The reversal of PPSMI language policy : a critical study of the Malay's perspectives

Abstract

The Malaysian implementation of language policies has always been dealt carefully as it is considered a sensitive issue in the multi-ethnic nation. The language planning process usually undergoes various levels before implementation. What happens when the language policy is abruptly implemented through language-in-education planning without much thought given to language planning? For example, the ‘Teaching of Mathematics and Science in English' (EteMS) policy, better known as PPSMI (Malay acronym), was introduced to address the deteriorating English language standard among Malaysian students. Considering the quiet dissatisfaction among the Malay community about national language policy shifts in Malaysia, there is a real need to understand the reality surrounding the sudden change in the PPSMI policy. Thus, the study investigates the awareness levels and opinions of the ethnic Malays relating to PPSMI. Besides, to examine whether socio-cultural factors have any bearing on the decision of the Malays in accepting or rejecting the PPSMI policy and exploring the ideological discursive formation (IDF) in the discursive practices of the urban and the rural Malays. Finally, to determine the difference between the urban and rural Malays and whether or not PPSMI policy brings a positive impact on students. This study is very relevant, although this policy was abolished in 2009 because we do not want the same mistakes to occur in the future for any new language policy implementation in Malaysia. The researcher used Critical Discourse Analysis (CDA) by incorporating the “Three Dimensional Framework” and discourse analysis to examine how Malays have put forward their views through language policies, primarily via PPSMI. Mixed method research was employed in this study for this purpose through the interview (240 respondents) and survey (240 respondents). The findings revealed those who have a high awareness of this policy are more than those who have low awareness of the policy. The textual analysis findings concluded that all the urban respondents and (80%) the rural respondents conveyed their support towards the PPSMI policy, and only 20% of the rural respondents rejected the policy. The findings also revealed that both urban and rural Malays did not show any difference in their opinion of PPSMI’s positive impact on students and only three socio-cultural factors that influenced the decision making of the Malays from the interview session. Thus, the acceptance or rejection of the Malays of the PPSMI showed a positive relationship with their ideologies.