What proficiency issues have been observed in DLP schools?

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Observed Proficiency Issues in DLP Schools

Field visits to schools implementing the Dual Language Programme (DLP) have revealed that some students lack basic proficiency in both Malay and their mother tongues. This observation is a key concern within the context of the Ministry of Education's commitment to upholding the Malay language and strengthening English proficiency.
Lack of Basic Language Skills

Observations during field visits indicated that a portion of students in schools offering the DLP demonstrated deficiencies in fundamental language skills. This included not only Malay but also their respective mother tongues, raising questions about the overall linguistic development of these students.
Adherence to Implementation Criteria

The Ministry of Education has stressed that schools wishing to implement the DLP must rigorously adhere to all stipulated criteria. A critical aspect of these criteria is ensuring that students possess a basic mastery of the Malay language. The preservation of mother tongue proficiency is also highlighted as a core element, particularly in the context of vernacular schools.
Impact on Other Students' Learning

According to the Ministry of Education's 2021 DLP Implementation Guidelines, schools utilising the programme must ensure that the learning opportunities for other students in Science and Mathematics, taught in the national language or mother tongues, are not adversely affected. This underscores a commitment to balanced language education across the student body.

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What proficiency issues have been observed in DLP schools?

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