The Teaching of Science and Mathematics in English in Malaysia: Teachers’ views on the implementation of two national initiatives

Abstract

The Education Ministry has introduced two initiatives - English in the Teaching of Mathematics and Science (ETeMS) and Dual Language Programme (DLP) - to enhance mathematics and science learning using English as the medium of instruction. Numerous discontentment on ETeMS were reported but were not addressed before the DLP introduction in 2016. This qualitative research narrates teachers’ views on both ETeMS and DLP, focusing on the coordinators’ and implementers’ challenges. Eleven mathematics and science school teachers have participated in this case study. Findings reveal that student-, resource- and teacher-related factors remained key reasons impeding effective learning of the two subjects. Keywords: national policy; teaching and learning; science and mathematics; English. eISSN: 2398-4287© 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v5iSI3.2554