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Chapter 7. Chinese Education in Malaysia

Past and Present
  • Wang Xiaomei
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Learning Chinese in Diasporic Communities
This chapter is in the book Learning Chinese in Diasporic Communities

Abstract

This chapter reviews the evolution of Chinese education in Malaysia in the past 190 years. For each phase of the development, the medium of instruction, syllabus, curriculum allotment, and learning objectives are discussed against the sociopolitical background during that period. It starts with the introduction of old-style Sishu prior to the 20th century, followed by a description of new-style schools in early 20th century. Subsequently, the process of localization of Chinese education in the 1950s is highlighted as the third stage of evolution. In the 1960s and 1970s, the conversion of medium of instruction has a great impact on the development of Malaysian Chinese education. After the revival movement in the 1970s, Chinese education enters a new stage with the implementation of KBSR curriculum in the 1980s. The sixth section discusses the development of Chinese education in the 1990s when English was to be promoted by the government in response to the global economy and Vision 2020 in Malaysia. This chapter gives a focus on the present situation of Malaysian Chinese education in different types of schools. The last section summarizes the achievements of Malaysian Chinese education and points out some issues in relation to Chinese teaching in Malaysia.

Abstract

This chapter reviews the evolution of Chinese education in Malaysia in the past 190 years. For each phase of the development, the medium of instruction, syllabus, curriculum allotment, and learning objectives are discussed against the sociopolitical background during that period. It starts with the introduction of old-style Sishu prior to the 20th century, followed by a description of new-style schools in early 20th century. Subsequently, the process of localization of Chinese education in the 1950s is highlighted as the third stage of evolution. In the 1960s and 1970s, the conversion of medium of instruction has a great impact on the development of Malaysian Chinese education. After the revival movement in the 1970s, Chinese education enters a new stage with the implementation of KBSR curriculum in the 1980s. The sixth section discusses the development of Chinese education in the 1990s when English was to be promoted by the government in response to the global economy and Vision 2020 in Malaysia. This chapter gives a focus on the present situation of Malaysian Chinese education in different types of schools. The last section summarizes the achievements of Malaysian Chinese education and points out some issues in relation to Chinese teaching in Malaysia.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Preface vii
  4. Contributors ix
  5. List of figures xiii
  6. List of tables xv
  7. Introduction 1
  8. Part I. Family socialization patterns in language learning and literacy practices
  9. Chapter 1. Language socialization into Chinese language and “Chineseness” in diaspora communities 13
  10. Chapter 2. Family language policy 35
  11. Part II. Complementary/heritage Chinese schools in diasporas
  12. Chapter 3. Chinese complementary schools in Scotland and the Continua of Biliteracy 59
  13. Chapter 4. Chinese heritage language schools in the United States 81
  14. Chapter 5. Learning and teaching Chinese in the Netherlands 97
  15. Chapter 6. Language and literacy teaching, learning and socialization in the Chinese complementary school classroom 117
  16. Part III. Bilingual Chinese educational models
  17. Chapter 7. Chinese Education in Malaysia 139
  18. Chapter 8. Conflicting goals of language-in-education planning in Singapore 159
  19. Chapter 9. Chinese language teaching in Australia 181
  20. Part IV. Chinese language, culture and identity
  21. Chapter 10. Speaking of identity? 203
  22. Chapter 11. Chinese language learning by adolescents and young adults in the Chinese diaspora 219
  23. Index 239
https://doi.org/10.1075/aals.12.08xia

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Preface vii
  4. Contributors ix
  5. List of figures xiii
  6. List of tables xv
  7. Introduction 1
  8. Part I. Family socialization patterns in language learning and literacy practices
  9. Chapter 1. Language socialization into Chinese language and “Chineseness” in diaspora communities 13
  10. Chapter 2. Family language policy 35
  11. Part II. Complementary/heritage Chinese schools in diasporas
  12. Chapter 3. Chinese complementary schools in Scotland and the Continua of Biliteracy 59
  13. Chapter 4. Chinese heritage language schools in the United States 81
  14. Chapter 5. Learning and teaching Chinese in the Netherlands 97
  15. Chapter 6. Language and literacy teaching, learning and socialization in the Chinese complementary school classroom 117
  16. Part III. Bilingual Chinese educational models
  17. Chapter 7. Chinese Education in Malaysia 139
  18. Chapter 8. Conflicting goals of language-in-education planning in Singapore 159
  19. Chapter 9. Chinese language teaching in Australia 181
  20. Part IV. Chinese language, culture and identity
  21. Chapter 10. Speaking of identity? 203
  22. Chapter 11. Chinese language learning by adolescents and young adults in the Chinese diaspora 219
  23. Index 239
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