Dual Language Programme in Malaysian Secondary Schools: Expounding Students' Acceptance
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
International Conference on Business Studies and Education (ICBE)
e-ISBN: 978-967-19611-0-0
Dual Language Programme in Malaysian Secondary
Schools: Expounding Students’ Acceptance
Ashairi Suliman1, Mohamed Yusoff Mohd Nor, Melor Md Yunus3
1 Assessment and Examination Sector, Sarawak Education Department
E-mail: ash860629@gmail.com
2,3Faculty of Education, Universiti Kebangsaan Malaysia
E-mail: yusoff1963@ukm.edu.my, melor@ukm.edu.my
Abstract
Dual Language Programme is an initiative introduced by the Ministry of Education as a means to advocate the
teaching and learning of science and mathematics in the English language. Resembling the previous educational
policy named PPSMI, this programme has commenced since 2016 offering the flexibility in using English as the
instructional medium for the two subjects. After five years of inception, it is therefore crucial to discover the
acceptance of those involved directly with the programme. This study expounds students’ acceptance towards the
programme. Besides, the study also investigates the influence of age, gender, locality and type of school on their
acceptance towards the programme. With 2162 students involved, the study discovered their acceptance level
towards the programme. To accentuate, some factors studied revealed significant difference on the acceptance
towards the programme. As an alternative to solidify the English mastery, DLP requires improvement in its
execution to be well-accepted by the interest groups.
Keywords : Dual Language Programme; education; programme acceptance;
the use of bilingual strategy are commonly discussed
I. INTRODUCTION apart from the students’ performance in the
The growth of English as the global language is respective subjects. This reflects that the integration
inevitable. English is an indispensable tool to learn between language (English) and content subjects
new knowledge and communicate, and it functions (science and mathematics is riddled with some
as a fundamental prerequisite for a country to be a hindrances.
developed one (Mohamad & Zakaria, 2018; Aziz & This issue is also debatable and prominent
Nair, 2015). English has now become the second or in the Asian context. Former European or American
preferred foreign language for studying in several colonies may have already used English in their
education systems around the globe, including education system. According to Education First
Malaysia’s. English serves as a platform to connect (2016), English proficiency tends to be high in
people of different regions and nationalities. Thus, countries with historical ties to the language. Several
the need to be proficient and competent in English is Asian countries have imposed the use of EMI in
deemed essential and fundamental, especially as science and mathematics as reflected in Racca &
globalisation has heightened the use of English in Lasaten (2016); Lee, Watt & Frawley (2015); Lin &
business, commerce, education, medicine, scientific Wu (2015); Nguyen & Thi Kieu (2015); Din & Wing
research and other domains (Hugo, 2018). (2007). They have shown variety of views pertaining
Attention should be given to language to the issue of English as the medium of instruction
development programmes to confront potential in teaching and learning the subjects. Such a
language-related challenges in classrooms that use situation may also be prevalent in Malaysia.
English as a medium of instruction (EMI) and ensure Tracing back to the history of Malaysian
the quality of instruction (Margic & Vodopija- education system, much has been said when science
Krstanović, 2018). Hence, numerous language- and mathematics were taught in English. With the
related programmes have been introduced, including current form of implementation, it is therefore
teaching content subjects in English. Several essential to explore what has been disclosed in the
countries have adopted the practice of teaching recent years of inception. To note, rural school
science and mathematics in English, such as South students negatively perceived the learning of
Africa (Mokiwa & Msila, 2013; Mthiyane, 2016). mathematics in English (Teo & Rasul, 2017). On
Similarly, studies as revealed in Fernandez- another point of interest, students were found to be
Sanjurjo, Fernandez-Costales & Blanco (2017); moderately confident and ready to learn using
Karabay (2017); Mifsud & Farrugia (2016) English despite the limitation in language mastery
portrayed the use of English as the instructional (Suliman, Nor & Yunus, 2017; Suliman, Nor &
medium in science and mathematics subjects. In Yunus, 2018). This is also revealed by Unting and
these studies, the competency of the teachers besides Yamat (2017) affirming that one of the major factors
61
Received: 07 June 2021
Revised: 29 June 2021
Accepted: 02 July 2021
Publisher: ICBE PublicationInternational Conference on Business Studies and Education (ICBE)
e-ISBN: 978-967-19611-0-0
impeding the success of DLP was due to students’ and understanding of multiple cultures. Students
limited language proficiency. Unlike in the DLP, who are engaged in dual language programme will
certain schools have imposed the teaching of science nurture their linguistic repertoire better. They will be
and mathematics in which students and teachers able to get attached to another language besides their
fully utilise English in the lessons. With limitation own first language in the learning process. This is
and scarcity on the studies pertaining to this issue, it promising as it may develop a bilingual student or
has motivated this study, aiming to unravel the even a multilingual one. In the case of Malaysian
students’ acceptance towards the Dual Language education system, students learn other subjects in
Programme in Malaysian context. In addition, the Bahasa Melayu as it becomes the official
investigation also encompasses the influence of four instructional medium in schools.
