The Express Tribune – Kids’ language issues tied to moms’ low vitamin D: Study

February 17, 2012 in Articles, Spotlight

Earlier studies have also shown some links between low vitamin D during pregnancy and problems in children.

Published: February 16, 2012

Mothers who had low vitamin D levels while they were pregnant are more likely to have a child with a language impairment than mothers who had higher levels of the vitamin, according to an Australian study.

While the study, published in Pediatrics, did not show that low levels of the vitamin itself caused the issues, researchers said it pointed to a “plausible association” that warranted more attention.

Earlier studies had shown some links between low vitamin D during pregnancy and problems in children such as weaker bones, asthma and poor growth, said Andrew Whitehouse, lead author of the study, who was based at the University of Western Australia.

“The effects of lower maternal vitamin D levels on the developing offspring is not fully understand,” he added.

Sunlight is a primary source of vitamin D.

Twenty years ago Whitehouse and his colleagues measured the vitamin D levels of more than 700 women who were about halfway through their pregnancy, seeking to determine whether levels of the vitamin might have anything to do with children’s later behavioral and language development.

Five and 10 years later, they tested the children of these mothers to measure their behavioral and emotional development, and language skills.

The researchers split the mothers into four groups, from lowest to highest vitamin D levels, and found that the risk of having a child with emotional or behavioral issues was the same for each group.

When they looked at language skills, though, the team found that mothers in the group with the lowest vitamin D levels were more likely to have a child with a language impairment, as determined from scores on a vocabulary test, than mothers in the highest vitamin D category.

For instance, about 18 percent of mothers in the lowest group had a child with a language issue at age 10, compared to roughly eight percent of mothers in the highest group.

“The logical thought is that maternal vitamin D insufficiency during pregnancy is affecting the normal course of brain development,” Whitehouse told Reuters Health by email.

“If vitamin D insufficiency during prenatal life is a cause of childhood language difficulties — and this still needs to be determined conclusively — then vitamin D supplementation of pregnant women may be an important next step.”

He made clear, though, that the study does not show a cause-and-effect relationship between vitamin D and language problems.

Other researchers said that one factor that will be important to tease out in future studies is whether obesity might be involved.

“We know that obesity before pregnancy is associated with poor vitamin D status in pregnancy, and we know that obese moms are more likely to have children with developmental delays and cognitive impairments,” said Lisa Bodnar, a professor at the University of Pittsburgh who was not involved in the study.

She added that it will be important for future studies to determine if vitamin D is in fact to blame for the language impairments, because it’s a simple problem to fix with supplements.

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The Sun – Wishes for Malaysia

February 8, 2012 in Articles, Spotlight

*Image from kualalumpurcity.olx.com.my

February 7, 2012 | By Halimah Mohd Said

AT THE recent Intercultural Dialogue, participants were asked to write down one thing about Malaysia that they are proud of, sorry about, and wish for. While the first two asked them to reflect on the past and present state of affairs, the third required them to project into the future.

The metaphor of a person’s life being a journey from the past to the present into the future is applicable to the life of a nation as it has a collective memory filled with successes and failures, and a future where dreams and wishes can become a reality.

The collective memory of a nation is the sum total of the private memories of its people informed by the events in their lives and the daily rituals, ceremonies, customs and traditions which bind them. Some of these become the stuff of written history which, it must be said, does not preclude the selections, perceptions and interpretations of historians and writers.

Narratives which are passed on orally or written down unofficially are stamped as unsubstantiated and unevidenced records, with a great many relegated to the status of folklore, myths and legends. However, it cannot be denied that they, too, have been interwoven into the national psyche and can be identified among the more substantive parameters or markers of the national identity.

Folk heroes like Robin Hood and Hang Tuah have become embedded in the people’s collective memory for their bravado and heroic exploits, but more importantly for the values they upheld – loyalty, valour, love and honour. To debunk these cultural heroes would be to remove a slice of the people’s pride and what should be a part of our national identity.

