IN reply to Mustapha Kamil’s column, “‘Mine’ the language” (NST, Aug 26), I would first like to home in on the homonym feature of the word “mine”.
This is to delve further into the aspect of students finding it difficult to grammatically use various elements in a conversational manner.
While conducting my workshops, I have found that most of the written work are of a high standard, albeit not in the lower levels, as you have mentioned.
Most, however, denigrate their own achievements and do not give awards to each other in not having the standard I proclaim them to have and regard themselves still at a low level.
They seem to have no confidence to speak English and continue to “mine” into the caves of speech antiquity.
Secondly, it may well be that their lessons are conducted in Bahasa Malaysia, or that English is not spoken as frequently as it could be at home.
When arriving at the school gates, my wife and I are always met by guards who ask for our identification in Bahasa Malaysia.
It is only when they realise that I am English that they are delighted to revert, fluently, to my native tongue.
If Mustapha had had the opportunity to browse through students’ books in the early 1970s, he might have come across the books of the same security guards at the secondary schools I mentioned, writing fluently in perfect English.
I suggest that these guards be given the opportunity to participate in some of the English lessons in the schools.
I would also propose that when entering schools each day, students have a conversation, in English, with the guards, as this will help students build their confidence.
Having taught in a private school where English is the only language spoken, I can attest to the improvement not only of conversational English, but of the confidence of all levels in speaking it.
By doing so, it does not denigrate the students’ mother tongues, and a greater improvement will be achieved. Mustapha’s “dream of becoming a developed nation” will indeed be realised.
Philip Rashid, JOHOR BARU, JOHOR