Year: 2011
Type: article
Abstract: In the first 10 years after Malaysia's independencefrom Britain, English and Malay language were the media of instruction particularly in the education sector. However, from 1970s onwards, English language was gradually phased out in the educationsector, but not in other sectors, especially the economic sector. Ironically in 1993, the Prime Minister Mahathir Mohamad (term of office 1980-2003) announced the reimplementation of English as a medium of instruction for science and technology courses in public higher education institutions (PHEIs). This study focuses on theknowledge shared, utilized and created by Malaysian policy makers for developing an adjustment strategy, particularly at the agenda-setting and formulation stages of English language for science and technology courses in PHEIs. Our review of the relevant literature suggest that knowledge shared, utilized and created by policy makers in Malaysia is not just influenced by bureaucratic top–down system, globalization and colonialism; but also is strongly influenced by the Federal government, the highest of the three levels of the governmentsystem. Malay language is the national language for all sectors, whereas in reality, English language still continues to be a medium of instruction, particularly in higher education institutions.
Language: English
Subfield: Linguistics and Language
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W99612095