The Status of English in Malaysia : ESL or EFL?

Introduction / Background

Although the status of English as a second language in Malaysia is enshrined in the

Razak Report of 1956, which forms the cornerstone of Malaysian educational policy,

the question arises whether in reality, English in Malaysia is still ESL (English as a

Second Language) or has evolved into an EFL (English as a Foreign Language) context.

This is an important issue for us to address due to two reasons :

1. The emergence of English as the foremost global language in this millennium

has made the learning of English vital for our economic and professional

survival.

2. Although some people use ESL and EFL interchangeably, there are important

distinctions between the two, which in turn have their implications for pedagogy

and language learning.

For the purpose of this paper, we first try to make a distinction between the ESL and

EFL contexts. In the light of the distinctions made, we will consider the case of

Malaysia, i.e. whether in reality English retains its given ESL status here, or has instead

taken on an EFL nature. If the analysis is that English has taken on an EFL nature, then

we will try to find out why and make suitable recommendations to reinstate English to

its second language stature in this country.

ESL distinct from EFL

What are the differences between EFL and ESL contexts? For this purpose, I will refer

to Brown (2001). According to Brown, second language learning contexts are those in

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which the classroom target language is readily available to the learner, such as learning

the language in the United States or Australia where English is the native language.

Foreign language contexts are those in which students do not have ready-made contexts

for communication beyond their classroom, and efforts must be made to create such

opportunities for doing so. Examples where teaching English is almost always in a

context of English as a foreign language are countries like Japan, Morocco and

Thailand.

Then, there are the ‘grey’ areas to consider. In countries such as India and

Singapore, English is widely used as a second language for education, government,

commerce and social circles. Yet, in places like the Scandinavian countries, English

has no official status but is commonly spoken by virtually every educated person.

Likewise, in countries where English might be quickly judged as foreign, as in China or

Japan, learners may find readily available potential for authentic use of language in such

venues as the media (Internet, TV, films).

After Brown, we will next look at Ellis’(1996) classification of an ESL and EFL

situation. Ellis makes distinctions between ESL and EFL based on three perspectives :

learner, teacher and curriculum.

Firstly, for the ESL learner, English is a language of integration, used for

socializing and communicating with other people. Therefore, learning takes place

within an English-speaking environment. The learner practices his or her language

skills in an authentic situation and goes on to acquire new skills outside the classroom.

Motivation comes in the form of the need to communicate with others in the English-

speaking environment. Conversely, for the EFL learner, English is instrumental rather

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than as a means for communicating. This is because learning is done in isolation, for

example in a classroom and there is no access for practice in an authentic environment.

Moreover, the learner has a choice of other languages for communication instead of

English. Therefore, practice and acquisition are all confined to the classroom and

motivation comes from the teacher’s initiative and the student’s will to learn.

Secondly, the teacher’s role in an ESL situation is more of a facilitator who

helps by providing structures and explanations when the need arises. On the other hand,

the teacher in an EFL classroom acts as the motivator and sole provider of experience in

the target language

Thirdly, the curriculum for an ESL context is designed mainly to develop

communicative competence rather than to meet academic demands! It is based on the

needs of the learners learn to communicate with native speakers so they can integrate or

assimilate with their environment. Conversely, English learning in an EFL situation

tends to follow a highly structured curriculum and examinations play an important role

as the means of evaluation. In most cases, the curriculum is policy driven.

The case in Malaysia : ESL or EFL?

First, if we consider Brown’s descriptions of ESL and EFL contexts, the context

for Malaysia would definitely fall into the ‘grey’ areas, alongside with countries like

Singapore and India where English also acts as a second language and is widely used in

education, government, commerce and social circles. However, if we choose to put a

magnifying glass to tbe Malaysian context, the only areas where English is actually

being actively used are the private sector and certain social circles.

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 Besides, looking at Ellis’ distinctions for ESL and EFL, we would be dismayed

to note that our context actually meet most of the criteria for an EFL rather than an ESL

context. For example, unless we are in a more affluent part of urban Malaysia, we find

that the integrative language is not English, but Bahasa Malaysia. Although this is

understandably so for Ellis’ classification is based on an environment where English is

the native language, however, it is some of the other criteria where we do not fit in the

ESL context that is cause for worry because of their implications. Such as the fact that

students in many parts of Malaysia have no access to the practice and acquisition of

English language skills outside of the classroom.

In addition, although our curriculum is based on the foundations of the national

philosophy of education to produce a human being that is whole physically,

intellectually, emotionally and spiritually, the truth is that much of classroom practice is

driven by the need to prepare students to face the public examinations.

In the analysis, we are forced to admit that even though English exists officially

as a second language, the reality is that English in general is of an EFL nature here.

Factors for English in Malaysia having taken on an EFL nature

Before we look into the factors, let us first look at how English is officially recognized

as a second language in Malaysia.

First, Bahasa Malaysia is the official language of administration, but English is

also used to write some statutory documents which are then translated into Bahasa

Malaysia. English is also widely used in most of the high courts and in the diplomatic

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service. Secondly, in the private sector, most local and international business is

conducted in English. The exceptions are transactions which involve government

departments. Thirdly, English continues to be utilized by the mass media. Television

stations broadcast a large number of programmes in English, although many of them

carry subtitles in Bahasa Malaysia. News bulletins in English can be heard daily over

radio and television and there are a few English national daily newspapers. (Pillay,

1998).

The above are encouraging descriptions of how English is officially recognized

as a second language in our country, and we can actually see that opportunities abound

for exposure to the language. Therefore, why are we having problems maintaining the

characteristics of an ESL context? For answers, I suggest we look at the social factors

and education system in our country.

