Non-Malays play important role in nation-building

I refer to Chok Suat Ling’s comment ‘Bring the honour back to teaching’ NST 19/5/2011. I also echo the same sentiments expressed by her in the courageous comments. I am sure all incentives and goodies announced by the government recently, will serve as a moral boost for educators, especially for those holding administrative posts. 

We are not sure how these promotions and incentives will benefit the other normal teachers. A few have already expressed their concern that they are always left out in enjoying the perks whenever rewards are announced by the government.   What about teachers holding PhDs and Master degrees? They also seem to be left out. All such issues need to be addressed and solution ought to be sought. 

The other point as pointed out vividly by Suat Ling is the issue of non-Malays in the teaching force. I remember raising this point some years ago- ‘Non-Malay the missing ingredient’ NST 30/4/2008). Currently, non- Malays do not form the bulk of the teaching force. The number of non-Malay headmasters and principals of schools are regrettably low now. 

The current ratio of 10% non-Malay teachers in the teaching force need to be increased and more non-Malays should be given headmaster and principals post to reduce the clear imbalance that exists now.

Cries that non-Malays are not interested in teaching cannot be accepted now. We hear that many young non-Malays are lamenting that their application to become teachers has always been turned down.

 It is sad to note this imbalance as this situation doesn’t reflect the 1 Malaysia concept actively promoted and pursed by the government. Mere singing or chanting the 1Malaysia songs and slogans do not foster the concept of 1Malaysia, a noble notion mooted by our Prime Minster some years ago. In truth, the notion is far from becoming a reality. 

We do not want this concept to just remain as a utopian notion, but gradually as a social acceptance of all races in the country.  I believe we need more time and sacrifice for this noble concept to sink into the depths of the Malaysian’s minds.  That is the optimistic wish and desire of all Malaysians. 

I believe we need more radical changes in policies and strategies to recruit more non-Malays to join the teaching force, and become partners in nation-building.

Salute our teachers

May is a month abundant with many commemorative days to remember people who have offered dedicated service to society. One of it is May 16 – a day remembered and celebrated as Teacher’s Day. It is a day dedicated to recollect and pay tribute for the sacrifices and dedicated commitment of our educators in moulding our young ones. 

While we commemorate this special day, perhaps we need to ponder matters that could enhance the well-being of teachers and their profession. As an educator, allow me to put some views across for contemplation and reflection among all concerned parties. 

We all admit that the role of teachers has changed over the years. It is now very challenging to be a teacher, compared to yesteryears. Pupils are not the same like the ones before. Due to technological advances and communication in this global era, a student seems to know a lot of things. Some of them know much stuff which their teachers themselves are not aware of. How are we to cope up with these challenges?

 As teachers we need to cope with the technological advances occurring in the world especially in ICT. By using more ICT in the classroom, we can enhance teaching and learning in the classroom and thus make teaching interesting and innovative. We cannot just stick the ancient old method of chalk and talk now. 

Besides teaching, now teachers also have carry out other tasks like clerical job, facilitating extra-curricular activities and other operation tasks. Perhaps, as promised by the government repeatedly, we hope the burden of the doing other tasks other than teaching should be removed, or at least reduced so that teachers can focus on their core-business, that is, teaching and learning in the classroom.  

Perhaps many learning problems faced by students can be alleviated if teachers are just doing the core-business alone, as it was done many years ago. Recently, our deputy premier and Education Minister have promised to alleviate the workload of teachers.

I believe this current ways of remembering teachers need to be revisited. Most of the Teacher’s day celebrations consist of talks by dignitaries, reading of messages from the Education Minister and others, presenting awards to a few excellent teachers and so on. Do we think all these are sufficient enough to enable the students, parents, and society at large to salute and express their gratitude to our educators? Perhaps, some mind shift is necessary. 

On recruitment of new teachers, the teaching posts in the country should be offered to persons who have the passion for teaching and those who are willing to walk an extra mile. This is to ensure that this noble profession is always respected and saluted by all – students, parents and society at large. 

Let us all, teachers and educators, on this year’s Teacher’s Day pledge to ourselves to make teaching a prestigious profession and play our crucial role in nation building, in particular raising valuable human capital as stressed in the Teacher’s Day theme – Teachers, Catalysts for National Educational Transformation. Let us also acquire new pedagogical methods to enhance teaching and learning in the classroom.

At this juncture, I would like salute my teachers and mentors for what they have done to me. Today, I myself am a teacher and educator because of all of you. Thank you teachers! We will always cherish all of you, whether living or passed on to the next world.

Teaching in the mother tongue

It was interesting to read your report ‘Better to teach in mother tongues, says UNESCO’ NST 13 May 2011. Research do show that children learn subjects better in their mother tongue, as argued by Dr. Irina Bokova, the director-general of UNESCO. 

Perhaps, in the context of current repeated debates over teaching of Science and Mathematics in English (PPSMI) in the country, this statement could alleviate some of the fears and unhappiness expressed by some quarters with regards to teaching of Science and Mathematics in vernacular languages and in bahasa Malaysia. 

It is always a challenge for a child to study subjects like Science and Mathematics in a language other than his or her mother tongue. These subjects are very concept based and surely a child will face difficulties in getting the concepts and notions correct while studying these subjects.

These subjects should be continued to be taught in the languages like Mandarin and Tamil in vernacular schools, and in the Malay language in national primary schools. 

Of course, English should be taught from Year One for the kids in the vernacular and national schools. Let them learn and master English as a second language, rather than trying to master the language through subjects like Science and Mathematics. 