variables (age, gender, locality and type of school) When student participates in DLP, he is on
on the acceptance towards the programme the advantage as he can learn English from three
implementation. subjects namely science, English and mathematics.
Besides, he can develop more languages on the
assumption that his first language is not Malay. This
II. LITERATURE REVIEW is caused by the increase towards the additional
language learnt. Most Dual Language students were
DLP is encouraged due to the positive benefits it
rated as proficient in two languages and they
offers. DLP assists language proficiency
progress excellently in both languages across the
development, promotes enjoyment, possesses
grade levels (Lindholm-Leary & Howard, 2008). In
positivity, elevates students’ outcomes as well as
another point of view, English language learners are
academic achievement and nurtures bilingualism
perceived to be proficient in English when they enrol
(Hamman, 2018; Lindholm-Leary, 2016; Li et al.,
in the Dual Language Education programmes than
2016; Thomas & Collier, 2012). This programme
the English mainstream programmes (Lindholm-
creates additive bilingual learning environment and
Leary, 2012). Due to that, dual language education
thus allows the equality of native and target
programme proliferates.
language in terms of programme, curricular and
In addition, English mastery is very
instructional level (Jong & Bearse, 2014). In the
fundamental in the teaching of any content subject
global context, DLP involves the teaching of content
and has to be acknowledged before the subject
subjects using the national language and the target
understanding (Domingo, 2016). Similarly, the
language. DLP is highly related to bilingual
mastery is becoming very important whenever
education as it includes English learners and native
science and mathematics are integrated with EMI. It
English speakers; the programme is designated for
calls for students to be equipped with the supposed
the development of bilingualism and bi-literacy for
language proficiency to understand the lessons
all students, academic performance and
taught. That would assist students better in the
multicultural competence (Christian, 2016;
lesson. Consequently, it lessens the problems faced
Hamman, 2018; Thomas & Collier, 2012).
by the students which indirectly aids the peers in
Dual language can enhance students’
comprehending the lesson. Racca and Lasaten
affective, cognitive, linguistic and social
(2016) believed that when students would be
perspectives, promotes benefits beyond the
performing better in the subjects taught in English
command languages, affects future employment,
when they are more proficient in the language.
access to higher education and ethnic identity
Accordingly, Mifsud and Farrugia (2016) contended
development (Jong & Bearse, 2014; Lindholm-
that inability to acquire English and comprehend as
Leary, 2016). With that, students may perceive
well as translate the mathematical language has
things in different ways, develop his thinking and
contributed to the weak academic performance in
relate himself with peers of different backgrounds.
mathematics. Hence, English mastery is deemed
Students with bilingual background would be able to
crucial in the learning of content subjects using the
connect himself to a wide context of life and engage
target language.
in a diverse community. As a result, dual language
In accordance to this, Malaysian students’
policy is the alternative for modernisation and
proficiency and competency in the English language
globalisation (Yamat, Umar & Mahmood, 2014).
has not shown much improvement with less effort in
Therefore, Dual-Language Programme (DLP) has
learning is displayed, as compared to when English
been introduced as an avenue to promote and
was the medium of instruction in the education
inculcate language development.
