acceptance, and expectations vs reality. These issues appear to be the probable cause of a failed policy.
Psacharopoulos (1990) explains a few reasons for a policy to fail, including social rejection of the policy, for example, parents boycotting a policy; if a policy is too vague, it can be misunderstood or misinterpreted; and policymakers or the
government would also have to observe the pre-requisite factors such as feasibility financing as neglecting them would lead to partial implementation of the policy. Although Psacharopoulos (1990) states a disclaimer saying that the definition of success or failure is subjective, the implementation of English language as the
language of instruction for Science and Mathematics in the language education policy of Malaysia does appear to echo his characterisation of a failed policy.
In the case of Malaysia, the policies implemented did not meet the expected aims and objectives due to the misinterpretation or misunderstanding of the policy aims, the pre-requisite factors were not taken into account before the policy was implemented and some of the stakeholders did not welcome the policy.
Firstly, when the policies were misinterpreted, Ali, Hamid, & Moni (2011) stated that the planning of the Pengajaran dan Pembelajaran Sains dan Matematik Dalam
Bahasa Inggeris (The teaching and learning of science and mathematics in English) or
PPSMI policy was implemented with little consideration of the micro-level work involved during the planning and implementation of the policy. Ali et al. (2011) observed the lived experiences of the stakeholders, the policies and the outcomes and found the teachers leaned towards teaching keywords in English to the students more than using English as the language of instruction and communication. The reasons the teachers cited for this situation included to make content accessible to the students and to enable the students to perform during exams.
This observation was also reflected in Tan & Ong (2011) who studied the impact on PPSMI of teacher beliefs on classroom practices and student learning. While these observations resonated with one of the aims and rationales for PPSMI, that is to assist students in mastering the terms and terminology in science and mathematics as many books, articles, research studies and sources of information are in the English
language, the other aim of PPSMI was left neglected. The PPSMI was also
implemented to build a strong foundation in their English proficiency to enable the students and nation to compete at an international level (Kementerian Pendidikan Malaysia, 2002). Unfortunately, the teachers and students appear to have either a different interpretation of the aims and rationale behind the PPSMI policy or they may have chosen to ignore the other aim of PPSMI.
Secondly, the pre-requisite factors or rather a background check on the feasibility of the policy implementation were not fully addressed; i.e. teachers’ language
proficiency, readiness to teach in English and proposed activities and approach were not verified to be suitable in the local context. Geok (2012) discussed the reality of the English for Science and Mathematics initiative. The researcher questions whether expecting Mathematics and Science teachers to teach their subject areas in Standard English is realistic when most of the mathematics and science teachers were taught and had learnt Mathematics and Science in Bahasa Malaysia. He mentioned that these teachers code-switch when teaching the subjects and are often corrected by their students. Teachers who were taught in English had less difficulty in teaching the subjects in English while teachers who were taught in Bahasa Malaysia lamented the difficulties in doing so. He also stated that although the integration of language objectives with academic objectives in lesson plans has helped teachers learn English in a meaningful context, teaching teachers international phonetics and grammatical
rules during language partner workshops would help in improving their proficiency and pronunciation in the English language.
Ali et al. (2011), on the other hand, pointed out that although the new policy -
Memartabatkan Bahasa Malaysia dan Memperkukuh Bahasa Inggeris or To Uphold
Bahasa Malaysia To Strengthen The English Language (MBMMBI) - emphasises active learning and social and cultural appreciation in learning both English and Bahasa Malaysia, there was no indication that the approaches and activities would be feasible in the local context. The argument raised in Ali et al. (2011) highlights a very important consideration, because for any policy or even a project that is planned to be implemented or to start, the foundations, the elements that support the policy, or project, have to be in place and must be solid in order for it to be successful.
Lastly, when a policy is not welcomed, hostility towards it would be expected. Heng & Tan (2006) asserted hostility occurred among some parties upon the inception and during the implementation of PPSMI. One of the issues highlighted was the English for the Teaching of Mathematics and Science (ETeMS) programme which was mooted by English Language Teaching Centre (ELTC) in Malaysia – a unit set up in 2002 to provide in-service language training for school teachers. The EteMS
programme was met with some resistance from principals in schools and teachers. Principals in schools felt the programme was not of importance and teachers who were more experienced and felt they were proficient in English, viewed it as “deep humiliation” as they were forced to go for the programme (p.316).
In sum, the issues discussed above show that the reality and actual conditions of acquiring and learning a language, such as teachers’ English proficiency and
resistance, the local linguistic ecology and interpretation of the policy were given very little attention and could have, therefore, contributed to the failed implementation of
the policy. These issues reflect the contention made byPsacharopoulos (1990) that is for a policy to be successful, the policy should be explicit and interpreted correctly, it should be accepted by everyone involved with the policy and that, before a policy is implemented, the actual conditions, pre-requisites, and feasibility of implementing a policy should be thoroughly examined and analysed.