainable approach to language policy and planning, informing the ‘Naverin’ model.
Keywords: language-as-resource, multilingual education policy, Southeast Asia,
sociolinguistic diversity, ecological approach
Authors Name: Huan Yik Lee (Surname: Lee)
Institution: Language Academy, Faculty of Social Sciences and Humanities, University of Technology Malaysia, Johor Bahru, Malaysia
Biodata:
Huan Yik Lee is currently Senior Lecturer at the Language Academy, Faculty of Social Sciences and Humanities, University of Technology Malaysia (UTM). He is a recent PhD graduate and Honorary Fellow at the School of Education, University of Queensland, Australia. He obtained his B.Ed. TESL from the University of Exeter, UK and earned a Masters in English Language Education from the University of Malaya, Malaysia, as well as an M.Sc. in Public Policy from the School of Public Policy, University College London, UK. His research interests are in the field of language policy and planning, sociolinguistics, English language (TESOL), international and comparative education, multilingual education and teacher education.
Dr Rajesh Ramachandran
Paper Title: Analyzing Educational Performance in Malaysia: Insights from TIMSS and PISA
In this study, we employ data from the Trends in International Mathematics and Science Study (TIMSS) and the Programme for International Student Assessment (PISA) to analyze the educational performance of Malaysian students relative to their counterparts in neighboring countries. Using a difference-in-differences framework, we focus on the effects of changes in Malaysia’s language of instruction policy-specifically, the shift from Malay to English and the subsequent reversion to Malay-on student achievement in mathematics and science.
Beyond language policy, our analysis incorporates several child and household-level factors, including socioeconomic status, parental involvement, and access to private coaching, which have been shown to influence academic outcomes in international assessments. We also examine institutional factors such as school resources, teacher quality, and the broader educational environment, which play a crucial role in shaping student performance.
This research contributes to the understanding of how policy and socio-economic factors can drive educational disparities and offers recommendations for future policy interventions aimed at improving educational outcomes in Malaysia and similar contexts.
Full Name: Rajesh Ramachandran
Institution: Monash University Malaysia
E-mail: Rajesh.Ramachandran[at]monash[dot]edu
Biodata:
Rajesh Ramachandran is a senior lecturer at Monash University Malaysia and co-director at the chair of International and Development Politics, Universität Heidelberg (appointment by courtesy). He obtained his PhD from Universitat Autonoma de Barcelona and previously held positions at Goethe-Universität and Universität Heidelberg. His research lies at the intersection of development economics and political economy. His primary research interests include political linguistics and language policy, economics of caste, and economics of education and health. His work has been published in journals such as the American Political Science Review, Journal of Development Economics and World Development, as well as appeared in policy documents such as the Global Education Monitoring Report of the UNESCO and covered by popular media such as the Economist, the Financial Times and the BBC.
PANEL IB:
Multilingual Education in Malaysia: Pedagogical and Policy Considerations
Assoc. Prof. Dr Chew Fong Peng
Paper Title: A Comparison of the Malay Language Performance in MCE and UEC among the Malaysian Chinese Independent Secondary Schools Students
The Malay Language is the medium of instruction and a compulsory subject in schools. However, under the multi-education system, secondary schools in Malaysia are divided into National Secondary Schools and Chinese Independent Secondary Schools. It is generally accepted by Malaysian society that Chinese Independent Secondary School students are generally underachieved in the Malay language during the examination due to their lack of interest in the subject. On the other hand, students at Chinese Independent Secondary Schools are not compulsory to sit for the Malay language subject in the Malaysian Certificate of Education (MCE). At the same time, the United Chinese School Committees Association of Malaysia (or Dong Zong) has developed their Malay Language textbooks and examination system which is named as the Unified Examination Certificate (UEC) to be implemented in all Chinese Independent Secondary Schools. According to the Unified Examination Results Analysis Report released by Dong Zong’s Examinations Department (2019), the number of candidates sitting for the Malay Language subject in MCE has decreased year by year. Still, the proportion of students who achieved excellent grades or A in the Malay Language subject in UEC in 2019 is higher than in 2018. This indicated that UEC candidates have achieved good results in the Malay Language subject. However, the media reports that the results of the Malay language subject of the Chinese Independent High School students are not satisfactory, and there is a big gap between the Malay language results of the candidates in UEC and MCE. Is there a correlation between the Malay Language results in the UEC and the MCE? Malay society and Chinese society have their argument, and this educational topic has become a polemic nowadays. Therefore, the researcher aimed to explore the issue from an academic perspective. Findings indicated there is a correlation between the Malay language results of the candidates in MCE and UEC. Besides that, the students’ performance shows significant differences in MCE and UEC based on region and gender. Therefore, Dong Zong may take region and gender into consideration in the efforts to improve the students’ performance in the Malay language.
