What are the core concerns regarding DLP implementation?

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Core Concerns Regarding the Dual Language Programme (DLP) Implementation

The primary concerns surrounding the implementation of the Dual Language Programme (DLP) centre on ensuring the continued mastery of the Malay language and mother tongues among students, as well as safeguarding opportunities for learning core subjects in the national language or vernacular languages. These issues have arisen from field visits that indicated some students in DLP schools were not demonstrating basic proficiency in Malay and their mother languages. Consequently, there is an emphasis on schools strictly adhering to established criteria before adopting the DLP, with a particular focus on maintaining the foundational role of mother tongue education in vernacular schools.
Ensuring Mastery of Malay Language and Mother Tongues

Schools participating in the DLP are mandated to guarantee that their students achieve a fundamental level of competence in the Malay language. This requirement is a crucial component of the Upholding the Malay Language and Strengthening the Command of English Language (MBMMBI) policy, under which the DLP operates. Furthermore, the preservation of proficiency in students' mother languages is deemed essential, particularly within the context of vernacular schools where these languages form the bedrock of instruction.
Safeguarding Learning in National and Mother Tongues

A significant guideline for DLP implementation, outlined in the Ministry of Education's 2021 DLP Implementation Guidelines, stipulates that schools must ensure that the availability of opportunities for students to study Science and Mathematics in the national language or their mother tongues remains unaffected. This provision aims to prevent any negative impact on the learning of these subjects through the medium of instruction preferred or designated by the respective school type.
Management and Assessment for DLP Classes

The administration of the DLP is overseen by the respective State Education Departments (JPN). Schools have been granted the flexibility to establish more than one DLP class for Year 1 and Form 1 students, provided they demonstrate readiness and undergo an assessment by the District Education Office (PPD) and JPN. This evaluation process is designed to ensure that the infrastructure and teaching capacity are adequate for successful DLP implementation.
Compliance with Guidelines for New Cohorts

While existing cohorts of students are permitted to continue with DLP classes subject to the ministry's specific decisions on a case-by-case basis, schools are required to strictly adhere to existing guidelines for new groups of Year 1 and Form 1 students commencing in the 2024/2025 academic session. This directive underscores the ministry's intent to ensure that the DLP's expansion is managed systematically and in accordance with established protocols.

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What are the core concerns regarding DLP implementation?

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