AUG 23 — Chinese school students might be the world’s most unfortunate children.

Can you name any other country where children must learn three languages?

Indeed, many European countries such as Belgium, Holland, Switzerland, Denmark and Sweden require students to learn two or three languages.

However, the similarity between the Dutch and English is high, while Swedish and German are from the same language family and thus, it is not difficult to learn them simultaneously.

Moreover, a single or two languages are sufficient to meet the need while knowing three or more languages is an advantage in these countries. Students will not be kicked out of school for not learning more languages.

It is not the case in Malaysia.

Chinese school students with poor Bahasa Malaysia skills will face a big problem in secondary school. And how will those with poor English skills further their studies in university and get a good job? As for those with poor Chinese skills, they might be accused of forgetting about their origins while losing an advantage in the big Chinese market.

The problem is, Chinese, English and Bahasa Malaysia are all from different language families. They have no similarity in writing and pronunciation.

Therefore, it led to today’s dispute on whether the learning time for Bahasa Malaysia should be set at 210 minutes or 270 minutes.

The issue, in my opinion, is not a problem about who is trying to eliminate or change the nature of Chinese primary schools.

The National Education Blueprint 2013-2015 requires Chinese schools to increase the Bahasa Malaysia learning time to 270 minutes. I believe that it is a remedial measure proposed after education experts found that many Chinese school students are unable to master the language.

Failure to master Bahasa Malaysia will result in serious consequences. If students continue their studies in national secondary schools, most subjects are taught in Bahasa Malaysia. Therefore, they would face problems not only in learning Bahasa Malaysia, but other subjects too.

If students cannot understand what teachers say in class, they would not be able to finish their homework properly. They cannot even understand the questions asked in examinations and could only drop out of school after the Penilaian Menengah Rendah (PMR).

After dropping out of school, they possess no skill and most would sell DVDs. However, it is not easy to sell DVDs nowadays and it seems like joining secret societies is the only option left.

People see only Chinese students who score 10As and wish to study medicine and space science, but not the many others who fail to catch up in secondary schools and cannot even understand Bahasa Malaysia, resulting in 25 per cent of Chinese students dropping out of school.

Twenty five per cent is much more than the number of Chinese students scoring 10As.

If the 25 per cent students can understand Bahasa Malaysia and master other subjects taught in Bahasa Malaysia, would they drop out of school? If they can be doctors and lawyers, would they join secret societies?

In addition to the 25 per cent of those who cannot understand Bahasa Malaysia, at least another 25 per cent are poor in Bahasa Malaysia and struggling to survive in class. Their chances to further their studies are also limited.

It is the reality of life in Malaysia, a cruel fact that might not be understood or accepted by surrealists living in a world of ideologies.

Chinese education activists oppose the proposal of increasing the Bahasa Malaysia learning time to 270 minutes because they see only students scoring above average and do not need more time to learn Bahasa Malaysia.

As for the government requiring Chinese primary schools to increase Bahasa Malaysia learning time to 270 minutes, it is because it sees the 25 per cent dropout rate of students and another 25 per cent who are lacking behind the standard. These 50 per cent of Chinese students need more time to learn Bahasa Malaysia.

Therefore, no single party is absolutely right. It is just that they look at the problem from different angles and targets.

Instead of spreading the view that “Chinese primary schools are about to change their nature” and “some people are trying to eliminate Chinese primary schools”, it would be better to seriously study and find ways to help these Chinese students who are poor in Bahasa Malaysia.

I believe that an additional 60 minutes of learning time per week, which means about 10 minutes more everyday, would not change or eliminate the nature of Chinese primary schools.

Of course, the increase in Bahasa Malaysia learning time must not affect the learning time of Chinese and English. According to the National Education Blueprint 2013-2015, 60 minutes of the 120 minutes freed after the abolition of teaching mathematics and science in English should be allocated for learning Bahasa Malaysia while another 30 minutes should be used to learn English.

The Education Ministry should also study whether there is a better way to enhance students’ Bahasa Malaysia level without affecting the learning of Chinese and English.

Perhaps, they can consider allowing schools to have their own teaching flexibility. Chinese primary schools in urban, new villages and rural areas have different properties and different needs for Bahasa Malaysia learning time. Perhaps they should be allowed to determine the learning time according to their own circumstances.

Formal and additional classes, as well as regular classes and strengthening classes can also be arranged for students according to their Bahasa Malaysia levels.

It is a misfortune for Chinese school students as they must learn three languages but might not necessarily be able to master all. However, through appropriate allocation of time and enhancement in teachers’ quality and pedagogy to help most Chinese school students master the three languages, it could then be turned into a fortune for Chinese school students. — mysinchew.com

* This is the personal opinion of the writer or publication and does not necessarily represent the views of The Malay Mail Online.