KUCHING: Language teachers have expressed mixed feelings regarding Prime Minister Datuk Seri Anwar Ibrahim’s proposal to boost English proficiency in Malaysia through a volunteer programme involving Singaporean educators.
Cynthia Aling, associate dean, and external engagement & impact at the Faculty of Business, Design, and Arts of Swinburne University of Technology Sarawak Campus, supports the proposal.
She believes it will raise the overall education standard in Malaysia through knowledge transfer.
“By leveraging the strengths of Singapore’s education methodologies and integrating them thoughtfully, Malaysia can enhance its educational landscape, leading to better student outcomes and professional growth for teachers,” she told New Sarawak Tribune.
She added that Malaysian educators could learn teaching methodologies, pedagogies, and best practices from their Singaporean counterparts, which would improve teaching practices and professional development opportunities.
“Exposure to Singapore’s integrated curriculum design, which often blends subjects and applies interdisciplinary approaches, can inspire Malaysian educators to innovate and create more holistic and cohesive curriculums,” she added.
On June 14, Anwar Ibrahim has denied claims that Malaysia is considering recruiting teachers from Singapore to teach English. He clarified that the proposal, meant to be a volunteer programme, aims to enhance English proficiency and improve bilateral relations between Malaysia and Singapore.
Conversely, Ahmad Junaidi Ahmad Hadzmy, a language teacher at the Faculty of Education, Language, and Communication, Universiti Malaysia Sarawak (UNIMAS), opposes hiring Singaporean teachers for teaching English.
He advocates for trained native speakers, arguing that native speakers have a better grasp of the language, especially in communicative aspects.
“When you study with a native speaker, you can speak more confidently because you’re interacting with a local,” he said.
However, he supports hiring Singaporean teachers for science and mathematics subjects, highlighting Singapore’s expertise in these areas.
“Singapore is well-known for their prowess in Science and Maths. Their Science and Maths scores are among the top in our region and the world. They probably have a better syllabus than us when it comes to Maths and Science,” he added.
Cynthia also acknowledged potential challenges, such as participation and student engagement and administrative integration.
She noted that Singaporean teachers might not be familiar with Malaysia’s education system and local students’ learning culture.
“The way students interact with teachers and the expectations regarding classroom behaviour can vary between cultures. This could potentially create learning barriers, especially for students in rural areas.
“In rural settings, students often rely heavily on local dialects, requiring teachers to frequently code-switch when explaining concepts and meanings to ensure effective communication,” she said.
Regarding former minister Tan Sri Rafidah Aziz’s suggestion to rehire retired Malaysian teachers, Ahmad Junaidi believes retirees should remain retired.
He said it is more important to upskill and reskill current teachers instead.
“Send them for training, if possible, out of the country. Provide teachers with the ability to go for prolonged training (at least three months) in other countries to learn new pedagogies,” he said.
Cynthia echoed similar sentiments, asserting that while employing foreign teachers may offer short-term advantages, it is not a viable long-term strategy.
She stressed the need to invest in local resources and professional development programmes to build a robust and self-sufficient education system.
“We need to develop a local pool of skilled teachers to ensure that the education system is not overly reliant on external sources, providing long-term stability and resilience,” she explained.
“Local teachers are more likely to understand and align with the cultural and administrative norms of the education system, leading to smoother integration and better educational outcomes.
“Furthermore, this approach guarantees the continuity and stability of the education system, empowers local teachers, and improves the overall quality of education,” she said.
