As Technology Develops So Must Our English Education

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From Moaz Nair
In a world where technology keeps on developing, the failure of an education system that deprives students of the opportunity to acquire proficiency in the English language suggests the presence of deeper systemic issues.
English education develops a variety of skills and provides access to opportunities. The state of Sarawak is on the right trajectory with English given emphasis right from the primary school level.
The education system in the state is gearing towards providing an “immersive” English language experience in schools and giving opportunities for all students to learn science, technology, engineering, and mathematics (STEM) in English from an early age.
They realise that the advantage here is not just linguistic; thinking is directly correlated to language, and learning English and other languages enhances the cognitive skills of students.
Research shows that students who master more than one language develop a better memory, the talent for problem-solving, an ability to concentrate, and the tendency to be creative compared to those who can speak only one language. Knowing a second language also reduces the chances of cognitive decline.
What about the other states in the country? Are they still stuck with the mindset that English is a colonial language and that it is unpatriotic to give emphasis to its learning? Or is it for political reasons that they have to pander to short-sighted nationalists who claim that giving emphasis to English perpetuates colonial legacies? Unfortunately, there is this collective ambivalence towards English among some politicians that hinders progress in our education system.
As a nation of almost seven decades, are we still struggling to reconcile our commitment to the mother tongue with our recognition of English as a global necessity?
This self-defeating stance would only ensure that our students remain unprepared for the demands of the globalised world, perpetuating a cycle of mediocrity.
Obviously, a lack of English proficiency forces many school leavers into menial jobs with low wages. Given that English is the primary language of information and communication technology (ICT) and is spoken by 1.6 billion people worldwide, proficiency in English is often the deciding factor between securing a well-paying job or remaining in low-wage labour.
In the private sector, employers prioritise English skills when hiring. However, our graduates often struggle to express themselves at job interviews or in professional discussions, especially if it involves speaking English.
It underlines the widening gap between the demands of the job market and the skills our education system provides. This disparity reflects a failure in our educational priorities.
The global economy demands English as a skill of high value. Yet, despite over 12 years of English language training in schools and another three to four years of tertiary education, our education system has failed to equip the majority of graduates with this essential skill.
To aspire to higher education abroad or to seek employment in multinational companies, English language proficiency is crucial. It is disheartening that our graduates struggle, not due to a lack of talent but because they lack the language skills necessary to seize opportunities.
In a world where English dominates international discourse, media, and the internet, not being proficient in the language is a handicap. It’s not just about economic opportunities – it’s about the ability to shape our own narrative on the global stage.
English is more than a language of commerce; it is the language of influence to reinforce points of view and opinions in a globalised world. Without it, we remain marginalised in international discourses.
With the political climate demanding change and technology constantly developing, the education ministry should ensure that graduates from all education streams – national, vernacular, and religious – are prepared to face the challenges.
And, desirably, the ministry needs to listen to the voices of the younger generation who are keen to learn and grow. Those born into the age of the internet intuitively understand this. For them, English is not a colonial relic but a necessity. It is the language of the internet, social media, and global culture. Coding, online learning, and digital entrepreneurship all require proficiency in English.
Denying students the opportunity to learn STEM-related subjects in English beginning at the primary school level is not just an oversight but a regressive policy. - FMT
Moaz Nair is a FMT reader.
The views expressed are those of the writer and do not necessarily reflect those of MMKtT.

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