English in Malaysia: A Paradox in Rural Pluri-Literacy Practices

The issue of language has always been rife with passion and dissension in multilingual and multiethnic Malaysia. Never has a language received more such reactions in this country as the English language. Before independence English as a colonial language was given prominence over vernacular languages. However, with independence, Bahasa Melayu, took on the role of the national language, while English was institutionalised as the official second language in the national language policy. Currently in this globalised era, its resurgence over the national language, Bahasa Melayu, has incited protests from Malay nationalists and Chinese educationists in particular. No matter the degree of acceptance, the English language inevitably remains situated in the language repertoire of Malaysians. However, the teaching and learning of English in the Malaysian education system continues to be inundated with ideological pressures and political dogmas, often emerging from colonial, urban/rural and even local ethnic conflicts and hierarchies. This situation remains volatile especially with the introduction of the 1 Malaysia concept promoting comprehensive acceptance, nationhood and social justice of the country s multiracialism. With the objective of moulding a nation-state that is united, the concept seeks to have the ethnic identities of each ethnic group to be respected and their vernaculars to be recognised, while reaffirming the role of the national language for unity, and accepting the near naturalised presence of English in the local environment. Therein lie the inherent difficulties of teaching and learning English in rural communities in Malaysia.