Malaysia has decided to begin teaching Mathematics and Science in the English language in its multi-ethnic school system. The change reflects a deep desire to be competitive with other countries in a race for economic development. Mathematics and Science instruction in English is to begin in the first year of public school. It is to replace the native language of the students, whether Malay, Chinese or Indian.
There are few historical precedents for such emphasis on the rapid introduction of a foreign language. In the Islamic world the desire for knowledge inspired many to learn Aramaic, Greek, Persian, Sanskrit and Latin in order to be able to read and translate the ancient books of earlier civilisations. Many of the Roman and Greek manuscripts were translated into Arabic and Persian, and the originals have become lost.
Arabic translations were taken to Andalusia, the region of southern Spain where the Islamic culture and religion were established from 710 until 1492 CE, when Ferdinand and Isabella drove the last Muslim leader back to Morocco. During the period of Islamic influence, western Europe was in a period of decline, known today as The Dark Ages.
The Islamic civilisation was both respected and revered, and the knowledge contained in the Islamic libraries was coveted by scholars throughout Europe. The Islamic universities established in Andalusia were centers of learning, and the model for Western universities established later. In the Islamic universities the language of instruction was Arabic.
European monarchs and church leaders sent scholars to Andalusia to study in the Islamic schools. A university was established in Toledo for the express purpose of translating Arabic texts into Latin, then the language of scholarship and diplomacy throughout Europe. The Roman Catholic Church was established in Europe, and tolerated no competition. Islam was especially despised, because it challenged the Catholic doctrine of a triple nature for Allah. The official policy of the Catholic Church for 1300 years was to suppress and destroy Islam. Not much has changed.
The Muslims of Andalusia were not suspicious of the Christians, and allowed them to study and translate freely without restriction. Later, when the Muslims were forcibly driven out by Catholic kings, the Arabic books were burned, in what has become a great tragedy for the world. Many of the Arabic, Greek and Roman manuscripts, patiently copied by hand, were not translated before they were burned, simply because the victorious Christians were not able to read or understand them.
All over Europe there was pressure to learn Latin. It was the preferred language of diplomacy, scholarship and commerce for a thousand years. Today it is no longer spoken, and is studied only for its historical and linguistic interest. Latin is not the official language of any country outside the Vatican, and even the Catholic Church has abandoned its attempt to maintain it for its worldwide Church services. It is a universal language that died.
French was the diplomatic language of choice for several centuries. The modern use of the term 'Lingua Franca' is a testament to its earlier universality. Treaties began to be written in French, as the influence of The Catholic Church waned. The change was primarily due to the schism created by the Protestant Revolution. Earlier, Spanish and Portuguese were also important languages, because both countries were rich and powerful empires, with large overseas colonies. They are still vibrant and valuable languages today, spoken by a billion people or more.
German is an important language, and is spoken widely throughout Europe. It is the national language of several countries outside Germany. It is spoken widely in Switzerland, along with French and Italian. The Swiss are fluent in all three languages, traveling freely and easily in zones where each language is dominant. If Germany had won WWII, Europe and much of the world would be German speaking today.
After WWI, the Japanese established their Greater East Asia Co-Prosperity Sphere, and there were advantages for Asians to learn Japanese. This is still true, and Japan offers a rich history and literature that makes learning Japanese a worthwhile effort. Japan has introduced English into its culture, and this has enabled Japan to benefit substantially from the markets of the United States.
Japan has a substantial presence in the automobile, electronics and optical industries in the United States market, as well as in Europe and all other parts of the globe. It gained this benefit not from abandoning the Japanese language, but by learning the language of its intended customers.
Languages have a tendency to wax and wane with the economic fortunes of the countries where they are spoken. In a historical sense, languages are fads, temporary affectations like dress fashions. No country or culture willingly abandons its language in favor of another.
The United States economic system operates as a free-wheeling multi-national corporation without local restraint. It has a global presence and posture backed by superpower military might. There is a temptation to emulate its methods. The existence of the English Common Law, used throughout the Commonwealth and in the US, facilitates commerce and provides a channel for peaceful resolution of disputes. Malaysia thinks substitution of the English language will immediately bestow similar benefits, without consideration for underlying respect for truth or honesty.
The emergence of the internet as a global means of communication, and potentially an important asset of global commerce, puts added emphasis on learning English. The internet is an invaluable source of information, and much of it is in English. English translations are available for much that is on the internet in other languages.
Research in language teaching proves that a second language can be easily taught to children, once the first language is firmly in place. All the sounds of the second language can be taught effectively in thirty minute sessions conducted twice or three times a week. Instruction by native speakers is best, and the entire time devoted to second language acquisition need not exceed ten to twelve weeks in order to establish a foundation.
Mathematics in the primary grades is limited to little more than the four arithmetical operations, fractions and the simplest geometrical shapes. To use this material for teaching a second language, in deference to instruction in the primary language, is certain to result in failure to effectively teach both the second language and the fundamentals of Arithmetic.
Science is not taught in the primary grades, other than a superficial introduction to measurement units and scales. It is equally unwise to attempt instruction in Science using a second language, whether English or any other, to the neglect of the first language. Nowhere in the world has such an experiment been successful.
Much of the present situation relies on oil, and oil production is declining. It is likely the world will look entirely different when today's school children graduate. While English will still be an active and dynamic system, the economic incentives for learning it are certain to be less.
Many of the Arabic manuscripts have not been translated, and there is real need for people to be educated with Arabic as a second language. For a Muslim, little more needs to be said. In the long view of history, one of the Chinese languages seems the better economic choice.
If Malaysia has a sincere desire to achieve respectability, pursue an enlightened and improved cultural status, and perhaps bring a halt to its rapid economic decline, it should restore immediately an effective jury system. Until this is accomplished, no one should expect signs of a restored Malaysian civilisation.
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