Since the announcement of the decision to reverse the PPSMI policy and revert to Bahasa Malaysia in national schools and Chinese and Tamil in vernacular schools from 2012, many have voiced their opinion on the matter. Some have lauded the government’s decision while others have expressed dismay and disagreement. Some are seeking details on how the reversion would affect current batches of pupils and the implementation of the reversion.  As is customary in a democracy, people are free to to voice out these concerns. However, I believe that the bottom line in these deliberations and discussions should be based on the available  concrete data and facts and on sound academic judgement and reasoning .
Much research has been done on PPSMI especially by our academicians. As far as I am aware (based on previous round table discussions conducted by the Ministry of Education) these research overwhelming show that the  PPSMI has a negative impact on students. These research findings have been subjected to scrutiny and discussions. On the other hand,  there are few research which conclusively reveal positive findings on the success of PPSMI. Most people who are pro-PPSMI do not provide data or based their arguments in support of the policy based on research which shows the successes of the policy. .
Recently, the Merdeka Poll on PPSMI stated that more than 50 % of the population prefers PPSMI as to Science and Maths in BM (PPSMBM). However, these  polls are mainly based on the perception of the population who might or might not have access to the research data and findings. Polls are not based on extensive research at the schools to determine the success of the policy and the enhancement in students’ English language proficiency as a result of PPSMI.  Unlike the research carried out by  academicians where students opinions are surveyed and their proficiency  tested, and where teachers and administrators opinions and views in the implementation are extracted objectively via interviews. The findings are empirical and scientific. From my research findings and from the  view of a linguist, I would like to highlight some important research findings that validate the decision made by   The Honourable Deputy Prime Minister, Tan Sri Muhyiddin Yassin.
1.       Research carried out by UKM-DBP (2005) has shown that students in schools in the urban areas within higher social economic standing,  (with a well mixed ethnics) adjusted well to thePPSMI as compared to rural schools, where the majority of the students are Malay in the medium and low income group. These schools faced a lot of problems in the implementation of PPSMI. The research predicts that if the policy is continued, it would  lead to inequality in our education system. One of our principles in education is to provide equal opportunity to pupils, irrespective from which  areas they come from.
2.       Most Math and Science teachers in service have been trained under the  Dasar Bahasa Kebangsaan. When the PPSMI was introduced, they were required to teach in English, something they were never trained for and  within a short time frame. Even though they are given intensive courses through EteMS, but the outcomes from the intensive courses are far from ideal . Teachers are under pressure and feel dissatisfied with their own teaching. Due to the language barrier, many feel that  have failed to impart the knowledge and could do a better job in Malay.  In the case of well trained PPSMI teachers, they are faced with students who are weak in English. As a result, there are cases whereby teachers opted to leave their options as Maths and Science teachers as a way out to ease their tension of not being able to effectively deliver their Maths and Science knowledge in English. Ironically, teachers with good command of English but have no knowledge of Maths and Science voluntarily taught PPSMI because of the perks offered to them.
We can seldom find both proficient teachers and students except in the urban and prestigious area like Petaling Jaya, Damansara and  Bangsar.  It is not surprising if parents in these schools insist on  PPSMI.
3.       In many parts of the country, English is considered a foreign language for some students. Students, who have a native language apart from Malay, will have English as their third language. In area like Sabah and Sarawak, states with dialects like Kelantan, Terengganu, Kedah and Perlis, English is certainly a third language for most of them. The same is true for ethnic Javanese, Chinese and Indians students . This is in contrast to the small percentage of  urbanites with  English as their first or home language.. For students with English as their second or third language, PPSMI has turned out to be a burden instead of fun. Those who are not in this situation might find it absurd, but the reality is they are the victims of the system. My interviews with teachers, administrators and parents support the claims. In fact, most of the teachers and administrators were not happy with PPSMI.
