A better hope for our English

THE declining standard of English proficiency among our students has never ceased to challenge the educators.

Various attempts were made, ideas generated and plans were executed only to hit a dead end, often resulting in tremendous frustration and anxiety.

However a rather new programme is making headlines lately with its positive outcomes and some glimmer of hope.

Aptly named “Highly Immersive Programme”, it aims to involve and immerse the students in an English-rich environment as a first step in achieving the objectives.

The Highly Immersive Programme (HIP) is one of the two programmes introduced with the aim of improving the English proficiency of students by providing increased exposure to English.

Though it was initially introduced under the Upholding Bahasa Malaysia and Strengthening the English Language (MBMMBI) policy in 1999, it failed to achieve the intended objectives was thus left to die a slow death.

However it has now been given a fresh of breath of air and ‘reintroduced’ with more vigour and intensity under the existing MBMMBI policy.

A substantial amount was allocated in Budget 2016, from which RM38.5 million was earmarked to facilitate a pilot project to launch HIP and also the Dual Language Programme (DLP) in 2016.

In Budget 2017, a further RM90 million was allocated to boost English language proficiency in schools through Cambridge English, Dual Language and HighlyImmersive Programmes.

It is obviously an all-out move to tackle the problem at hand. HIP is a well crafted programme with the noble intention of enhancing English proficiency among students.

It appears to be an attempt to rectify blunders of the past while aiming to instil interest and awareness among the students.

Under this programme, students are given more exposure to English but without an increase in the teaching hours.

There is a notable difference compared with others launched previously as it empowers the schools to plan and execute programmes which are tailor-made to suit the immersive level of the students.

It also differs in terms of the strategy applied where it is based on a whole school approach which ropes in the school heads, teachers, students, parents and community.

This strategy works rather well as the stakeholders are given equal importance and acknowledgement for their respective roles in realising the objectives of the programme.

Schools also have the liberty to move on their own pace, based on the level of ” immersiveness” of the students, without unnecessary pressure from the authorities.

Schools have only themselves to compete with, thus ending the outdated one size fits all approach.

The level of immersiveness of a school is decided after assessments, which involve the school head, teachers, students and parents, are carried out and the results statistically analysed.

The schools are then placed in a specific level and plans and strategies are drawn based on the needs of the students.

The school principal is assigned the role of an “Anchor” and has the responsibility to lead the school in actively creating a Highly Immersive English Language environment.

The teachers play a vital role in implementing English Language programmes which are expected to assist in creating interest among the students.

The community plays an equally important role by contributing and being involved in the activities planned.

Students are involved directly in suggesting, planning and executing them with their teachers’ guidance.

This programme is perceived to be unique for two reasons. It gives true recognition to English language and it empowers the schools to plan and execute the programmes in their own capacity. It focuses on “empowering schools, by the schools and for the schools.”

This recognition and empowerment has arrived at a time when many teachers are on the verge of surrendering. The passion these teachers have towards the language has been reignited with them having the “power’ to steer their students towards the right direction.

Playing the role as the ‘doers’, the teachers have the freedom to conduct effective teaching and learning activities assisted by Parent-Teacher associations. HIP is currently in its second phase and plans to expand it nationwide by the year 2018 are in the pipeline.

Genuine involvement to create awareness among the students and exceptional effort from all parties is crucial.

They are entrusted with the mammoth task of creating positive acceptance towards the importance of learning and mastering English and their roles become the deciding factor in sustaining this programme.

Commitment from the principals, teachers, parents and students coupled with a genuine desire are the ultimate deciding factors for the success of this highly ambitious programme. Let’s work together to revive the situation before it’s too late.