Learning science and maths – why English matters

TUN Dr Mahathir Mohamad’s initial desire to helm the Education Ministry has rekindled the debate on teaching Science and Maths in English. While his brainchild is being hotly disputed, the prime minister has not hinted anything yet.

Being a product of the PPSMI policy myself, I have always had a genuine interest in this debate. What more, as a trainee teacher teaching Science and Biology, I am eager to see this policy revived. Unfortunately, some groups are against this policy. Since last week, the groups have begun reiterating arguments against the teaching of Science and Maths in English.

Generally, the opponents of PPSMI cite the success stories of many Asian countries as the crux of their case. These countries include Japan, China and a few more that maintain their mother tongue as the medium of instruction to teach Science and Maths. At a glance, we could easily be led astray because most of these countries are consistent toppers of international assessments. However, when subjected to scrutiny, their flaws become evident.

Japan is the most clichéd example pitted against the teaching of Science and Maths in English. Back home, we are led to believe that learning Science and Maths in their national language boosted patriotism among the Japanese people. Indeed, Japan is hailed as a nation of inventors and is highly reputed for its scientific advancements. But, we have romanticised their patriotic pride for too long that we have been oblivious to their struggles.

Japanese scientists are facing the dilemma to actively engage with the international science community. Despite Japan ranking fifth in the world in terms of high-quality research output, the 2015 Nature Index reports that Japanese scientists’ contribution to high-impact science journals fell by 12% from 2012 to 2015. Due to this, its government had to initiate several reforms in its tertiary science education. This includes creating more Englishmedium programmes and increasing the enrolment of international students in Japanese higher education institutions.

For example, the Okinawa Institute of Science and Technology Graduate University was established to conduct all of its courses in English.

If we negate the role of English in teaching Science and Maths in our schools, then we will have to resort to similar remedies eventually. Why not invest now and reap the benefits faster?

Several other Asian countries teaching Science and Maths in their vernacular language struggle with a similar predicament. Take China for instance. In January 2004, Chinese scientists had discovered the H5N1 virus and published their findings in a Chinese journal of veterinary medicine. However, only in August 2004, did the research come to the attention of the WHO and the United Nations who rushed to translate the findings.

Now, imagine how much more significant advancements that could have been achieved if the research was communicated around the globe earlier?

Japan and China were undoubtedly successful in nurturing bright science talents in their mother tongue but the language barrier impeded their progress. English is the lingua franca of science and the global community will not have it otherwise. If we still refuse to accept this fact, then we will remain isolated from the international science community.

Should we continue to jeopardise our young talents for the sake of prejudiced sentiments and rhetoric? I don’t think so.

Dhesegaan Bala Krishnan University of Malaya