Language support for learning a second language: What can the Malaysian example offer South Africa?

Abstract

Like many postcolonial countries South Africa has, in most schools, in practice opted to use English for teaching and learning. Malaysia has similarly opted for the use of English in schools, although limiting this to the subjects of Mathematics and Science. In Malaysia, to achieve instruction in a second language, a wide range of supports is offered to teachers and learners whose proficiency in English may be limited. Such support includes materials, in-service training, support from English teachers, mentoring by senior teachers, English for Science and Technology as an examination subject, and the fostering of a positive attitude to both English and the Malay language. In this article we compare the Malaysian and the South African situations, and consider how the Malaysian experience could benefit South Africa.

Keywords:

• bilingual/multilingual education
• content-based language teaching
• language-in-education
• language support
• literacy