All shades of every colour: Teaching and learning of foreign languages

Numerous efforts and strategies have been adopted and implemented such as the Upholding the Malay Language and Strengthening the English Language policy (MBMMBI) introduced in 2009 by the Ministry of Education (MOE).

At main point, to effectively navigate the challenges of globalisation, it appears necessary for Malaysia to prioritise a language acquisition policy focused on mastering the second and foreign language.

The renaissance and growing interest in Malaysia's additional and/or foreign languages educational policy to equip its citizens with pragmatic linguistic skills also lead the parents to encourage the kids who are eloquent in few languages.

For them, the ability of children in foreign language proficiency is a stepping stone in mastering and understanding scientific and technological knowledge.

Apart, it facilitates effective communication from different linguistic and cultural backgrounds.

Such experience also enables more accurate and efficient negotiation, resulting in more successful outcomes for all parties involved.

The good vibe is that National primary schools in Malaysia offer three additional courses in communication languages, specifically Mandarin, Tamil, and Arabic.

It is notable that some selected primary schools provides an array of language options, namely, Iban, Kadazandusun, and Semai apart from the aforementioned.

This demonstrates Malaysia's consistent and conscientious strategies to promote the acquisition of multiple languages to promote plurilingualism, enabling the citizens to acquire practical linguistic skills that are essential for global competitiveness.

Malaysia could further enhance its foreign language education programme by introducing additional languages beyond those traditionally taught in schools, in consideration of the rise of ASEAN nations in the world economic scene.

It is also essential to consider a broad range of factors, including systemic and cultural nuances.

To instill enthusiasm for language learning among young Malaysian learners, the teaching of foreign languages should be integrated into other subjects, such as Bahasa Malaysia, English, or other related subjects.

Somehow, despite the growing demand for qualified foreign language teachers in Malaysian schools, the instruction of additional and/or foreign languages faces numerous challenges, many of which remain obscure.

One of the most significant challenges is the prevalence of linguistic doxa, or commonly held beliefs about language learning and teaching that can undermine effective language instruction.

Moreover, it is often considered an accessory rather than a core subject within the school curriculum .

The stratification of subjects based on the school's key performance index (KPI), coupled with negative attitudes towards foreign language as an unimportant non-scientific or secondary subject, can contribute to the marginalisation of the subject in the school curricula, creating further hurdles to effective instruction of the target language.

In the Malaysian context, these challenges are further compounded by additional and/or foreign language instruction variations between public secondary residential schools and day schools.

Such differences can result in disparities in the quality and effectiveness of target language instruction and in the resources and support available to the language teachers.

As linguists who engage in this topic, there is a time to rethinking curriculum design and addressing complications in Malaysia's national curriculum.

Our education serves as a comprehensive and holistic national curriculum and assessment standard for primary and secondary schools in Malaysia.

While this standardisation is intended to promote consistency in education across the country, its stringent structure may potentially limit teachers’ autonomy and flexibility in planning their lessons.

Well-planned language education policies, which address the challenges related to the acquisition of additional and foreign languages and ethnocultural contexts while satisfying the country's clear objectives, can be a crowning achievement in navigating the competitive era of globalisation.

A concerted effort from policymakers, school leaders, and foreign language educators is required to improve teacher training programs, enhance teaching materials, and foster a supportive learning environment that promotes foreign language proficiency.

It is recommended that any reforms in language education policy or decision-making should be based on robust research evidence rather than short-term political expediency or personal interests of particular decision-makers.

By doing this, the idea of producing younger generations which have a broaden nuanced cultural understanding, develop comprehensive and appreciative perspectives on the diversity of countries, cultures, peoples, and communities, and advocate global peace through cross-cultural awareness can be achieved.

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Leekky Michin is post-graduate student of the Université de Franche-Comté, Besançon, France.