Educationist says reforms should focus on critical thinking, communication and practical skills
PETALING JAYA: Reintroducing English-medium streams alone will not necessarily improve education quality or graduate employability, as the bigger challenge lies in students’ real-world communication and critical thinking skills, observed an educationist.
National Association of Private Educational Institutions deputy president Dr Teh Choon Jin said while improving language proficiency is essential in today’s economy, a full return to English medium education may not be practical as Malaysia’s system and identity are rooted in Bahasa Melayu.
He added that changing the medium of instruction alone does not guarantee better educational outcomes if schools and educators are not adequately prepared.
Instead of viewing the issue as a choice between Bahasa Melayu and English, he said Malaysia should strengthen a bilingual approach by preserving Bahasa Melayu as the national language while improving English proficiency in key areas such as STEM, TVET and globally oriented industries.
“The real issue is not simply the language used in classrooms but whether students can effectively learn, think critically and communicate confidently in the real world.
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“Employers are more concerned about graduates’ ability to function effectively in English at the workplace rather than whether they studied entirely in English.”
Teh said stronger English proficiency would help Malaysians adapt to an increasingly interconnected economy, especially as many high-growth industries rely heavily on English.
He said it could also improve investor confidence and provide better access to global knowledge, innovation and emerging technologies such as artificial intelligence.
“Language alone does not determine competitiveness.
Countries such as Japan, South Korea and Germany are still globally competitive while using their national languages in education.
What matters most is education quality, skills and innovation.
“Many Malaysian graduates may do well in exams but still struggle with communication, confidence and critical thinking at the workplace. Education reforms should therefore focus on teacher training, industry relevant learning, internships and practical English skills.”
Teh warned that reintroducing English-medium streams could widen inequality, as rural students are not less capable but have less exposure to English outside the classroom compared with urban students who have access to tuition, digital content and English-speaking environments.
“Crucially, any shift must be equitable so that rural and underprivileged students are supported, not left behind.
“Malaysia’s strength lies in multilingualism and graduates who can confidently use multiple languages will have an advantage globally.”
He said any move to introduce English-medium streams should be tested first in both urban and rural areas to ensure it does not widen social and education gaps or become seen as only for elite students.
“English should be seen as a practical skill and opportunity for all Malaysians, not a status symbol.”
Teh said the biggest challenges in introducing English-medium streams are teacher readiness, inequality and lack of resources.
“Many teachers were trained mainly in Bahasa Melayu and may not yet be prepared to teach complex subjects fully in English, as it requires more than just fluency but also the ability to explain concepts clearly and support students effectively.”
Beyond operational challenges, Teh stressed that Bahasa Melayu plays an important role in national identity and unity, making any reform involving language highly sensitive.
He also said introducing English medium streams could, over time, change how Bahasa Melayu is viewed, not in law but in public perception.
He added that if English is seen as more useful for jobs and mobility, Bahasa Melayu may be seen as less competitive, even though its official role remains unchanged.
“However, this can be avoided. Many multilingual countries successfully balance their national language with English.
“The key is to ensure Bahasa Melayu remains strong and respected while English is taught as a global skill, with multilingualism as Malaysia’s main strength.”
Teh said Malaysia can learn from multilingual countries that successful language education requires careful planning, trained teachers and long term commitment, while balancing a strong national language with English for global communication.
“Ultimately, the goal is functional language skills so that students can use both languages confidently, making them both nationally grounded and globally competitive.”
