By DayakDaily Team
KUCHING, Sept 19: While it is essential to push for English proficiency to enable Sarawakians to thrive on the international stage, it is equally vital to ensure efforts are in place not to neglect the State’s rich linguistic heritage.
This was highlighted by former Bukit Assek assemblywoman Irene Chang, who praised the Sarawak government’s stand on using English as a medium of instruction, which she described as timely and well-grounded under the Malaysia Agreement 1963 (MA63).
She said it would equip Sarawak’s young generation with the linguistic skills necessary to thrive in an increasingly interconnected world, and called criticisms that call using English as a medium of instruction as unpatriotic as ‘baseless’.
“In fact, history has shown that many of our leaders, professionals, and nation-builders who were educated through English-medium schools have served Sarawak and Malaysia well, with unwavering loyalty and commitment.
“The use of English as a medium of instruction, therefore, does not diminish our patriotism, which is measured by one’s dedication to the nation and cannot be achieved nor discouraged by the mediums of instruction in schools,” she said in a statement.
Chang said this could be seen in Singapore, where most of its people are proficient in the English language and yet remain loyal and patriotic to their country.
However, she said the focus on English in Singapore’s early education policy inadvertently weakened proficiency in Bahasa Melayu and Mandarin among Singaporeans.
“A conscious effort has to be made by the Sarawak government to avoid this from happening in Sarawak. Cultural safeguards must be incorporated into the policy to ensure it remains balanced and does not lead to Sarawak neglecting its rich linguistic heritage.
“Elective subjects and schools’ cultural programmes and co-curriculum activities in Iban, Bidayuh, Melanau, and Mandarin languages should be promoted and encouraged to help preserve our diverse mother tongues and also to ensure that English does not dominate at the expense of national and cultural identity,” she said.
Furthermore, for this policy to succeed, she said, firm and consistent support systems must be put in place as Sarawak still faces several gaps that must be addressed.
She noted that many teachers, particularly in rural areas, lack sufficient proficiency and confidence to teach Mathematics and Science in English.
She suggested that continuous professional development programmes, scholarships for English-medium teacher training, and targeted recruitment of teachers with strong English backgrounds should be implemented.
“The Sarawak government must also take note that while urban schools may adapt quickly to the policy implemented, rural schools risk being left behind as they often operate with limited access to internet connectivity, digital tools and updated English teaching materials.
“The policy will only be as strong as the resources available and without deliberate policies to bridge this gap, such as mobile teaching units, rural teacher incentives, and dedicated support programmes, students in the interior will not benefit equally from the English-medium policy,” she said.
At the same time, she urged the State government to ensure that students are well-prepared for national-level examinations and entry into national universities so that they are competitive not only globally but also within Malaysia’s own education and employment systems.
“By combining a clear policy direction with concrete support measures, Sarawak has the opportunity to become a model for bilingual education in Malaysia and pursue English as a global tool of progress while making sure Bahasa Malaysia remains a national anchor of identity and mother tongues such as Iban, Bidayuh, Melanau, and Mandarin, stay alive as community heritage.
“The vision is commendable, but it must now be matched with strong implementation, resource allocation, and inclusive strategies that leave no child behind.” — DayakDaily