system (Yunus & Sukri, 2017). This has then
Dual Language contributes to the
become a perpetual issue. Even after six years of
development of language proficiency. As proposed
formal education, one out of four students did not
by US Department of Education (2015), dual
master minimum requirement in English. This leads
language programmes aim to help students develop
to the Ministry of Education Malaysia to implement
high levels of language proficiency and literacy in
several innovative educational policies in helping
both program languages, attain high levels of
learners to immerse themselves better in the English
academic achievement, and develop an appreciation
62
Received: 07 June 2021
Revised: 29 June 2021
Accepted: 02 July 2021
Publisher: ICBE PublicationInternational Conference on Business Studies and Education (ICBE)
e-ISBN: 978-967-19611-0-0
language. As a matter of fact, Azman (2016) All these studies revealed different findings, calling
highlighted that 50% students who completed their for a study involving students from different types
primary education were literate in English as of of programmes dealing with learning science and
2013. Moreover, 15.3 per cent youths in 2015 were mathematics in English.
found to be unemployed due to incompetency in the
English language (Badiozaman, Leong & Jikus, III. RESEARCH METHODOLOGY
2019). Therefore, students’ English incompetency is This study employed a mixed-method approach in
becoming a concern even up to now. which questionnaires and focus group discussions
Students are able to explore the knowledge were executed to gather the data. Besides, the study
globally when they learn science and mathematics in employed survey research design. The instrument
English. It also increases students’ opportunities in was adapted from Besar (2007) and amended to suit
the workforce (Suliman, Nor & Yunus, 2017). In the context of this study. It contains six items
addition, it exposes students to the English language, inquiring their acceptance towards the programme.
which aids in enriching their language repertoire Besides, demographic profile of the respondents was
(Unting & Yamat, 2017). To highlight, learning also inquired such as age, gender, locality and type
science and mathematics using the English language of school. The questionnaire employed four-point
is in tandem to the Malaysian Education Blueprint Likert-scale. There were six items in total and it was
(2013–2025) aspiration, to develop bilingual later validated by the experts to ensure its validity
students in Malay and English (Ministry of which later led to the pilot study. Four experts
Education, 2015). Indubitably, many students found involved in validating the instrument. Once
it comfortable and better to learn science and amendment has been made, the pilot test was
mathematics in English (Besar & Jali, 2010; Probyn, administered to a sample of sixty-one students in one
2015). This blueprint provides an avenue for of the states in Malaysia. They were the students
students to learn the subjects through their preferred involved with the DLP. From the pilot study
medium of instruction. The main aim is to enhance conducted, the reliability analysis was executed and
students’ comprehension in their lessons the instrument was considered to be valid and
irrespective of the language used. reliable. The Cronbach’s Alpha value garnered was
Numerous studies were found to be related 0.943 indicating that the instrument is of good
to this issue. From a study encompassing 100 reliability.
schools in Hong Kong, Din and Wing (2007) Pertaining to the sample, the context of the
claimed that students had struggled with learning study focused on the DLP students in the Malaysian
science in English because they found understanding secondary schools. The questionnaire was
their teachers’ instruction in the second language distributed to a sample of 2162 students nationwide.
difficult, which suggests that using EMI may exert These respondents were selected using multi-stage
negative effects on learning science. In addition, cluster sampling. Two clusters served as the
students from the Cambodian bilingual schools fundamental aspect of this study, locality and type of
displayed better performance in the mathematics school. Locality refers to the setting of the school
subject in comparison to those in the monolingual either urban or rural area. Meanwhile, type of school
schools as argued by Lee, Watt and Frawley (2015). reflects on the difference of schooling system in
Nguyen and Thi Kieu (2015), with reference to 100 Malaysia. That encompasses national secondary
Vietnamese students ascertained that more than 60% school (SMK), national religious secondary school
students were in favour to learn subjects in English (SMKA) and fully residential school (SBP). In
although having limited listening and writing skills. greater details, the following table illustrates the
Other studies include Racca and Lasaten (2016) in samples of the study.
