OPINION | To BM or Not to BM: Ignorance Is Not Rejection...

Opinion
21 Jan 2026 • 5:00 PM MYT
Mihar Dias
Mihar Dias

A behaviourist by training, a consultant and executive coach by profession

Image from: OPINION | To BM or Not to BM: Ignorance Is Not Rejection...
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By Mihar Dias January 2026

There is a world of difference between not knowing and not accepting. One is a gap that can be bridged with time, effort and goodwill. The other is a door deliberately slammed shut.

That distinction matters, yet it was precisely this line that became blurred — perhaps carelessly, perhaps conveniently — following the Yang di-Pertuan Agong Sultan Ibrahim’s remarks at the opening of the 2026 Parliament session. His Majesty’s message was, by most reasonable readings, clear and consistent with long-standing national policy: Bahasa Malaysia is the national language, and any education initiative must align with that constitutional reality. WORLD OF BUZZ

Refusing to accept that premise is not merely a pedagogical preference; it is a rejection of the social contract that underpins Malaysia as a nation-state.

What His Majesty did not say was that Malaysians who do not know Malay should pack their bags and leave. That leap — from “acceptance” to “knowledge” — is not a minor semantic slip. It is a profound distortion.

Knowing a language is an outcome. Accepting a language is an attitude.

Millions of Malaysians did not grow up speaking Bahasa Malaysia at home. Some struggle with fluency even after years of schooling. That reality reflects historical pathways, educational inequalities and generational circumstance — not disloyalty. To conflate imperfect mastery with rejection is to criminalise effort itself.

This is why Firdaus Wong’s criticism, stripped of the surrounding noise, lands on a valid point: ignorance can be remedied; rejection cannot. WORLD OF BUZZ

A child who struggles with BM grammar is not defying the Constitution. A school system or ideological movement that refuses to recognise BM’s primacy, however, is making a political statement — whether it admits it or not.

The controversy, however, exposes something deeper than a bungled thumbnail or an overzealous Facebook post. It reveals how fragile our public discourse has become, where outrage travels faster than accuracy, and symbolism often eclipses substance.

In this climate, a misquoted King is not just a journalistic error; it becomes fuel. The reaction then escalates — police reports, calls for MCMC action, demands to see which politicians will “back” the media. Suddenly, a debate about language policy morphs into a loyalty test, complete with scorecards and spectators.

Here lies the danger.

When we stop distinguishing between those who cannot and those who will not, we risk punishing the wrong people. Worse, we create fear where there should be encouragement, and defensiveness where there should be dialogue.

A confident nation does not need to browbeat its citizens into linguistic conformity. It builds acceptance first, competence second. Bahasa Malaysia did not become the national language because everyone spoke it perfectly on Day One. It became the national language because the country collectively agreed it ought to be.

That agreement — acceptance — is non-negotiable. Fluency is aspirational.

Media outlets, especially those operating in multilingual spaces, bear a responsibility to reflect this nuance. Sensational shortcuts may drive clicks, but they corrode trust. And when the words of the King are involved, precision is not optional; it is the bare minimum.

At the same time, enforcement and punishment cannot substitute for wisdom. Filing police reports may satisfy a sense of civic duty, but it does little to cultivate understanding. Law can draw boundaries; it cannot teach empathy.

Malaysia has always been a work in progress — linguistically, culturally, politically. The national language is a cornerstone, not a cudgel. To accept it is to affirm belonging. To learn it is a journey many are still on.

Confusing ignorance with rejection does not strengthen the nation. It only hardens divisions — and mistakes a classroom problem for a loyalty crisis.

And those two, like “not knowing” and “not accepting”, are not the same thing at all.


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