Keywords: Malay language, Malaysia Certificate of Education, Malaysian Chinese Independent Secondary Schools, performance, Unified Education Certificate
Full Name: Assoc. Prof. Dr. Chew Fong Peng
Institution: University of Malaya
Email: fpchew@um.edu.my
Biodata:
CHEW FONG PENG specialises in Language Education and teaching and is the Centre for Research in Language Education (CRiLE) Chair at the Faculty of Education, University of Malaya. She has authored or edited more than 20 books, translated 21 books, and more than a hundred journal articles, proceedings and book chapters. Associate Professor Dr. Chew has completed 31 research projects, 10 of which being the lead researcher. She won numerous medals in the academy and innovative expo besides being listed successively in Marquis Who’s Who in the World. A member of the editorial board of 11 national and international journals, she was invited as a visiting professor at Peking University, China from October 2011 to June 2012.
Dr Wong Sien Biang
Paper Title: Improving Multilingual Education in Malaysia: A Differentiated Approach to Language Teaching
Wong Sien Biang
Abstract:
In many Southeast Asian countries, such as the Philippines, Indonesia, and Thailand, the implementation of compulsory national language instruction in early education led to slower cognitive development and ineffective dissemination of government policies, particularly among minority groups who primarily use their mother tongue in daily conversations. These nations eventually adopted Mother Tongue-Based Multilingual Education (MTB-MLE), which allowed students to build foundational literacy and learning skills in their mother tongue during the early years of schooling.
While Malaysia has avoided similar challenges due to the flexibility of its education system—allowing Chinese and Tamil parents to choose national-type schools where instruction is delivered in students’ mother tongues—there are still significant areas for improvement. The current multilingual education structure does not fully differentiate between the teaching of first and second languages, limiting students’ overall linguistic and cognitive growth.
This paper argues for the need to adopt a differentiated approach to teaching languages in Malaysia. First languages, such as Mandarin in Chinese national-type schools, should be leveraged to develop essential 21st-century skills like critical thinking, collaboration, and creativity. In contrast, second languages, including Malay and English, should be taught using second language acquisition methods that focus on language learning rather than content mastery. By reviewing relevant literature and best practices, this paper offers a framework for improving syllabi, content, teaching materials, pedagogy, and learning objectives in Malaysia’s multilingual education system.
Author’s Biodata:
Dr Wong received his BA (Hons) in Chinese Studies (1987) and an MA in Chinese Studies (1998) from Universiti Malaya. He later obtained his PhD in Chinese Studies from Nanjing University, China, with a focus on Ancient Chinese Literature. He spent 31 years teaching at IPG (Institut Pendidikan Guru), the teachers’ training college, before retiring in December last year. In January 2024, he joined Universiti Tunku Abdul Rahman (UTAR) as an Assistant Professor at the Institute of Chinese Studies. His areas of specialization include Ancient Chinese Literature, Chinese education, the teaching and learning of the Chinese language, and Buddhist textual studies.
Ms Syadiyah Huda Binti Suhaimi & Dr Lee Huan Yik
Title: Reaffirming and embracing multilingualism in the Malaysian education system
Abstract:
In a multilingual and multicultural country like Malaysia, languages play a pivotal role not only in maintaining ethnic and cultural identity but also for promoting unity and nation building ideals. In recent years, however, certain segments of the population have sensationalised issues of ethno-cultural and religious intolerance, as well as linguistic incompetence particularly in the national language (and to some extent English). These have allegedly been framed as manifestations of our adoption of ‘integrationist’ over ‘assimilationist’ ideologies since independence. With these issues in mind, this presentation attempts to debunk stigmatisation of decades-old multilingual policies in Malaysia. This paper firstly examines how our national curriculum helps shape students’ linguistic repertoires. More importantly, the paper also seeks to explore the potential of multilingual education in promoting unity, social cohesion and nation building among young Malaysians. This study employs a case study methodology where the students, teachers, and school administrators from national and national-type schools are interviewed to help us better understand their perspectives on the implementation of multilingual education and its impact on national and socio-cultural identities. This study reaffirms the role of multilingual education policies in balancing divergent but at times complementary ideologies, demands and aspirations of the people and the nation. Multiple identities, we argue, can co-exist in harmonious ways within an enabling environment. As a way forward, Malaysians should move beyond mere tolerance or acceptance of societal multilingualism, instead we should advocate for embracive and inclusive multilingual education policies in the spirit of celebrating and sustaining inherent ethnolinguistic diversity.
Keywords: multilingualism, multiculturalism, integration, social cohesion, linguistic repertoires
Full name: Syadiyah Huda Binti Suhaimi (presenter) & Huan Yik Lee (co-presenter)
Institution: University of Technology, Malaysia
Biodata:
Syadiyah Huda Binti Suhaimi is currently pursuing a Master of Philosophy in TESL at the University of Technology Malaysia (UTM). She recently graduated with first class honours in B.Ed. TESL from the same instituion. Her current research project investigates the influence of Malaysia’s national curriculum in shaping students’ linguistic repertoires as well as the potential of multilingual education in fostering unity, social cohesion, and nation-building among young Malaysians.
Biodata:
Huan Yik Lee is currently Senior Lecturer at the Language Academy, Faculty of Social Sciences and Humanities, University of Technology Malaysia (UTM). He is a recent PhD graduate and Honorary Fellow at the School of Education, University of Queensland, Australia. He obtained his B.Ed. TESL from the University of Exeter, UK and earned a Masters in English Language Education from the University of Malaya, Malaysia, as well as an M.Sc. in Public Policy from the School of Public Policy, University College London, UK. His research interests are in the field of language policy and planning, sociolinguistics, English language (TESOL), international and comparative education, multilingual education and teacher education.