The policy of the Ministry of Education to uphold Bahasa Malaysia and to strengthen the English Language (MBMMBI) should be supported by all. As stated in the objectives of MBMMBI, Bahasa Malaysia as the national language is a medium that unites the nation. Besides nation building, BM is also the lingua franca of fellow Malaysians. Bahasa Malaysia is the soul of the nation.

At the same time, efforts need to be made by all to master the English Language so that we are not left out in the pursuit of acquiring science and technological knowledge. Of course, English is indeed the international language and mastery of the language enables the exploration of knowledge which is vital for all to compete at the national and global level. 

But, at the same time, we cannot also deny the notion that access to this knowledge through vernacular and national language is indeed possible, as these languages have also been developed over these years to be a language of science and technology. 

Let us all, therefore support MBMMBI and the policy decision made by the government. I believe the policy will surely benefit all our children in the future.

Unity

National unity: Everyone must help to create

I REFER to your report on the issue of Bangsa Malaysia "Bangsa Malaysia stems from a state of mind, says Najib" (NST, May 26). First of all, is Bangsa Malaysia a reality or a utopian concept? The word "bangsa" has many meanings. Here it is not meant to refer to a particular race or an ethnic group. In this context, it simply means peoples of one nation. We are Malaysians, like peoples of other nations such as Indonesia, Britain, Australia, Japan or Nigeria.

As the deputy prime minister has put it, this concept will become a reality when Malaysians relate to each other on the basis of nationality, i.e. Malaysian. After all, we are one race, i.e. Malaysian, irrespective of our colour, ethnicity, religion or mother tongue.

We should not perceive Bangsa Malaysia as an abstract concept, but as a reality that exists in the nation.

Does Bangsa Malaysia really exist? We are already seeing traces of this budding concept.

For example, in times of calamity, we stand together as one, as a Malaysian, rather then as a Malay, Chinese, Indian, Iban or Kadazan. When our players compete in any sports or tournaments, they represent Bangsa Malaysia.

This can further be fostered through our education system. Our schools should play a prominent role in promoting the concept of Bangsa Malaysia in order to make it a reality.

In order to achieve Bangsa Malaysia, we as Malaysians should work hand in hand towards this reality. In the process, we need to make sacrifices. The reality of Bangsa Malaysia is dependent on our giving up communally-based thoughts, ideas and assumptions.

For a start, we should now think and act more like a Malaysian, not as a member of an ethnic group. All the roadblocks to the formation of Bangsa Malaysia should be eliminated slowly but gradually.

For example, we still need to fill in details of race in application forms, a practice we should clearly do away with.

Vocabulary

Origin of words

As a linguist fascinated by etymology (the history and developments of words), I am in accord with the views expressed by Johan Jaafar in his article ‘Ancient Greeks enriched our word power’ (NST 23/10/2010). 

As pointed out by the writer, the ancient Greek language has truly enriched not only the vocabulary of the English Language but also vocabularies of many other languages of the world, including the Malay Language. Vocabularies of language grow and develop by borrowing words. 

If we look at the etymology of the Greek words in Malay, many of these words entered the Malay Language through English Language. For example, the words like ‘academic, biography, catalyst, democracy, economy, fantasy’, and many more has now found in the modern Malay vocabulary. 

In borrowing, words undergo sound changes before it is adapted into any languages.  The Greek word ‘armonia’ became ‘harmony’ in English and ‘harmoni’ in Malay. In borrowing, words in the passage of time undergo changes not only in their form, but also their meanings.

For survival of any language, it has to borrow to ensure its endurance, and if borrowing is shunned, the language will soon become extinct.  Like any other developing language, the Malay Language for example has borrowed voluminously from many languages including the ancient Sanskrit language, Arab, Persian, Hindi, Tamil, Dutch, Portuguese and Tamil, and of late the English Language. Borrowing should not be considered a feebleness of a language, but rather a way to ensure survival and continuity of the language. Language need to borrow to avoid becoming an extinct language.

Literature is indeed interesting

I refer to ‘Author: Teach literature to impart good values’ NST 2 May 2011. The subject of literature is truly interesting. As an educator, I strongly support efforts to enhance the teaching of literature in primary and as well secondary schools.

As stated by Prof Emeritus Dr Muhammad Salleh, this subject teaches good values in the stories of the literature texts. Currently, the Ministry of Education has made literature texts compulsory for all students at secondary and primary schools. A particular English and Malay text is supposed to be read and scrutinized the text under the guidance of the teacher.

Although this subject is not evaluated at the end of each semester, but the teaching of literature has many benefits to students.

But, the question is whether the subject is being taught in an interesting manner or otherwise? This is the debate now. Many teachers are not able to conduct literature classes as it should be, as they use the time allocated for this subject to teach other subjects, usually language lessons. This is because the subject is not a subject that is evaluated at the end of every semester.

Actually, there are many ways to make the subject interesting. Allow me share some of my experiences teaching literature in schools. As this subject is inter-twined with language, it can made interesting with language activities.

Besides increasing vocabulary, the texts do help students to understand values when reading the stipulated texts. Vocabulary activities can include cross-word puzzles based on particular chapters or short stories read in the literature texts besides normal word-meaning exercises.

Creative comprehension exercises, grammar exercises and dictionary activities can be also carried out in classes. But, all these need prior preparation of teachers.   Are our teachers prepared to make prior preparations to teach literature, when they are already overloaded with many responsibilities?

In this context, I believe, the role of teachers is crucial in making this subject an appealing and attractive one. They have to find creative and interesting ways to make literature classes fascinating to students.