Of course, they cannot be accorded the same status as the nation’s modern icons who lived and live in times when their contributions can be recorded in print for posterity. Even then, not everything is fact. The noble deeds of Sybil Karthigesu in standing up to Japanese rule, which few today were witness to, are recorded in several reputable books and dramatically interpreted in a play. We should allow Sybil Karthigesu and Hang Tuah to rest in peace!

Malaysian history has recorded the path of successive government leaders in implementing an education system suited to the people’s needs or rather, an interpretation of what the people want. The people’s needs, however, are as diverse as their backgrounds and socio-cultural make-up. Still, it is incumbent upon the ruling government to revert to the country’s laws and statutes in formulating the nation’s development policies. The supreme law of the land is the Federal Constitution which an enlightened government can interpret in the best possible way for the people.

It was in this spirit that participants of the recent dialogue recorded their wish for a one-school system, for the English stream to be reinstated in the national school system and for all the vernacular languages to be made compulsory to make the Malaysian identity truly multilingual. If only all our wishes can come true!


I, too, tested my luck and declared that if I were the Education Minister I would implement a comprehensive bilingual policy. This is my ardent wish for Malaysia. This, I believe, will be a highly respected marker of the Malaysian identity as the nation takes its place as a global player.

We must unashamedly acknowledge the huge chunk of history when English was the medium of education and produced outstanding Malaysians who embodied the national identity at home and abroad. We might not like the fact that we were colonised by the British but we should at least admit that they educated us well and instilled in us some sound values.

I will go further and suggest that the present government should implement a comprehensive bilingual education policy. It should not be hesitant to call it the Bilingual Education Policy or Dasar Pendididikan Dwi Bahasa. This would be much easier to say than “Memartabatkan Bahasa Malaysia dan Memperkukuhkan Bahasa Inggeris”.

Surely, we are confident that the national language will continue to grow into a well-structured modern language with an impressive lexical repertoire of everyday as well as specialist vocabulary. This will ensure its use in the global arena when our leaders proudly use it in their international interactions. We will then develop a body of well-trained and articulate, bilingual interpreters to mediate these multinational discussions.

Undoubtedly there are many “sorries” too as we reflect upon our failures as a nation and as a people. To be identified as a nation of litterbugs and road killers is a horrendous thought. To be known as a nation of unethical and morally corrupted citizens is shameful indeed. But it’s really up to the people to determine where we want to be.

The writer keenly follows developments in politics, culture and education. Comments: letters@thesundaily.com

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The Star – English is in dire straits

January 13, 2012 in Articles

January 13, 2012 | By JSZ, Klang

IT can no longer be denied that the state of the English language in our country is in dire straits. One does not have to look far to see how inferior we as a society have become when it comes to mastering this global language.

I am a first-year student in a reputable private university in Cyberjaya and I am appalled at some of the English used in announcements on its online portal as well as in the notices and circulars pasted on campus.

Grammatical mistakes are not uncommon and not a few of them are a direct translation from languages such as Bahasa Malaysia.

Even members of the student council are not spared from this problem as a good number of their announcements and occasional public speeches in English betray their command of the language.

I am not in a good position to judge my varsity mates in terms of proficiency in that language but the Average Joe will have no difficulty learning just how low their command of English is by having a two-minute chat with them.

Even in the Government, the standard of the English language has dropped drastically.

The recent “poking-eye” debacle in the Defence Ministry website as well as howlers in other government websites are a matter of serious concern and are no laughing matter.

As these websites are an online representation of our country, can we afford to make ourselves a laughing stock on the world stage?

While the government in countries such as China, South Korea and Japan have consistently tried to improve their society’s command of English, the same cannot be said of Malaysia.

In fact, based on the latest decision by the Education Ministry to abolish PPSMI (the teaching of Science and Mathematics in English), it appears that we are taking a giant leap backwards.

Are we going to be more competitive in this globalised world in doing so?

I am definitely sure the answer is “No”.