Prof. Dr Leong Wai Yie
Title: Advancing Multilingual Learning Through Artificial Intelligence and Virtual Reality
In an increasingly globalized world, multilingual proficiency is an invaluable skill that fosters cross-cultural communication and understanding. Traditional language learning methods often fall short in providing immersive and personalized experiences necessary for effective learning. This study outlines strategy, case studies and practical projects to leverage Artificial Intelligence (AI) and Virtual Reality (VR) technologies to revolutionize multilingual education, making it more engaging, adaptive, and accessible. The objectives of the study are to utilise VR to create immersive and interactive learning environments, and implement AI to tailor educational content and experiences to individual learner needs. The analysis is to improve language proficiency and foster cultural understanding using VR to simulate real-world cultural contexts for language use. The outcome will facilitate collaborative learning via virtual classrooms and language exchange platforms.
Keywords: Multilingualism, Artificial Intelligence, Virtual Reality, Virtual Classroom
IR Prof. Dr. LEONG Wai Yie received her PhD in Electrical Engineering and Bachelor’s Degree (Hons I) in Electrical Engineering from The University of Queensland (UQ), Brisbane, Australia in 2005 and 2000 respectively. She has authored 12 book series that highlight the innovation in Electronics and Engineering. Wai Yie is currently the Deputy Vice Chair of the World Federation of Engineering Organisation (Women in Engineering Committee). She specialises in medical signal processing and telecommunications research. She has been researching IR4.0, wireless sensor networks, ultra-wideband, and wireless communications. Wai Yie has ranked in the World’s Top 2% Scientists 2023, World Federation of Engineering Organisation (WFEO) GREE Women In Engineering Award 2022, Tan Sri Datuk Napsiah Omar Women Leaders Award 2022, UN Women Leadership Commitment (First Runner Up) 2021, IEM Women Engineer of the Year 2018, Top Research Scientists Malaysia 2017 and Smart-State-Smart-Women Award presented by Queensland Government, Australia, in 2005.
PANEL IIA:
Primary Chinese-language Education in Malaysia: Pedagogy & Curriculum
Dr Yeoh Yin Yin
Title: Teaching Strategies for Non-Chinese Pupils in Malaysian National-Type (Chinese) Primary School
Abstract:
As the proportion of non-Chinese pupils in Malaysian National-Type (Chinese) Primary School continues to increase, understanding their educational experiences has become a critical focus within the field of education. These schools, where the curriculum is primarily designed for native Chinese speakers, present significant linguistic challenges for non-Chinese pupils due to their lack of foundational language skills. This study focuses on a year one classroom in a school where 100% of the pupils are non-native speakers of Chinese. It explores how Chinese subject teacher adapt their teaching strategies in the absence of specific pedagogical methods to better serve this demographic. Through onsite observations and interviews with year one Chinese subject teacher and pupils, the research analyses the flexible approaches teachers employ in managing the curriculum. Emphasis is placed on how teacher assist pupils who have minimal or no prior exposure to the Chinese language, helping them to build a more solid linguistic foundation during their first year of schooling. This study highlights the necessity for adaptable teaching methods that cater to the different linguistic backgrounds of students.
Keywords: Non-Chinese pupils, Chinese primary schools, teaching strategies, curriculum adaptation, language adaptation
Full Name: Dr. Yeoh Yin Yin
Institution: Universiti Malaya
Biodata:
YEOH YIN YIN joined the Department of Chinese Studies, Faculty of Arts and Social Sciences at Universiti Malaya as a Senior Lecturer in 2018. She received her Bachelor’s degree from the Faculty of Languages and Applied Linguistics at Universiti Malaya in 2010, her Master’s degree from Peking University, China in 2014, and her Ph.D. from National Taiwan University in 2018. Her areas of expertise include the Chinese language, Chinese dialects, and Chinese education in Malaysia. She has published several articles in academic journals and has been the principal investigator on various national, private, and international research grants.
Liang Junling
Title: Character Arrangement in the Chinese Textbook KSSR (Revised 2017) in Malaysian National-Type (Chinese) Primary School
Abstract:
The Malaysian National-Type (Chinese) Primary education system is the main method by which the Chinese community accesses education in their native language. The Curriculum Development Division of the Malaysian Ministry of Education emphasizes the importance of characters in its promulgated “Chinese Curriculum Standards (Year One).” Textbooks serve as the primary materials for pupils to systematically learn new characters. In selecting characters for textbooks, it is crucial to consider the inherent characteristics of Chinese characters, the fact that pupils are children perceiving the world from a child’s perspective (which differs from that of adults), and the distribution of characters in textbooks in relation to the psychological development of pupils. Aligning the distribution of Chinese characters with the different stages of pupil’s psychological development can significantly influence their enthusiasm and motivation to learn, as well as the effectiveness of their learning. Since learning Chinese characters forms the foundation of Chinese language learning, this paper conducts a statistical analysis of the characters in the current Malaysian National-Type (Chinese) Primary School textbook “Chinese” (KSSR Revised 2017). The analysis focuses on three aspects: character types, character quantity, and character sequence. The aim is to discuss the characteristics and rationality of the character arrangement in primary school textbooks and to provide practical recommendations for future textbook character arrangements.