the Philippines and Otwinowska and Forys (2015) in
Poland. Table 1 Respondents’ Profile
In the Malaysian context, Sulaiman and Age 14 1007
Konting (2014) compared the readiness of first year (46.7%)
students in the urban and rural areas to learn science 15 1148
in English. Students in the urban area were better (53.1%)
than their counterparts in three major domains: Gender Male 870 (40.5%)
communication, classification and observation. In Female 1280
another study, Norsyazwani et al. (2013) revealed (59.5%)
that 60% of 1311 students wanted to continue Locality Urban 1170
learning mathematics in English and that 50% (54.1%)
preferred learning science in English. With great Rural 992 (45.9%)
peer support from parents, teachers and friends, Type of National 841 (38.9%)
students learning these content subjects may display School Secondary School
positive attitudes and yield high perceptions in their National Religious 574 (26.5%)
science and mathematics abilities (Rice et al., 2013). Secondary School
63
Received: 07 June 2021
Revised: 29 June 2021
Accepted: 02 July 2021
Publisher: ICBE PublicationInternational Conference on Business Studies and Education (ICBE)
e-ISBN: 978-967-19611-0-0
Fully Residential 747 (34.6%) DLP is a good programme to 3.58
School increase English mastery
DLP is a good programme to develop 3.28
Regarding the data collection, the process science knowledge
took about five months to be completed. The DLP is a good programme to 3.23
researchers distributed the questionnaire to eighty improve mathematics skill
secondary schools which participated in the DLP. DLP implementation is well- 3.01
The schools were selected based on the state received by students
education office personnel liaised with DLP besides DLP implementation should be 3.27
from the list provided by the Ministry of Education continued
Malaysia. Consents were obtained from the Ministry DLP implementation should be 3.43
of Education Malaysia besides the State Education improved
Office to conduct this study. The researcher mainly
administered the questionnaire to every school by
himself. Only a small percentage of schools received Based on the above table, it is evident that
their questionnaire via mail due to logistic issue. In almost 96% respondents believed that this
the meantime, the researcher conducted the focus programme is good in enhancing the English
group discussion. The focus group discussion was mastery. Following this, about 93% respondents
conducted with six groups of respondents. They wanted for the programme to be improved. 88%
were selected based on different types of school respondents claimed that the programme is good in
(national secondary schools, national religious developing their science knowledge whereas almost
secondary schools, fully residential schools). 87% affirmed that DLP should be continued in terms
Furthermore, each type of school would be of its execution. Prior to that, the same percentage
represented by one school in the urban area and also opined that DLP is good in improving the
another school in rural areas. This is meant to mathematical skill. Last but not least, 79%
explore different views from different type of school respondents illustrated their agreement that the
and locality. Each group had about four students. programme is well-received by the students which
Each session was arranged by the school contributed to the mean score of 3.01. From these
administrator and lasted for approximately 40 min. items, it is demonstrated that the respondents’
The recordings from the interview were later acceptance towards the programme is on the positive
transcribed to extract the main data that would level with the total mean score of 3.30. Thus, the
support the findings. respondents are positive with the implementation of
On the other hand, upon receiving the the programme. Furthermore, responses from the
questionnaires, the researcher conducted a focused group discussion consolidated the findings
preliminary analysis and unusable questionnaires as illustrated below.
were eliminated. The researcher managed to collect
about 91% questionnaires from the respondents. For DLP is using English to teach the subjects.
the purpose of analysing the data, a statistical It is a quite good programme because it
software was used. The data analysis involved the makes us study more. In fact, English is
descriptive analysis and inferential statistics more suitable since most of the terms used
encompassing T-test and one-way ANOVA. in science and mathematics are found in
Descriptive analysis was meant to unravel the English. The programme is a good
students’ acceptance level toward the DLP exposure for us to learn and speak more
implementation based on the classification (low, English in daily life and for future.
moderately low, moderately high and high). In (Student, fgd_1)
addition, T-test and one-way ANOVA was utilised
as the data was found to be normally distributed. It is hard when we began but after almost
They serve to unravel the influence of the five months, it is easier. If we were to
demographic profiles tested. choose, we choose English because when
we go to university, we will use English
and this DLP really helps us. So, it is easier
IV. RESULTS AND DISCUSSION if we just study in English.
The following table illustrates the respondents’ (Student, fgd_4)
acceptance towards the programme based on the six
items in the questionnaire. At first, it was difficult. But after some
time, it is easy. Moreover, my performance
Table 2 Acceptance towards the is getting better because my marks are
Programme increasing. After all, we want to improve
Item Mean English.
