Time To Teach All Major Languages In Schools

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 Language is more than just a way to speak. It carries our identity, our memories, and our sense of belonging.
When Education Minister Fadhlina Sidek announced the introduction of Åsean languages such as Thai, Khmer and Vietnamese in schools, it signalled a confident step forward. It showed that we are preparing our children to live in a region where connection and understanding are more important than ever.
But as we begin to open new doors abroad, we must not leave any windows closed at home.
Malaysia has always been a nation of many languages. Bahasa Melayu and English form our core, but Mandarin and Tamil are spoken by millions and hold deep cultural roots.
ADSYet, in most national schools, these languages are treated as optional, if they are offered at all. That silence speaks volumes, and it is time we changed the narrative.
Mandarin and Tamil are not languages of “the other”. They are part of our national fabric. They belong in national schools, not just in vernacular classrooms. Every student, whether Malay, Chinese, Indian, Orang Asli or from East Malaysia, should have the opportunity to learn each other’s languages.
It is through this mutual understanding that real unity begins.
This is not about abandoning our identity. It is about enriching it. It is about creating spaces where children can grow up not only side by side but together.
A Malay student learning Tamil, a Chinese student mastering Bahasa, an Indian student reciting poetry in Mandarin. These are not symbolic gestures. They are building blocks for a society rooted in trust, empathy and shared experience.
Positioning
This effort also reflects our position as a regional leader. As Malaysia assumes its responsibilities as Asean chair, the direction we take in education carries weight.
By prioritising multilingual learning and cross-cultural literacy, we are not only preparing our youth for regional collaboration but also leading by example. It shows that our leadership is not limited to diplomacy or economics, but begins in the classroom, where respect and understanding first take root.
This direction is echoed in the broader national vision under Prime Minister Anwar Ibrahim. He has consistently spoken about the importance of language as a bridge between communities, not a barrier.
While strengthening English remains part of the agenda, he has also defended the place of Mandarin and Tamil in our education system. His message is clear: every child, regardless of background, deserves the chance to learn, understand, and connect across cultures.
What it needs is mutual respect and a shared space where every heritage is seen as part of our collective future.
ADSBridging communities
Around the world, language diversity is used to bridge communities rather than divide them. In the United Kingdom, students are encouraged to learn French, Spanish or German regardless of background, as a way to foster mutual understanding.
In the United States, schools in multilingual cities like New York and Los Angeles have adopted dual language classrooms, where students of different linguistic backgrounds learn side by side. These programmes have been shown to improve academic performance and deepen social cohesion.
To make this vision real, we must start with teachers. The Teacher Education Institute must expand its capacity and access to train educators in Mandarin and Tamil, not only for vernacular schools but for national schools as well.
At the same time, a mentoring pathway should be introduced, pairing new language teachers with experienced educators from vernacular schools.
This will ensure that teaching methods, cultural insight and classroom experience are meaningfully passed down across generations and school settings.
Looking ahead
We must also look ahead. By the time they leave school, every student should be able to communicate in at least four languages. Bahasa Melayu and English will remain essential, but alongside them, students should also be exposed to one local heritage language and one international language such as Arabic, French or Spanish.
This is not only a boost for future employability. It is an investment in national harmony.
Children who can speak to one another can understand one another. When we reduce the distance between languages, we reduce the distance between people. We build not just informed students, but better citizens.
Multilingual classrooms can become the quiet foundation of a more united Malaysia. They help dismantle stereotypes before they take hold. They teach that every culture matters, and every language holds stories worth hearing.
This is not only a policy shift. It is a reimagining of who we are and who we want to be.
No education reform is complete if it ignores language. Mandarin and Tamil must be part of our national school system, not as a favour to any group, but as a duty to the idea of Malaysia.
If we want our children to grow together, we must teach them to speak together. - Mkini
MAHATHIR MOHD RAIS is a former Federal Territories Bersatu and Perikatan Nasional secretary.
The views expressed here are those of the author/contributor and do not necessarily represent the views of MMKtT.

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