Liang Junling was born in Taiyuan, Shanxi Province, China. He is currently pursuing a Master’s degree in Chinese Studies at the Faculty of Arts and Social Sciences, University of Malaya, as part of the Class of 2023.
His primary research interests focus on the Chinese textbooks used in Malaysian Chinese primary schools, with particular attention to their structure, content, and Chinese character elements. He is especially interested in the teaching challenges and adaptive strategies employed for non-Chinese students in these schools. Additionally, he aim to explore how Malaysian micro-Chinese primary schools address the needs of non-Chinese students in achieving cultural integration and academic success.
Through his research, he wants to contribute to the development of inclusive and effective educational practices for diverse learners in Malaysia’s multilingual and multicultural context.
Cai Huixia
Title: Vocabulary Foundations in Chinese Textbook KSSR (Revised 2017) in Malaysian National-Type (Chinese) Primary School
Abstract:
Vocabulary is the building material of language, and language is constructed by combining words to build sentences and thus communicate. In the process of learning “Chinese”, Malaysian National-Type (Chinese) Primary School (SJKC) pupils recognize and master various kinds of words through the texts, exercises, and activity sections in the textbooks. This strengthens their mastery of basic skills, and promotes the use of standard Chinese in communicate, information processing and writing. The vocabulary characteristics used in the textbooks will become the foundation for these pupils to use Chinese. Therefore, this paper aims to analyze and summarize the vocabulary in the texts, activities, and writing exercises of “Chinese” (KSSR Revised 2017), focusing mainly on the aspects of Er-hua words (儿化), idioms, and Malaysia-specific vocabulary. It also compares these with the usage and word formation rules of Modern Chinese to explore the vocabulary characteristics in SJKC’s textbooks.
The analysis of vocabulary data from the textbooks reveals that, in terms of Er-hua words, there are occurrences of Er-hua words usage that exceed those in Putonghua in Mainland China. The use of idioms increases with grade levels. Additionally, the textbooks contain a lot of Malaysian Chinese specific vocabularies due to the remnants of early modern Chinese influences, and these words are no longer commonly used in Putonghua. This indicates that as early as the primary school level, Malaysian Chinese exhibits usage characteristics that differ from those of Putonghua in Mainland China, which is also used as a native language.
Cai Huixia, from Chengdu, Sichuan, China, graduated from the University of Malaya with a master’s degree in Chinese Studies.
I have been involved in researching the use of the Sichuan dialect in the works of the Bashan Writers Group, analyzing the dialectal vocabulary therein, and observing the characteristics of regional dialects and their comparison with Mandarin. My research interests focus on two main areas: Chinese lexicology and Chinese dialects. And I am currently focusing on Malaysian Chinese, the differences between Malaysian Chinese and Mandarin, and Malaysian Chinese textbooks for Chinese primary schools. Through in-depth analyses of Chinese textbooks for primary Chinese schools, I will explore the use and variation of Chinese vocabulary in the Malaysian Chinese context, explore the differences between it and Mandarin, and focus on its impact on the education and transmission of the Malaysian Chinese language.
I expect that through my research, I will be able to contribute to the prosperity of Chinese education in Malaysia.
Kang Jiayue
Title: Grammar Presentation and Characteristics in Chinese Textbook KSSR (Revised 2017) of Junior grade in Malaysian National-Type (Chinese) Primary School
Abstract：
The Malaysian Ministry of Education has continuously reformed Chinese primary education in Malaysia. The ‘Primary School New Curriculum’ (KBSR) formulated in 1983 set clear requirements for grammar instruction, asserting that knowledge of grammar is fundamental to mastering the Chinese language, thus placing significant emphasis on grammar teaching. Since 2011, the Ministry has implemented the ‘Primary School Standard Curriculum’ (KSSR), and from 2017, it has gradually adopted the ‘Primary School Chinese Language Curriculum and Assessment Standards (2017 Revised Edition)’ (KSSR Revised 2017). Compared to previous curriculum standards, the new curriculum places the focus on enhancing students’ comprehensive Chinese language skills, such as reading comprehension and writing abilities, without specifying explicit requirements for grammar instruction. Under this curriculum standard, there has been a noticeable trend towards the de-emphasis of grammar teaching in the compilation of Chinese textbooks for primary schools. This paper enumerates and classifies all grammar points found in the Chinese textbooks, activity books, and teacher manuals for year one to three in Malaysian Chinese primary schools. It then further analyses their distribution, presentation, and characteristics. Based on this analysis, the paper explores the grammar compilation in textbooks from a systematic perspective, with the aim of providing recommendations for future grammar instruction in Chinese textbooks.
My name is Kang Jiayue, graduated from the University of Malaya with a master degree in Chinese studies with distinction, who come from Henan Province, China.
I have a strong interest in research that is related to the Chinese language in Malaysia, the differences between Mandarin and Chinese in Malaysia, Chinese education in Malaysia, and the compilation of Chinese textbooks for Chinese primary schools in Malaysia.