4.       The contention that PPSMI will increase the proficiency of English is a myth . The studies conducted show that there is an increase of 3% after 6 years of the implementation. The results for 2006 -2008 UPSR showed a minimal increase in the English scores. My research (2007) also showed that the level of   English proficiency in   schools in Johor (samples from urban, sub-urban and rural schools) after the implementation of PPSMI remain the same. 70% of the respondents are still weak in English. This shows that some serious measures have to be stepped up in order to improve the proficiency of the language. The study also shows that the students are not only unable to communicate in English, they do not have sufficient vocabulary and cannot construct simple sentences. That is why the decision to concentrate on the teaching of English per se is an important one.
The above mentioned points are supported by the theory of language itself. All language theories state that knowledge is best acquired using the mother tongue. From the  Relevance theory perspective, which discusses about the relation between communication and cognition, it is acknowledged that  the attention of a hearer becomes weaker if the message is no longer understood.  In this case, since they could not digest the message conveyed in a foreign language, their attention are easily distracted and the listener becomes bored and unattentive. This will create a mental block and the brain will reject or ignore the information conveyed . This, in turn, might l lead to all sorts of misbehaviors among students for example playing truant. As a result, the performance for Mathematics and Science will decline. Previously they are weak in English, but with PPSMI it effects not only English but Mathematics and Science as well.
The Concept of One Malaysia
Let’s never forget the lesson from history. The status of Malay language is enshrined in the 152 Act . The act was drafted by professionals and discussed in length in 1960’s. The committees were represented by all races and some delegates from commonwealth countries. They agreed to choose Malay language as a national language. The use of BM was first introduced as a medium of instruction in schools in 1970 to replace the dual school system namely the English and Malay medium schools. The dual system has divided the nation into halves. The gap was very wide among the English medium and the Malay medium students. Hence to unite the nation, one single medium was introduced, that is BM as a medium of instruction. The success of the national education system are laudable:
1.       The numbers of professionals like engineers, doctors, accountants and scientist have increased immensely among all races. The racial divide in terms of these professional groups has become narrowed.
2.       UKM with Malay language as a medium of instruction has successfully produced thousands of graduates that have become the forefront of the country. The numbers of non Malays passed with flying colours with the system is increasing every year. No race has been left out. Equal opportunity is given to all races.
3.       Dewan Bahasa dan Pustaka has coined and created more than 1 million terminologies in science and technologies. Special panels consisting of professionals from each discipline have given serious attention and efforts to enriching Malay vocabularies and terminologies. Interestingly, these terminologies are used among ASEAN countries.
4.       The decline of the standards of English has nothing to do with BM. The quality of the teaching of English needs new perspectives. The curriculum, pedagogy and the quality of teachers need special attention. English experts and educationist should look into these problems. Children are exposed to English as early as 5 years old (kindergarten) and yet they are not speak and write in an acceptable level of English.
Hence, a drastic action was taken in 2003 by implementing PPSMI to schools to overcome the problems in English proficiency. However, the implementation of PPSMI is arguably contrary to Act 152 and not tabled in Parliament. It was not supported by research and the decision has once again divided the nations .
The decision to revert to BM is a wise decision. The round table meetings held in 2008 also reveals thatmore parties are keen to revert to pre PPSMI. This move is compatible with the linguistics theory and more conducive to nationhood.  Sociolinguistically, BM will once again become the tool to unite the whole nation . BM is understood by all, across nation, across ages, across social economic status. Logically, a country must have its own national language and becomes the identity of its own people. Legally, BM has been enshrined as the national language. The idea of having 2 types of medium of instruction is repeating the old system that has failed us in the past. The effort to add more hours for English periods should be lauded. The ministry is really serious to empower the national language and at the same time strengthen the acquisition of English language among students. In the spirit of 1 Malaysia, we shall work together for the best of our nation.
Prof.Dr. Nor Hashimah Jalaluddin
Linguistics Program
School of Social Science and Humanities
Universiti Kebangsaan Malaysia