Undeniably, at a social level, English is widely used as a language of

communication in urban areas amongst large numbers of people from the upper and

middle classes, and people who have been educated in English or who have studied

overseas. (Pillay, 1998). The question is, how many of Malaysia’s over twenty million

people actually fall into the category just described? In fact much of the country is still

categorized as semi-rural or rural. What are the social characteristics of the people in

these areas? Do they have a social need to use English? Are they motivated to learn

English? Do they have the environment in which to practise their skills?

Obviously, this leads us to the fact that there exists a disparity in competency

levels amongst students. This can be traced to the socio-economic divide and between

urban and rural schools. Case studies by Pillay (1995) indicated this disparity. For

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students from economically affluent urban backgrounds, there is definitely a case of a

rich ESL environment. Economically non-affluent semi-rural and rural areas do not

enjoy such rich conditions and there is hardly any reason or need for the people there to

learn the language.

In the education system, English is a compulsory subject in all schools in

Malaysia though a pass in the subject is not necessary in the Malaysian Certificate of

Education or SPM examination. Over the years, the pass rate for English has declined

at an alarming rate so much so that in 1991, Prime Minister Dato Seri Dr Mahathir

Mohamed highlighted his concerns regarding poor results in the national English

language examinations. To date, many steps have been taken to address the problem,

like introducing a ‘tougher English examination’ (‘Tougher English’, 1995) and a call

for the improvement of teaching techniques and promises of support for beleaguered

English teachers. The latest effort has been the use of English to teach Mathematics and

Science in schools. Despite the steps taken thus far, substantial effects remain to be

seen.

Another factor to contend with is the growing concern about English teachers’

proficiency and competency. We are now recruiting teacher trainees who have had

their school education in Bahasa Malaysia and have studied English as a subject in the

curriculum. Moreover, since the country’s policy is to provide every student with

access to English education, large numbers of teachers have to be trained. Many of

these trainees may not have achieved a high level of competence in English. (Pillay,

1998).

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 Therefore, we can now come to an understanding as to why there is indeed a

problem of putting English in Malaysia in an ESL context. From here, we will try to

offer some suggestions on what can be done, though it must be admitted here that for a

paper of this level, whatever suggestions made are not based on extensive research

made but more out of a qualitative observation which serve more as food for thought.

Suggestions for creating an ESL context

In order for English in Malaysia to take on the features of an ESL context, the

problems raised in the previous section ought to be addressed first and foremost.

Effort must be made to enrich the non-urban environment with opportunities to

genuinely engage in the use of English. One way is as suggested by Brown (2001),

which is even in an EFL environment, learners may find readily available potential for

authentic use of the language through avenues such as the media. In Malaysia,

television is a very pervasive element. One can find a television set in almost every

kampung house nowadays. Policy makers and educators should work together on how

to exploit this medium by bringing meaningful and authentic experiences with English

into every home, instead of resorting to imported English-speaking programmes along

with their imported cultures!

Next is the effort to address the problems through the examination system.

Although the complaint that the education system is too examination-orientated is a

valid one, the fact remains that we still have to fall back to exams as a systematic and

reliable way of evaluation. Perhaps what needs to be looked into is the current

overemphasis on the writing skill in examinations. However, where communicative

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competence is concerned, all the four language skills are equally important. This is a

reason why we have students who may have obtained an A for English in the SPM

examination but who cannot answer questions orally when called to attend an interview!

Currently, some effort is being made in this direction. The MUET (Malaysian

University Entrance Test) tests the four language skills of listening, speaking, reading

and writing in more or less fair proportions. Now, in the SPM, efforts too are made for

the school-based oral test to incorporate more authentic models of communication such

as presentations, interviews, forums, etc.

One serious problem that must be addressed by teacher trainers and policy

makers is the English teacher’s proficiency and competency. Teachers are the driving

force in the education system, and something must definitely be done, whether by

changing by methodologies for teacher training or by offering better perks to attract

talent into the teaching profession.

Conclusion

Is it important for the learning of English in Malaysia to be in an ESL context

rather than an ESL context? In my opinion, it is important, because of the two reasons

mentioned at the beginning of this paper, i.e. the pedagogical implications and the

entrenched position of English as a global language.

One of the criteria for the survival of a country’s survival in the near future

would be the ability of its people to master the language of economy, which happens to

be English at the moment and possibly in the few decades to come. And the best way to

learn English would be in the context of a second language rather than a foreign

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language. This is because in an ESL context, students see the relevance and the need to

communicate in English.

As a final conclusion, Malaysia has many conditions advantageous for the

existence of an ESL context, such as the official status given to English, the available

infrastructure and a pool of talented people. Therefore, the effort must be sustained to

bring about a lasting ESL condition in the country for now and for generations to come.

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Bibliography

1. Brown, H. D. (2001). Principles of Language Learning and Teaching. New

York : Addison Wesley Longman Inc.

2. Ellis, (1996).

3. Government of Malaysia. (1956). Report of the education committee, 1956 : The

Razak Report. Kuala Lumpur : Government Printers.

4. Pillay, H. (1995). Fragments of a vision: A case study of the implementation of

an English language curriculum programme in five Malaysian secondary

schools. Unpublished Ph.D disseration, University of East Anglia.

5. Pillay, H. (1998). Issues in the teaching of English in Malaysia. The Language

Teacher Online 22:11.

http://langue.hyper.chubu.ac.jp/jalt/pub/tlt/98/nov/pillay.html

6. Tougher English language examinations. (1995, May 23). New Straits Times,

p.8.