Through a methodical examination of the textbooks, activity books, and teacher guides for Year 1 to 3 of Chinese primary schools (SJKC) under the “Standard Curriculum and Assessment for Primary Chinese Language (Revised 2017)” (KSSR Revised 2017) and Chinese textbook’s compilation of grammatical knowledge, I expect that some references in my studies will be helpful for the future study on the compilation of Chinese textbooks and the instruction of Chinese grammar in Malaysian Chinese primary schools,which may also contribute to the development of Chinese education in Malaysia.
PANEL IIB:
Leveraging and Strengthening of Minority Languages in Education
Dr Kumaranvelu Ramasamy
Title: Issues and Challenges in Tamil Education in Malaysia: An overview
Kumaravalu Ramasamy
Abstract:
The dawn of the 21st century has seen increasing issues and challenges in Tamil education in Malaysia. In 2003, a programme called PPSMI that permitted teaching of science and math in English teaching of science and math in English was first foisted onTamil education . This does not bode well for the maintenance of Tamil as a first language in Tamil schools in the future. It was against the fundamental principle that a child needs to learn the basics of science and math in his or her mother tongue. Despite the opposition from Tamil language activists, this program was implemented in Tamil schools. In 2010, PPSMI was called off on the grounds that students taught in English in the rural areas did not perform well in science and math when compared to their counterparts in the urban areas. In 2017, PPSMI was rebranded as a Dual Language Program (DLP), and only ‘qualified’ schools were allowed to teach science and math in English. Despite the opposition from the Tamil language enthusiasts, a section of the Indian parents showered overwhelming support to the DLP initiative, believing it would benefit their children’s future education at the secondary and tertiary level. A new challenge popped up in 2020 when a few Muslim NGOs filed a lawsuit that mother tongue- based education is unconstitutional. The apex court in the country reassured that mother tongue-based primary education was constitutional. Amidst all these challenges, the student population of Tamil schools has continued to dwindle from a maximum of 109,086 in 2009 to 77,809 in 2023, a drop of 32000 in just 10 years. Due to the falling number, hundreds of Tamil schools are on the brink of being closed by the authorities. This is the biggest challenge that is haunting the future of Tamil education in Malaysia. In recent years, the overall student achievement and proficiency in the Malay language in Tamil schools have been raised as issues. This paper discusses in detail the contemporary issues faced by Tamil education in Malaysia, such as student enrolment, student achievement, teaching and teacher quality, proficiency in Malay language, perception of the Indian community, infrastructure, and other learning facilities.
Dr. Kumaranvelu Ramasamy is a distinguished educator and academician with a remarkable career spanning over three decades. Born and raised in Seremban, Malaysia, he attended Kirby Tamil Primary School for six years before pursuing his secondary education. He completed his STPM (equivalent to A-Levels) at St Paul’s Institution, Seremban and went on to obtain a Bachelor of Science degree in Mathematics and Chemistry from University Malaya. He further enhanced his academic credentials by completing a Master’s degree in Mathematics and a PhD in Education.
Dr. Kumaranvelu began his teaching career in 1992 as a secondary school teacher, teaching mathematics and chemistry for ten years before being promoted to a lecturer’s post at a teacher training college. He served as a lecturer for seven years before being promoted to Senior Lecturer at Institute Aminuddin Baki, the training wing of the Ministry of Education, in 2009. After ten years, he was appointed as a Senior Special Officer to the Deputy Minister of Education in 2018. Dr. Kumaranvelu retired from government services in 2022 and currently works as a part-time lecturer at Open University Malaysia. Additionally, he is actively involved in Tamil-based organizations and has held positions such as Secretary-General of United Tamil Associations Malaysia and Life Member of Tamil Foundation Malaysia. In addition to his academic pursuits, Dr Kumaranvelu is also actively involved in promoting Tamil education in Malaysia. He regularly writes articles on contemporary issues faced by Tamil education in Malaysia for mainstream Tamil dailies, sharing his expertise and insights to contribute to the growth and development of the Tamil community in Malaysia.
Dr Selvajothi Ramalingam
Title: The Role of Socio-cultural Factors in Parents’ Choice of Mother Tongue Education: A Study of National Type Tamil Schools in Selangor
Abstract:
This study investigates Indian parents’ attitudes towards mother tongue education in Malaysia, prompted by recent reports of declining enrolment in Tamil schools and the government’s decision on combined class. The research aims to identify and analyse parents’ attitudes and perceptions towards mother tongue education in Tamil schools. Utilizing Pierre Bourdieu’s Cultural Capital Theory as its theoretical framework, the study employed a quantitative research design through survey methodology. A sample of 300 Indian parents was selected using purposive sampling from National Type Tamil Schools (SJKT) in Selangor. Data analysis was conducted using quantitative descriptive methods to understand parental attitudes and perceptions. The findings reveal that social factors play a more significant role than cultural factors in determining parents’ choice of schools. Notably, parents consistently believe that learning in the mother tongue facilitates better understanding at the primary level compared to other languages. These findings contribute significantly to understanding parental perspectives on mother tongue education and provide valuable insights for educational policymakers in addressing Tamil school enrolment challenges. The study’s outcomes can serve as a foundation for developing strategies to sustain and enhance mother tongue education in Malaysian Tamil schools while considering the crucial balance between social and cultural factors.
