Posted by LossAversion > 2024-07-27 14:54 | Report Abuse

Unfornately, many from vernacular Chinese schools cannot speak/write proper BM and English!! Some even speak in "bahasa pasar"... and that's the real issue! As a Malaysian (Chinese), I am embarassed and ashamed!!

Posted by EngineeringProfit > 2024-07-27 15:40 | Report Abuse

Embarrassed and ashamed - yes, you should feel. Indeed you should be ashamed of yourself for oversensitive, over-patronising and failure to respect others as they are. The best outcome of education is leavers with maturity. Mature enough to gauge: Respecting adults’ language preferences and skills is essential for recognizing their individuality and cultural identity. Strong character, integrity, and ethical living are more important than linguistic proficiency and contribute significantly to society. Patronizing others based on language fosters elitism and division, whereas promoting inclusivity and tolerance strengthens social cohesion. Practical skills and the ability to earn a legitimate wage are critical indicators of a person's capability. Avoiding supremacist attitudes ensures a fair and equitable approach, upholding dignity and respect for all. Valuing character and practical competence over language mastery fosters a more inclusive, respectful, and just society.

Posted by DickyMe > 2024-07-27 15:40 | Report Abuse

Your expectation is like asking a pig to moo like a cow.
The problem is you cringe upon hearing them speak Malay due to their slang or accent.
You want them to sound like Malay. As long as they can get their message across is more than enough for a layman. They are not novel writer, school teacher, poet. Just suck it up.
Hang yourself instead of feeling embarrassed and ashamed.

Posted by DickyMe > 2024-07-27 15:48 | Report Abuse

The problem is most Malay today are not real Malays of the land but third or fourth generation offspring of legal/illegal foreigners from across the pond. They bring along their ideology.

Posted by Sslee > 2024-07-27 15:55 | Report Abuse

Know how many Vernacular schools (SJK(C), SMJK(C)) graduate obtain A in SPM English and Bahasa Malaysia exam?
Know how many kelatanese failed SPM English and Bahaza Malaysia exam?

You just need to go to Kelatan to see whether you understand their dialect.

Posted by EngineeringProfit > 2024-07-27 15:56 | Report Abuse

I see your point.

Posted by Sslee > 43 seconds ago | Report Abuse

Know how many Vernacular schools (SJK(C), SMJK(C)) graduate obtain A in SPM English and Bahasa Malaysia exam?
Know how many kelatanese failed SPM English and Bahaza Malaysia exam?

You just need to go to Kelatan to see whether you understand their dialect.

Posted by EngineeringProfit > 2024-07-27 16:01 | Report Abuse

Looks like they still preserve some traditional linguistic thingy ...yet, the increasing Islamisation and Arabisation are eroding traditional cultural values, leading to the decline of local arts like kuda kepang and wayang kulit. This cultural shift promotes uniformity over diversity, marginalizes indigenous traditions, and creates a cultural identity crisis. Restrictions on traditional performances, educational policies focusing on religious studies, and the adoption of Middle Eastern customs and names are contributing factors.

Posted by Sslee > 2024-07-27 16:06 | Report Abuse

Those sekolah pondok students only speak in their dialect and study jawi and religious texts.

Posted by EngineeringProfit > 2024-07-27 16:28 | Report Abuse

That's not a bad thing to do in the 6th Century.......But, now......mmmh

Posted by EngineeringProfit > 2024-08-07 13:13 | Report Abuse

Quoted from GTCWenn's LETTER entitled Education Ministry needs to get its house in order (dated 5/8/2024):

Selfishness. insensitive or lack of thoughtfulness?
"The worst part was, as I was feeling uncomfortable in continuously receiving the religious sharing, which became mixed up with announcements from the school, I raised my request to be excluded from receiving the Hadith 40 in my WhatsApp, and the class teacher accused me of trying to prevent them from carrying out the ministry’s instruction on sharing the Hadith 40 to Muslims.

Why is the Education Ministry forcing non-Muslim parents to receive Hadith 40?"

Being exclusive, uncivilised or lack of empathy?
"Even before this, my children were forced to sit in Islamic classes because no other programmes or classes were arranged for non-Muslim students during that period (Tasmik).

Non-Muslim students were told to just sit at the back of the class and do their own work or even sleep if they liked.

Despite the numerous times my children have told the teachers that they are not Muslims and wouldn’t want to sit in the Tasmik classes, the teachers ignored them and forced them to sit in."
Inconsiderate, ignoble or lack of courtesy?
"Why are the non-Muslim students’ rights not respected in Sekolah Kebangsaan while we never do the same to the Muslim students?

As I recall, I didn’t send my children to Sekolah Agama but rather Sekolah Kebangsaan. The name Kebangsaan means national, meaning the school is meant for all Malaysians regardless of their background, including religion.

But it seems there is a process of wiping out non-Muslim students from Sekolah Kebangsaan. Is the Education Ministry for all rakyat or only for certain groups of rakyat?"

Posted by EngineeringProfit > 2024-08-07 15:59 | Report Abuse

A Balanced Person Starts From A Balanced Worldview Mindset

National schools are associated with religious instruction, which present genuine inconveniences and unnecessary challenges for innocently nonbeliever children:

1. **Religious Bias and Curriculum**: National schools typically integrate religious teachings into the curriculum. For nonbeliever children, this can result in a biased educational environment where their beliefs or lack thereof are not acknowledged or respected. This can create a sense of alienation and marginalization.

2. **Social Pressure and Exclusion**: The strong religious emphasis in these schools can lead to social pressure to conform to religious norms and practices. Nonbeliever children might face exclusion or social stigma, affecting their social interactions.

3. **Curriculum Focus**: The focus on religious education may overshadow other subjects. Nonbeliever children may find the curriculum less relevant to their personal beliefs and educational needs, potentially affecting their overall engagement and academic performance.

4. **Perceived Inequality**: Nonbeliever children may perceive a lack of equality in the educational environment, where their perspectives and needs are not equally addressed. This perception can contribute to feelings of resentment.

5. **Limited Perspective**: The heavy emphasis on one particular religion can limit exposure to diverse perspectives and critical thinking skills. Nonbeliever children might miss out on opportunities to engage with a broader range of worldviews and ideas.

Addressing these issues requires creating an inclusive educational environment that respects and accommodates diverse beliefs and ensures all students receive a balanced and equitable education.