(Student, fgd_6)
64
Received: 07 June 2021
Revised: 29 June 2021
Accepted: 02 July 2021
Publisher: ICBE PublicationInternational Conference on Business Studies and Education (ICBE)
e-ISBN: 978-967-19611-0-0
Rural 3.18 0.46
Students have raised concern on how DLP Type of National 3.20 0.48 0.000
benefits their English proficiency. They claimed it to School Secondary
be a good medium to enhance their linguistic School
repertoire even though it can be demanding in the National 3.09 0.49
beginning. However, acknowledging the benefits Religious
gained in the long run, students were displaying their Secondary
moderately high level of acceptance towards DLP. School
That has affirmed the positive acceptance is very Fully 3.20 0.47
much reflected by the cognisance the students had Residential
for the DLP. School
This finding has revealed that the students
were positive towards the programme as it assists As demonstrated in the above table, it is
them in nurturing and enriching their English evident that age and locality has no effect on
mastery. This replicates that the need to be proficient respondents’ acceptance towards the programme.
and competent in English is essential and The mean score of respondents despite having age
fundamental (Suliman, Nor & Yunus, 2018), difference is similar. Meanwhile, the mean score of
especially with the proliferation and advancement those in the rural area was slightly higher than those
brought by globalisation in escalating the use of in the urban area. Alternatively, a significant
English (Hugo as cited in Hugo, 2018). In another difference was found in terms of the gender factor
view, learning English as a foreign language benefits on the acceptance towards the programme. Female
the learning process (Diaz et al., 2020). students were on the upper hand as opposed to the
Furthermore, this also supports when students are male students with a difference of 0.10 mean score.
more proficient in English, there is a higher chance On the other hand, there was a significant effect on
for them to perform better in the content subjects type of school on respondents’ acceptance towards
(Racca & Lasaten, 2016). The respondents also the programme. The Scheffe post-hoc test was
perceived that the programme needs improvement to further conducted to identify the difference between
better its implementation. This may be due to some groups. It was revealed that the acceptance towards
loopholes encountered by the respondents in the the programme among the national religious
programme implementation. Improvement is secondary school students (M=3.09, S.d=.49) were
inevitable as many issues were raised in the past significantly lower than national secondary school
studies pertaining to the use of English as the (M=3.20, S.d= .48) and fully residential school
instructional medium in teaching science and (M=3.20, S.d=.47). Furthermore, the acceptance
mathematics. Furthermore, attention is vital to towards the programme among the national
confront potential language-related challenges in secondary school students and fully residential
classrooms that use English as a medium of school students was not significantly different.
instruction (EMI) and ensure the quality of The inferential tests elucidated that age and
instruction (Margic & Vodopija-Krstanović, 2018). locality have no effect in the context of this study.
That somehow leads to low mean score for item This refuted the study by Suliman, Nor and Yunus
‘DLP is well-received by the student’. If certain (2018) revealing that younger students were found
aspects or elements of implementation are rectified to be more positive in the attitudes towards learning
well, students might have better acceptance towards science and mathematics in English. Furthermore, it
the programme. Hence, serious consideration is is interesting to note that rural area respondents
needed in ameliorating the current state of DLP demonstrated a better acceptance in comparison to
implementation. their counterparts. Perhaps, the cognisance on this
To further examine the influence of the programme has brought up more positive acceptance
independent variable on the respondents’ acceptance among the rural area students. This is interesting to
towards the programme, inferential tests were note that students coming from the rural area are
deployed. This is to examine to what extend does more positive towards the programme although it
locality and type of school influence the was not statistically proven in the context of this
respondents’ acceptance towards the programme. study. This supports Ministry of Education Malaysia
The result is depicted in the following table. (2015) affirming that learning situation differs for
students coming from national and national-type
Table 3 Inferential Tests Result schools as well as those in the urban and rural area
Variable Category Mean S.d Sig. schools.
Age 14 3.17 0.46 0.967 In a similar vein, female students were
15 3.17 0.50 more positive as compared to the male students. This
Gender Male 3.11 0.51 0.000 may be due to females perceived learning English
Female 3.21 0.45 due to functional reasons or because they are more
Locality Urban 3.16 0.50 0.246 motivated instrumentally than the males (Gardner &
65
Received: 07 June 2021
Revised: 29 June 2021
Accepted: 02 July 2021
Publisher: ICBE PublicationInternational Conference on Business Studies and Education (ICBE)
e-ISBN: 978-967-19611-0-0
Lambert, 1959). In addition, females are prone to exists a significant difference in terms of gender and
areas that may be useful for them such as learning type of school but the opposite was found on age and
English besides other academic subjects for future locality factors. It is promising to unravel that the
career (Yaman as cited in Abdullah, Ong & Ariffin, students are displaying positivity towards the
2013). On top of that, it is worthy to understand that programme as they need to experience a positive
the acceptance differs between students from learning environment for the betterment of their
different type of schools. Students from the fully learning process. Similarly, the difference in terms
residential school are more of homogenous group of of locality and type of school should not be a halting
students unlike the national secondary schools. They factor affecting their learning process. As noted
might have set certain standard or target for them to earlier, improvements are highly advocated to
accomplish which indirectly affects their acceptance provide students with a more conducive learning
towards the programme as reinforced by Besar and environment.