Keywords: Mother tongue education, Tamil schools, parental attitudes, cultural capital, social factors
Full Name: Selvajothi Ramalingam
Institution: Faculty of Languages and Linguistics
Universiti Malaya
Email: selvajothi@um.edu.my
Biodata
Selvajothi Ramalingam is a Senior Lecturer in the Department of Malaysian Languages and Applied Linguistics at the Faculty of Languages and Linguistics, Universiti Malaya. He holds a Ph.D. in Sociolinguistics (2018), from Universiti Malaya, with his thesis focusing on Language Shift and Maintenance among the Tamil community in Kuching, Sarawak. Dr Selvajothi is a writer of the Form Three and Form Five Tamil Textbooks and serves as an External Examiner for the Tamil Language Degree Program at the Malaysian Institute of Teacher Education (Institut Pendidikan Guru Malaysia). Besides, he served as a Committee Member of the Semai Language Research Project initiated by the Curriculum Development Division of the Ministry of Education.
Ms Thineswary Siva Naidu & Dr Malarvizhi Sinayah
Title: Translanguaging In Tamil As An Additional Language Classroom In National Schools
Abstract:
Translanguaging provides a new outlook in language learning and instruction by emphasizing and using various language-related activities that make up learners’ unified language repertoire as tools to enhance their learning. Yusri et al. (2022) define translanguaging as a practice of bilinguals and multilinguals in adopting different linguistic features of languages to enhance their communicative potential. Translanguaging alters the usual isolation of languages in language learning and instruction. Despite translanguaging is allowed in the classroom, there are many points of view and attitudes among teachers and learners towards the adoption of translanguaging in the classroom. In order to comprehend this scenario to the fullest, this study seeks to identify teachers’ perceptions towards translanguaging in Tamil as an additional language classroom as well as analyse the learners’ perceived effects by the implementation of translanguaging in Tamil as an additional language classroom. This study was conducted in 18 national schools in Selangor, Malaysia that offer Tamil language as an additional language. 18 teachers who are teaching Tamil as an additional language were chosen purposely and 54learners from this classroom were chosen randomly to collect the data needed for this study. A mixed-method study approach was used comprising semi-structured interviews and questionnaire to collect the data for this study.
Keywords: language learning, language repertoire, translanguaging, additional language classroom, Tamil language learning
Thineswary Siva Naidu is currently pursuing Master of Arts (Linguistics) at University Malaya (UM). She is a graduate with first class honours in Degree Bachelor of Teaching (Hons) (Tamil Language) from the Institute of Teacher Education Raja Melewar Campus. Her current research project explores on teachers’ perceptions towards translanguaging in Tamil as an additional language classroom and analyse the learners’ perceived effects by the implementation of translanguaging in Tamil as an additional language classroom.
Dr. Malarvizhi Sinayah has been part of academia as a Senior Lecturer at the Faculty of Languages and Linguistics, University of Malaya, since 2016. She currently serves as the Head of the Department of Malaysian Languages and Applied Linguistics. She holds a Doctorate in Discourse Analysis, a Master’s in Modern Language Studies, and a Bachelor’s in Languages and Linguistics (Tamil Language). Additionally, she has obtained a teaching certificate in Primary School Education (Tamil Language).
Her primary research interests include Sociolinguistics and Discourse Analysis, with a particular focus on Tamil linguistics and the teaching of Tamil language and literature. Specific areas of interest encompass computer-mediated communication, language use in social media, code-switching and translanguaging, teaching language and literature (Tamil), language ideological debates related to minority languages (Tamil), intelligibility issues in the spread of Tamil, and attitudes toward minority languages in higher education contexts worldwide.
Mr Kuek Ser Kuang Hong
Title: Chinese Language Reading Campaign: Experience from Children’s Reading Camp
Abstract:
Initiated by the Malaysia Children’s Literature Association in 2009 and fully established in 2013, the Children’s Reading Camp has, to date, held 168 sessions nationwide, involving over 6,000 committee members and 20,000 participants. It has become a prominent and influential model for promoting children’s reading in the country. The Children’s Reading Camp is based on British author Aidan Chambers’ “The Reading Circle” theory, which centers around four key elements: Selection, “Reading”, Response, and Enabling Adult. The camp aims to provide professional expertise, foster local engagement, and create conditions for long-term initiatives such as building reading-friendly schools and communities through short-term camp experiences. This paper will share the camp’s design principles, its tangible impact over the years, and the challenges and limitations it faces.
Full Name: Kuek Ser Kuang Hong
Insitution: Institute of Teacher Education (Ipoh Campus)
Biodata:
Kuek Ser Kuang Hong, currently a lecturer in the Chinese Study Unit, Institute of Teacher Education (Ipoh Campus). President of the Malaysia Children’s Literature Association. Founder of the Children’s Reading Camp and the National Class Reading Club of Malaysia. Columnist of China Press.
