16/11/2025

ON SUNDAY November 16, 2025 theSunday Special XI

Of course, bilingualism doesn’t just happen by osmosis – it requires inten tional teaching. One model often cited is Canada’s immersion system, which has been running successfully for over 50 years. MapleBear, drawing on this tradi tion, implements a dual-teacher system where two educators lead the classroom, each in their own language. But Koh stressed that it’s not just about splitting languages 50–50. “True bilingualism goes beyond trans lating from one’s native language. It involves thinking directly in the second language and using it naturally and con- ¿GHQWO\ ´ VKH VDLG In practice, this means children learn to express complex ideas, emotions and creativity in both tongues. Teachers matter more than ratios Parents often worry about teacher–stu dent ratios, assuming fewer students per teacher automatically means better qual ity. While ratios matter, Koh argued the UHDO GL̆ HUHQFH OLHV LQ D UREXVW FXUULFXOXP and well-trained teachers. “Even in early years education, what truly makes the difference is a solid curriculum, with consistent classroom practices, structured lesson plans and rich OHDUQLQJ UHVRXUFHV ´ VKH VDLG Teacher preparation is a recurring theme. Malaysia, like many countries, faces a shortage of educators who are

VSHFL¿FDOO\ WUDLQHG IRU ELOLQJXDO VHWWLQJV Koh believes targeted investment here is critical. “A strong pool of well-trained, mo tivated educators is the foundation of any successful education system and HVSHFLDOO\ FULWLFDO LQ ELOLQJXDO HGXFDWLRQ ´ she said. Another uniquely Malaysian concern is the delicate balance between English SUR¿FLHQF\ DQG SUHVHUYLQJ %DKDVD 0D OD\VLD RU WKH PRWKHU WRQJXH DQG ÀXHQF\ Parents want both – a passport to global opportunities without losing roots at home. Koh reassured that bilingual educa tion is not about replacing a child’s national language. “ %LOLQJXDOLVP HQULFKHV LW ´ she explained. For instance, integrat

FRXOG WHFKQRORJ\ ¿OO WKH JDS" 7R D SRLQW yes. Digital tools can standardise lesson quality, provide creative resources and help parents track progress. But Koh cautioned against over-reliance. “Technology can amplify teachers’ work, but it cannot replace the human connection, expertise and inspiration WKDW RQO\ WHDFKHUV FDQ SURYLGH ´ VKH VDLG Bilingual education doesn’t end at the school gates. Parents play a pivotal role in reinforcing what has been learned. Simple practices at home – such as reading bedtime stories in two languages, playing songs or simply naming objects LQ GL̆ HUHQW ODQJXDJHV JR D

learning a second language is valuable DQG HQMR\DEOH ´ VKH VDLG Opportunities and challenges ahead As Malaysia prepares to make preschool compulsory, bilingual education stands at a crossroads of opportunity. The nation’s relatively young demographic and grow ing economy point to rising demand. At the same time, challenges remain – train LQJ WHDFKHUV GHYHORSLQJ H̆ HFWLYH SROLFLHV and ensuring equitable access. If there’s one message Koh hopes poli cymakers take to heart, it’s this: Invest in teachers. “Teacher preparation and professional GHYHORSPHQW ZLOO KDYH D PXOWLSOLHU H̆ HFW ensuring all other aspects of the frame ZRUN FDQ VXFFHHG ´ VKH VDLG For parents, the decision may feel personal and practical – which preschool to send a child to, how much tuition fees to budget for and whether to prioritise English or Bahasa Malaysia. But on a larger scale, every bilingual preschooler represents something bigger – a future Malaysian citizen who can straddle local identity and global opportunity with equal ease. As Malaysia moves into this new phase of compulsory early childhood education, the case for bilingualism is clear. After all, why settle for giving a child one world ZKHQ \RX FDQ JLYH WKHP WZR"

long way. Koh noted that parents don’t need to EH ÀXHQW WKHPVHOYHV showing interest and encourage ment makes all WKH GL̆ HUHQFH And it should always feel joy ful. “When par ents celebrate their child’s progress, no matter how small, it strengthens self-esteem and reinforces the idea that

ing local cultural elements into the school curriculum, from the school calendar to national traditions. The idea is to give children “an H[WUD GLPHQVLRQ´ ZLWKRXW weakening their primary lin guistic and cultural identity. Technology as a support, not a substitute In classrooms struggling with a

shortage of skilled bilingual teachers,

When children are introduced to a second language early, the benefits extend far beyond beyond academic achievement.”

Koh

1. Stronger brain power Studies show bilingual children develop sharper memory, better focus and stron ger problem-solving skills. 2. Greater mental flexibility Switching between languages helps chil dren adapt quickly, think creatively and see challenges from new perspectives. 3. Boosts confidence Children learn to communicate effec tively in various settings, giving them a competitive edge in school and life. 4. Protects brain health long-term Research links bilingualism to the delayed onset of dementia and Alzheimer’s later in life. 5. Expands cultural horizons Children gain a deeper appreciation of diverse cultures while staying rooted in their own identity. $œÛŒ ¿Ëœƒ§ ‚Œ®ŒïÈà ³– ‚œ¨œ®—Ëv¨ ½ÀŒÃƒš³³¨

Preschoolers learning in both English and Bahasa Malaysia develop cultural awareness ¾ēĢě÷łÿßãϰŽŏãěÙũλ