Jali (2010) whereby students from the fully It is also proposed for the future research to
residential schools are the selected and excellent undertake a different research paradigm instead of
ones in the primary level. Students from the national focusing solely on the positivism approach.
secondary schools were the least interested in Interviews, classroom observations and even quasi-
learning the two subjects in English as acclaimed by experiment may also be conducted in the future
Besar (2007). It may be more interesting to taking into consideration the two variables studied.
scrutinise the difference in terms of the learning To recapitulate, the implementation of Dual
environment in the three types of school that may Language Programme may work well and succeed if
contribute to the acceptance level among the certain aspects of implementation are rectified and
students. solidified to cater to the needs of the students
involved with the programme. Most importantly, the
voices of those involved in the grassroots such as
V. CONCLUSION students and teachers are vital to be taken into
consideration as they have the direct experience and
In encapsulation, the study has disclosed that the engagement with the programme implemented.
respondents in this study portrayed a positive and
Valorising the standard of English is irrefutably one
high level of acceptance towards the Dual Language
of the main agenda of this programme, but it takes
Programme implementation. Furthermore, there
more efforts to ensure its success.
REFERENCES
[1] Abdullah, M. R. T., Ong, H. L. & Ariffin,
Z. Z. (2013). Gender and beliefs in learning [5] Besar, J. A. (2007). Polisi pengajaran dan
English at the National Defence University pembelajaran Sains dan Matematik dalam
of Malaysia. 5th International Conference Bahasa Inggeris: Kajian impak di Selangor
on Humanities and Social Sciences dan Terengganu. Masters Dissertation,
Proceeding, 252 – 262. Universiti Kebangsaan Malaysia.
[2] Aziz, R. M. R. A., & Nair, R. (2015). [6] Besar, J. A., & Jali, F. M. (2010).
Globalisation and The Evolution of English Pemansuhan Dasar PPSMI: Tinjauan
Language Education in Malaysian Daripada Perspektif Parti Politik, Ahli
Secondary Schools. Spolsky, B. & Sung, K. Akademik Dan NGO Serta Pengalaman Di
(Eds.), Secondary School English Sekolah. Jurnal Melayu, 5, 177 – 197.
Education in Asia. New York: Routledge.
[7] Christian, D. (2016) Dual Language
[3] Azman, H. (2016) Implementation and Education: Current Research Perspectives.
Challenges of English Language Education International Multilingual Research
Reform in Malaysian Primary Schools. 3L: Journal, 10(1), 1–5.
Language Linguistics Literature: Southeast [8] Diaz, C., Acuna, N., Ravanal, B., & Riffo,
Asian Journal of English Language I. (2020). Unravelling Parents’ Perceptions
Studies, 22(3), 65–78. of English Language Learning. Humanities
[4] Badiozaman, I. F. A, Leong, H. J. and and Social Sciences Reviews, 8(2), 193 –
Jikus, O. (2019) Students’ perception and 204.
use of English in higher education [9] Din, Y. Y., & Wing, K. T. (2007).
institutions: Links with academic self- Evaluation of the Effects of the Medium of
efficacy. Journal of Applied Research in Instruction on Science Learning of Hong
Higher Education, 11(1), 36 – 49.
66
Received: 07 June 2021
Revised: 29 June 2021
Accepted: 02 July 2021
Publisher: ICBE PublicationInternational Conference on Business Studies and Education (ICBE)
e-ISBN: 978-967-19611-0-0
Kong Secondary Students: Students’ Self- [19] Li, J., Steele, J., Slater, R., Bacon, M. &
Concept in Science. International Journal Miller, T. (2016) Teaching Practices and
of Science and Mathematics, 27(2), 295 – Language Use in Two-Way Dual Language
331. Immersion Programs in a Large Public
School District. International Multilingual
[10] Domingo, D. R. (2016). Content Area Research Journal, 10(1), 31–43.