PANEL III:
Indigenous Languages in Malaysia: Reality Check & Community Strategies
Dr Suria Selasih Angit
Title: Navigating the Multilingual Landscapes of Orang Asli (OA) Children in Malaysia: Insights into their Language Ideologies and Motivation for Language Learning
Abstract:
Multilingualism has emerged as a common yet complex phenomenon in many communities across the globe, including among the Indigenous Orang Asli (OA) communities in Malaysia. This paper reports findings of a study that explored the language ecology of a group of OA school-aged children, highlighting the various factors that influence their language ideologies and the implications for their motivation for language learning. By analysing the interplay of the languages that coexist in their multilingual environment, the paper aims to understand how these dynamics shape the children’s language ideologies and their motivation to learn these language. In this qualitative study, five OA school-aged children shared insights into their language practices across various contexts, including home, school, and digital environments, through a series of sharing circles and a participatory method called photovoice. Utilising the Dominant Language Constellation (DLC) concept, the children’s languages were mapped to visualise the complexity of their multilingual experiences. The shared stories and documentation of the students’ language practices were then analysed and interpreted using an integrated framework that foregrounds the ecological perspectives of language learning and the Indigenous standpoint theory (IST). Preliminary findings suggest that the language ecology of these OA students is multifaceted, with factors influencing their language ideologies and motivation for language learning closely linked to the interplay of different elements in their social context. Furthermore, the students’ attitudes toward their home languages and other dominant languages were shaped by their experiences in both physical and digital settings. Overall, these findings also offer valuable insights for language teachers, particularly regarding the affordances that could be leveraged to foster a more inclusive and effective language learning environment for OA children.
Keywords: Indigenous, Orang Asli, multilingualism, Dominant Language Constellation (DLC), language ecology, Indigenous standpoint theory (IST)
Full Name: Suria Selasih Angit, PhD
School of Education: University of Nottingham Malaysia
Dr Florence G. Kayad
Title: Toward the inclusion of the Bidayuh language as a subject in schools: the development of the Bidayuh language curriculum
Abstract:
This paper describes the processes involved in the development of the Bidayuh Language Curriculum (BLC) initiated by the Dayak Bidayuh National Association (DBNA) for the Bidayuh ethnic group in Sarawak. The curriculum is part of the association’s long term efforts in the development and preservation of the Bidayuh language. Sociolinguistic studies on the Bidayuh language have indicated a gradual shift in the use of the language, particularly among the younger generation due to various factors such as limited inter-generational transmission of the language and diminishing domains of use. Hence, the inclusion of the Bidayuh language as a subject in schools, beginning at the Primary level, is crucial not only for language and cultural preservation, but for learning, critical thinking and communication. The work began with the development of the Ethnic Language Curriculum (ELC), a template for the teaching and learning of heritage language in school, which was jointly prepared by DBNA and their partner, SIL Malaysia in 2016. The integrated curriculum contains government-aligned outcomes, indicators and assessment standards. The standards are divided into listening, speaking, reading, writing, language arts and culture, and grammar. The teaching and learning materials were developed according to three main themes and were piloted in Year 1 classes in six selected primary schools in 2018. Based on the results of the pilot study, the ELC has been revised to BLC, and expanded to encompass Year 1 to Year 3.
Full Name: Florence G. Kayad
Email: florencekayad01@gmail.com
Biodata:
Dr. Florence Gilliam Kayad is a senior lecturer at the Faculty of Education, Language and Communication, Universiti Malaysia Sarawak (UNIMAS). She holds a Ph. D in Education (Literacy) from the University of Western Australia. She has taught English education and literature courses in the TESL program. Currently, she teaches Bidayuh language, which is offered as one of the Borneo languages courses in the Linguistics program. She is actively involved in community services concerning the development and preservation of the Bidayuh language. She is the Deputy Chairperson of the Bidayuh Language Curriculum steering committee in the Dayak Bidayuh National Association (DBNA).
Assoc Prof Dr Patricia Riget & Dr Welyne Jehom
Title: Language Vitality among the Kelabit of Bario, Sarawak
Abstract:
This paper presents the results of a survey on language use and attitudes carried out between 18th January and 13th February 2024 among the Kelabits living in Bario, Sarawak. The main purpose of the survey was to determine the degree of vitality of their ancestral language, a Western Austronesian language. Language vitality, or ethnolinguistic vitality, refers to “the amount of dynamism present in a particular linguistic community. The term is normally used with reference to linguistic minorities and the likelihood of their languages surviving or becoming subject to language shift and language death” (Trudgill 2003, 46). Different methods have been put forward to gauge the level of such vitality, however in this paper the apparent-time hypothesis has been applied, i.e. a diachronic gap (real time) has been replaced by a generational gap. The paper opens with a sociolinguistic overview of Sarawak and an introduction to the Kelabit people of Bario, and then followed by an analysis of the data gathered. The central part of the paper compares the results obtained from the younger and older generation groups within the Kelabit community with a view to determine the degree of shift that is taking place toward Malay and/or English. The paper closes with some general considerations, including the possible reasons for the situations observed and what could be done to preserve the language.
