Mathematics and Science in English: Teachers Experience inside the Classroom

Abstract

In 2003, the Malaysian government implemented a new policy in the national education system; English is made the language of instruction in schools for the teaching of Mathematics, Science and technology subjects. These subjects had formerly been taught in the Malay language. The purpose of teaching Science and Mathematics in English is to enable students to acquire proficiency in English while learning the content. This study aims to provide more in-depth information concerning teachers’ experiences and classroom practices in the implementation of the change in language of instruction for Mathematics and Science. To gather information on teachers’ experiences with the policy change, classroom observation and semi-structured interviews were conducted with the four Mathematics and Science teachers. While teachers interviewed are supportive of the policy, they are still struggling with the realities of implementing this policy. Three factors appear to be salient in influencing how quickly a teacher can effect the transition into teaching entirely in English. They are the prior educational background of teachers, the linguistic environment in school and the linguistic abilities of their students.

Pada 2003, kerajaan Malaysia memulakan dasar baru dalam sistem pendidikan Negara iaitu, Bahasa Inggeris dijadikan sebagai bahasa pengantar untuk mata pelajaran Sains, Matematik dan Teknologi. Sebelum itu, mata pelajaran tersebut telah diajar dalam Bahasa Melayu. Tujuan dasar itu adalah supaya pelajar dapat menguasai Bahasa Inggeris semasa mempelajari isi kandungan. Kajian ini cuba mendapatkan maklumat mendalam tentang pengalaman guru dan amalan di bilik darjah dalam pelaksanaan perubahan bahasa penghantar. Maklumat dikumpul melalui pemerhatian di dalam kelas dan temu duga separa struktur terhadap empat orang guru Sains dan Matematik. Walaupun guru yang ditemu duga menyokong dasar baru, mereka masih terkial-kial dengan pelaksanaannya. Didapati tiga faktor penting mempengaruhi pengunaan Bahasa Inggeris dengan sepenuhnya dalam bilik darjah. Faktor-faktor ini ialah latar belakang pendidikan guru, bahasa persekitaran sekolah dan kecekapan bahasa pelajar.