Effectiveness: English vs Filipino Medium
of Instruction. International Journal of [20] Lin, A. M. Y., & Wu, Y. (2015). May I
Social Sciences Special Issue, 2(1), 1514 – speak Cantonese? Constructing a Scientific
1529. Proof in an EFL Junior Secondary Science
Classroom. International Journal of
[11] Education First. (2016). EF English Bilingual Education and Bilingualism,
Proficiency Index. Retrieved from 18(3), 289 – 305.
www.ef.com/epi.
[21] Lindholm-Leary, K. (2016) Students’
[12] Fernandez-Sanjurjo, J., Fernandez- Perceptions of Bilingualism in Spanish and
Costales, A., & Blanco, J. M. A. (2017). Mandarin Dual Language Programs.
Analysing Students’ Content-Learning in International Multilingual Research
Science in CLIL vs Non CLIL Journal, 10(1), 59–70.
Programmes: Empirical Evidence from
Spain. International Journal of Bilingual [22] Lindholm-Leary, K., & Howard, E. (2008).
Education and Bilingualism, 1 – 14. Language and academic achievement in
two-way-immersion programs. In T.
[13] Gardner, R. C., & Lambert, W. E. (1959). Fortune & D. Tedick (Eds.). Path-ways to
Motivational variables in second language bilingualism: Evolving Perspectives on
acquisition. Canadian Journal of Immersion Education. England:
Psychology, 13, 266-272. Multilingual Matters.
[14] Hamman, L. (2018) Translanguaging and [23] Lindholm-Leary, K. (2012). Success and
positioning in two-way dual language challenges in dual language education.
classrooms: a case for criticality, Language Theory into Practice, 51(4), 252–262.
and Education, 32(1), 21– 42.
[24] Margic, B. D., & Vodopija-Krstanović, I.
[15] Hugo, Y. H. L. (2018). The Effect of (2018). Development of English-medium
Multicultural Family Structures on the instruction: Teachers’ perceptions,
Language Attitudes of Children and reflections and learning. Journal of English
Adolescents”. GEMA Online Journal of for Academic Purposes, 35, 31 – 41.
Language Studies, 18(1), 122 – 139.
[25] Mifsud, J., & Farrugia, J. (2016). Language
[16] Jong, E. J. D., & Bearse, C. I. (2014) Dual Choice for Science Education: Policy and
language programs as a strand within a Practice. The Curriculum Journal, 28(1),
secondary school: dilemmas of school 83 - 104.
organization and the TWI mission.
International Journal of Bilingual [26] Ministry of Education Malaysia. (2015).
Education and Bilingualism, 17(1), 15–31. The English Language Roadmap 2015 –
2025. Putrajaya: Kementerian Pendidikan
[17] Karabay, A. (2017). STEM and Social Malaysia.
Sciences Students’ Language Oriented
Academic Challenges in English Medium [27] Mohamad, M., & Zakaria, N. Y. K. (2018).
of Instruction Programs: The Case of Development of English Language Camp:
International University in Kazakhstan. Reception and Perception of Asnaf Pupils
Masters Dissertation, Nazarbayev in Malaysia. Global Journal Al-Thaqafah,
University. 8(2), 31 – 44.
[18] Lee, S., Watt, R., & Frawley, J. (2015). [28] Mokiwa, H. O., & Msila, V. (2013).
Effectiveness of Bilingual Education in Teachers’ Conceptions of Teaching
Cambodia: A Longitudinal Comparative Physical Science in The Medium of
Case Study of Ethnic Minority Children in English: A Case Study. International
Bilingual and Monolingual Schools. Journal of Educational Sciences, 5(1), 55 –
Compare, 45(4), 526 – 544. 62.
67
Received: 07 June 2021
Revised: 29 June 2021
Accepted: 02 July 2021
Publisher: ICBE PublicationInternational Conference on Business Studies and Education (ICBE)
e-ISBN: 978-967-19611-0-0
[29] Mthiyane, N. (2016). Pre-service Teachers’ Perspectives in Learning Science and
Beliefs and Experiences Surrounding the Mathematics Using the English Language.