Keywords: Language vitality, language shift, Kelabit, Bario, Sarawak
Authors’ Full Name: Patricia Nora Riget & Welyne Jeffrey Jehom
Institution: Universiti Malaya, MALAYSIA
Authors’ Biodata:
Patricia Nora Riget is an Associate Professor at the Department of Asian and European Languages, Faculty of Languages and Linguistics, Universiti Malaya. She received her PhD degree in Language Sciences with specialisation in Teaching of French as a Foreign Language from the Université de Strasbourg, France. She was conferred with the Knight of the Order of Academic Palms (Chevalier de l’Ordre des Palmes Académiques) by the Government of France in 2019. The award recognises her contribution to the strengthening of cooperation in the French language and culture between France and Malaysia. She has published articles in edited books and on several journals, among which: Oceanic Linguistics, Journal of Multilingual and Multicultural Development and International Journal of the Sociology of Language. Patricia’s research interests are in the areas of didactic of foreign languages, language education and ethnolinguistic.
Welyne Jeffrey Jehom is an anthropologist lecturing at the Department of Anthropology & Sociology, Faculty of Arts and Social Science, Universiti Malaya. She earned a PhD from University of Bonn, Germany focusing on development and displacement of Indigenous communities. Her community engagement was awarded the Malaysia Best Practice Community Project by EU SuSy in 2015. In 2016 she received an award for the conservation effort on cultural heritage from Merdeka Award in Thumbs Up Challenge, Malaysia. She has published in edited books by Springer and Routledge and articles in several journals including the most recent AlterNative (The International Journal of Indigenous People by Sage Publications). Her forthcoming book Enriching Iban Pua Kumbu Weaving: Tradition and Innovation in an Indigenous Society by Palgrave is to be released in 2025.
Mdm Pamanday Salivia Poit
Title: PEMULIHAN BAHASA LOTUD
Abstrak:
Kertas kerja ini membincangkan usaha-usaha sedang giat dilakukan di peringkat komuniti di dalam memastikan bahasa Lotud ini dapat dihidupkan, dipulihkan, dan dipelihara. Atas kesedaran yang tinggi dan mendalam, Lotud Community Learning Centre (LCLC) sebagai satu badan yang dipertanggungjawabkan untuk menerajui projek Pembangunan Program dan Sistem Pembelajaran Bahasa Lotud, pelbagai usaha telah dilaksanakan sejak LCLC ditubuhkan pada tahun 2016. LCLC bervisi untuk melahirkan satu generasi Suang Lotud yang mahir dalam penulisan dan fasih bertutur dalam bahasa Lotud menjelang tahun 2033. Oleh yang demikian, LCLC telah melakukan beberapa perkara untuk mencapai visi ini. Memupuk rasa suka serta cinta kepada bahasa Lotud dan berusaha untuk memberi kesedaran tentang pentingnya bahasa ibunda kepada generasi muda bermula dari umur 3 tahun sehingga kepada umur 17 tahun adalah satu usaha yang dilaksanakan. Satu program pembelajaran bahasa Lotud dinamakan Sirang Mokitutur telah dijalankan sejak November tahun 2023 sehingga kini. Kurikulum yang mengintegerasikan elemen-elemen etnoseni dalam pengajaran dan pembelajaran dihasilkan dan digunakan dalam program ini. Dalam program ini juga, kanak-kanak dan pelajar-pelajar digalakkan untuk menggunakan bahasa Lotud secara aktif samada di dalam kelas atau di dalam rumah. Ibubapa dilibatkan sama dalam proses pertuturan aktif ini. Program di dalam rumah ini dinamakan Takow motingubas-ubas. Dalam usaha untuk mengekalkan budaya yang bermakna dan relevan kepada generasi masa kini agar tidak akan digantikan dengan budaya lain, para tetua diberi peranan untuk menurunkan pengetahuan dan bahasa secara bersemuka dengan para pelajar dalam kelas serta melalui akitiviti-aktiviti yang disesuaikan dengan tema. Penglibatan komuniti yang kuat ini telah membantu dalam usaha menanam rasa pemilikan yang kuat dan padu. LCLC mendapat sokongan dari segi dana, khidmat kepakaran linguistik, kepakaran literasi dan teknikal serta sokongan-sokongan lain dari badan-badan luar, komuniti setempat, dan orang perseorangan. Terkini adalah penglibatan dengan program bahasa etnik dalam bahasa Lotud di sekolah, yang menjadi impian dan harapan bagi kumpulan-kumpulan etnik yang ada di Sabah.
Author Name: Pamanday Salvia Poit
Institution: Lotud Community Learning Centre, Sabah, Malaysia
Pamanday Salvia Poit adalah Pengerusi Lotud Community Learning Centre (LCLC), Tuaran, Sabah Malaysia. Beliau juga merupakan penyelaras Pembangunan Program dan Sistem Pembelajaran Bahasa Lotud, satu projek yang telah dimulakan pada tahun 2016. LCLC juga merupakan rakan jaringan bagi Kadazandusun Language Foundation (KLF) dan SIL Malaysia yang giat untuk membantu memartabatkan bahasa-bahasa ibunda di Malaysia. Dewasa ini, LCLC sedang menjalankan pembelajaran Bahasa Lotud yang dinamakan Sirang Mokitutur. LCLC juga sedang giat melengkapkan pangkalan data untuk perkamusan yang sangat diperlukan dalam pembangunan bahasa Lotud.