22-4-2024 (KUALA LUMPUR) In a notable shift, an increasing number of non-Chinese families in Malaysia are enrolling their children in Chinese vernacular schools, undeterred by ongoing debates surrounding the role of such institutions in fostering national unity. This trend highlights the growing recognition of the value of multilingualism and the allure of the disciplined learning environment associated with these institutions.
(Kuala Lumpur) Siti Sarah Abdul Rashid, a 36-year-old Malay restaurateur, and her American husband, George Bourdelais, recently enrolled their two children, aged 7 and 8, in a Chinese primary school, despite neither parent having a background in Mandarin – the language of instruction. Siti cited the global prevalence of Chinese speakers and the demand for Mandarin proficiency in the job market as pivotal factors in their decision.
“So many people worldwide speak Chinese, and numerous companies nowadays require Mandarin-speaking candidates,” Siti explained, adding that Chinese schools also emphasise student discipline, a quality she values.
To ensure their children keep pace, the couple has enrolled them in supplementary Mandarin classes. Siti revealed that the number of Malay students enrolled in Primary 1 at her children’s school had quadrupled from two in 2023 to eight this year, reflecting a broader national trend.
According to activist Arun Doraisamy of the Malaysia Centre of Vernacular School Excellence, approximately 20% of students in Chinese primary schools across the country in 2024 are non-Chinese.
However, these institutions have faced criticism from certain quarters who argue that they hinder national unity and advocate for their closure. This debate has raged for years and resurfaced following a recent court ruling that declared vernacular schools constitutional.
Surprisingly, Siti and her husband encountered opposition to their decision from within the school itself, with some dissuading them from enrolling their children due to their lack of Mandarin proficiency. “I questioned myself if I was doing the right thing,” Siti admitted, “but a friend advised me not to be discouraged, as it would take time for the children to become proficient.”
Malaysia’s education system comprises national schools, where Malay is the medium of instruction, and vernacular schools that use Mandarin or Tamil as the primary language. Once students complete primary education, they can enrol in national secondary schools or independent schools, including 82 Chinese government secondary schools (SMJKs) and 63 independent Chinese high schools.
While some groups have challenged the constitutionality of vernacular schools, arguing that their use of Chinese and Tamil as mediums of instruction contravenes the Federal Constitution, the Federal Court ruled in February that these institutions are not unconstitutional.
Doraisamy argued that the narrative portraying vernacular schools as divisive is often propagated by special interest groups promoting Malay supremacy and Islamic agendas. “Vernacular schools are an easy punching bag for these groups who are big proponents of assimilation and not integration,” he asserted.
Lawyer Wong Kong Fatt, representing the United Chinese School Committees’ Association and the United Chinese School Teachers’ Association, emphasised the importance of preserving and sustaining vernacular languages in Malaysia’s education system. He acknowledged Malay as the national and official language while emphasising the right to maintain ethnic identities and languages.
“Even if I were to convert to Islam, I am still Chinese. I can’t say that I am Malay. If we don’t use our language, it will be lost,” Wong stated, adding that vernacular schools should not neglect the teaching of the Malay language.
Nusantara Academy for Strategic Research senior fellow Azmi Hassan suggested that such issues are often raised for political mileage by both opponents and supporters of vernacular schools. “The perception is that those who attend vernacular schools cannot integrate with the whole population as they are using their mother tongue and are only within their own community,” he explained.
However, the increasing popularity of Chinese vernacular schools among non-Chinese families challenges this perception. In November 2020, the then-Education Minister revealed that Malays comprised 15.33% of the total student population in Chinese primary schools in 2020, up from 9.5% in 2010. The enrolment of Indian students in these schools also rose during the same period.
Educationist Professor Tajuddin Rasdi of UCSI University refuted suggestions that vernacular schools hinder national unity, pointing to the increasing number of Malay students in these institutions. “Why is it that the number of Malays have increased in the vernacular schools? There are even vernacular schools where Malays outnumber the Chinese,” he argued.
A recent survey by the UCSI Poll Research Centre found that 70% of 1,010 Malaysian respondents agreed that vernacular schools do not hinder national unity, while 65% believed they should not be abolished.
Malaysia’s National Unity Minister, Aaron Ago Dagang, acknowledged the role of vernacular schools in fostering social harmony, stating that they “should no longer be perceived as sources of division among ethnicities but should function as platforms for managing social harmony, similar to the role of national schools.”
For many in the Indian and Chinese communities, vernacular schools play a crucial role in fostering cultural identity and maintaining connections to their heritage. Parents like Darshini Ganeson, who enrolled her son in a Tamil school, view these institutions as vital for mastering their mother tongue and preserving their cultural roots.
Some parents, like Mr. Heng, have opted for Chinese schools due to perceptions of declining standards in national schools and the belief that Chinese institutions offer a more disciplined and well-rounded education. “If I could afford it, I would have loved to send my son to an international school, but the fees are just too prohibitive,” Heng said, justifying his decision to enrol his son in a Chinese school.
The Chairman of the Parent Action Group for Education Malaysia, Noor Azimah Abdul Rahim, acknowledged the perception among parents that teachers in Chinese schools are highly dedicated and that these institutions prioritise discipline.
As the debate around vernacular schools continues, parents like Mdm Fadzreena Noradreen Roslan, who enrolled her daughter in a Chinese kindergarten and primary school, emphasise the practical benefits of multilingualism. “If you want your kid to know a third language, they need to be surrounded by those who speak it. Mandarin is no longer an advantage but a requirement,” she stated.
In response to calls for abolishing the current system, Mr. Heng offered a poignant reminder: “You say that we should have one stream for schools. If you want that, then you shouldn’t be fighting for any one specific race or religion. Maybe it’s time that your parties and groups are also abolished for the sake of unity.”