Use of Language in Science Classrooms: A The Journal of Social Sciences Research, 2,
South African Case Study. Nordic Journal 445 – 456.
of African Studies, 25(2), 111 – 129.
[39] Teo, W. L., & Rasul, R. (2017). Rural
[30] Nguyen, N. D., & Thi Kieu, O. P. (2015). School Students’ Perceptions about
Enhancing The Effectiveness of Teaching Learning Mathematics in English.
Mathematics in English at Universities of Research Journal of Applied Sciences,
Education. Paper presented at National 12(2), 148 – 156.
Conference for Young Lecturers in the
Universities of Education. [40] Thomas, W. P. and Collier, V. P. (2012)
Dual language education for a transformed
[31] Norsyazwani, R., Akmal, N. Cheong, T. H., world. Albuquerque: Fuente Press.
& Singh, P. (2013). Unleashing Students
and Teachers’ Voice and Choice in The [41] Unting, J. G., & Yamat, H. (2017). Dual
Learning of Mathematics and Science. Language Programme: Teachers’ Voices.
Procedia Social and Behavioral Sciences, ISERD International Conference
90, 530 – 539. Proceeding, 20 – 24.
[32] Otwinowska, A., & Forys, M. (2015). They [42] US Department of Education. (2015) Dual
Learn The CLIL Way but Do They Like It? Language Education Programme: Current
Affectivity and Cognition in Upper- State Policies and Practices. Washington
Primary CLIL Classes. International DC: American Institutes for Research.
Journal of Bilingual Education and
Bilingualism, 20(5), 1 – 32. [43] Yamat, H., Umar, N. F. M., & Mahmood,
M. I. (2014). Upholding the Malay
[33] Probyn, M. (2015). Pedagogical Language and Strengthening the English
Translanguaging: Bridging Discourses in Language Policy: An Education Reform.
South African Science Classrooms. International Education Studies, 7(13),
Language and Education, 29(3), 218 – 234. 197–205.
[34] Racca, R. M. A. B., & Lasaten, R. C. S. [44] Yunus, M. M. & Sukri, S I. A. (2017). The
(2016). English Language Proficiency and use of English in teaching mathematics and
Academic Performance of Philippines science: the PPSMI policy vis-a-vis the
Science High School Students. DLP. Advances in Language and Literary
International Journal of Languages, Studies, 8(1), 133 - 142.
Literature and Linguistics, 2(2), 44 – 49.
[35] Rice, L., Barth, J. M., Guadagno, R. E.,
Smith, G. P. A., & McCallum, D. M.
(2013). The Role of Social Support in
Students’ Perceived Abilities and Attitudes
Toward Math and Science. Journal of
Youth Adolescence, 42, 1028 – 1040.
[36] Sulaiman, T., & Konting, M. M. (2014).
Kesediaan Murid Tahun 1 Mengikuti
Pengajaran Kemahiran Sains Dalam
Bahasa Inggeris. Jurnal Kepimpinan
Pendidikan, 1(1), 1 - 6.
[37] Suliman, A., Nor, M. Y. M. & Yunus, M.
M. (2017). Dual Language Programme in
Malaysian Secondary Schools: Glancing
Through Students’ Readiness and
Unravelling the Unheard Voices. GEMA
Online Journal of Language Studies, 17(4),
128 – 145.
[38] Suliman, A., Nor, M. Y. M. & Yunus, M.
M. (2018). Gleaning into Students’
68
Received: 07 June 2021
Revised: 29 June 2021
Accepted: 02 July 2021
Publisher: ICBE PublicationInternational Conference on Business Studies and Education (ICBE)
e-ISBN: 978-967-19611-0-0
AUTHOR’S INFORMATION
First Author: Ashairi
Suliman
Assessment and Examination Sector, Sarawak Education Office, 93250,
Kuching, Sarawak
E-mail: ash860629@gmail.com
First Author-
Photo
Second Author:
Mohamed Yusoff Mohd
Nor
Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, 4300, Selangor,
Malaysia
E-mail: yusoff1963@ukm.edu.my
Second Author-
Photo
Third Author: Melor Md
Yunus
Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, 4300, Selangor,
Malaysia
E-mail: melor@ukm.edu.my
Third Author-
Photo
69
Received: 07 June 2021
Revised: 29 June 2021
Accepted: 02 July 2021
Publisher: ICBE PublicationYou can also read