It is my hope that the powers-that-be understand the seriousness of this situation and will take the necessary steps to arrest this “linguistic-recession” before it comes to a point where we are no longer able to fully participate and, worse, become “paralysed”, in this globalised world due to our lack of proficiency in English.

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NST – Nurture laureates in our backyard

November 29, 2011 in Articles, Spotlight

*Photo from dailymail.co.uk

November 27, 2011 | By TUNKU MUNAWIRAH PUTRA

Bureaucracy in education should not be used to hamper the choices, growth and development of pupils.

PAGE supports the Government’s efforts to ensure that our national language is given high regard and remains the main medium of instruction in national schools. At the same time, we firmly acknowledge that the subjects of Mathematics and Science are best taught and learnt in English.

We also believe that the new policy of upholding the Malay language and strengthening the English language (MBMMBI) will be able to complement the Teaching of Science and Mathematics in English (PPSMI).

The PPSMI is not about language or learning English through both subjects , but about acquiring knowledge in its lingua franca, of all aspects of science and technology, to propel us forward as a country of innovators and inventors instead of just consumers.

What we found most disturbing in the Education Ministry’s report is that less than 5% of 7,495 primary schools and 9% out of 2,192 secondary schools use English to teach the subjects, even after eight years of its implementation. On the flip side, 91% to 95% of the PPSMI class instruction is not 100% in Bahasa Malaysia either. There is a high probability that the teachers use bilingual instructions.

As an example, a dedicated teacher named Hannan Nazri blogged about using both languages to make her students understand the concepts in the two subjects. Her story is very inspiring; she should be a role model of able PPSMI teachers who are faced with similar situations.

The low percentage of teachers using 100% English in PPSMI cannot be made a yardstick to judge the failure of the policy because it is not given the due diligence and monitoring to succeed. The plans to ensure the success of the policy were haphazard, which made the implementation of PPSMI pedagogically weak.

As a result, it deteriorated further since little attempt was made to improve PPSMI teaching skills over the years. This should have been used as a sign that “all is not well” in the implementation. But instead, an easy way out was opted – abolish the policy.

If the Government is serious about transforming the country, its education system must be top notch. Experiences from top performing school systems globally indicate that the only way to improve student outcomes is to improve classroom instruction.

As PPSMI is to continue for current pupils, it is our hope that there are mechanisms in place to ensure its proper implementation. It should not be left to flounder on its own just because of the existence of the new MBMMBI policy.

A leeway must also be given to schools which may want to opt for a few classes in PPSMI in the future when both teachers and pupils are ready and have improved their English through a successfully implemented MBMMBI policy.

When PPSMI is implemented properly, there would be available teachers and resources to allow the cohort who did not start with PPSMI to in fact have the privilege to embark on PPSMI at some point. There are many disappointed parents with children in Primary 1 in 2011 and beyond, who are not privy to choose PPSMI.

The Government must continue to show it is taking heed and conforming to the Education Act 1996 that pupils are to be educated according to their parents’ wishes.

We also need to boost the English proficiency urgently, especially among rural students. The hundreds of unemployed, teaching English as second language (TESL) UPSI graduate teachers who did not get placement, should have been the first choice to be employed in the rural schools for this purpose.

The overall UPSR 2011 performance does not reflect the belief that PPSMI would result in lower percentage of passes. This year witnesses the best overall performance in four years and it is encouraging to note that the performance gap between the rural and urban areas is narrowing.

We appeal to the Government to continue to listen to the pulse of the nation. The last few weeks of dissension on PPSMI is an example of what should not happen in education. Our children are not political pawns; neither must they be collateral damage. They should never be subjected to educational experimentations.

Going forward, technicalities and bureaucracy in education should not be an excuse and be used to hamper the choices, growth and development of school pupils. If the Mara Junior Science Colleges (MRSM) are allowed to adopt GCSE ‘O’ Levels, the same privilege should also be extended to non-MRSM schools as MRSM too are governed by the spirit of the Education Act 1996.

We would like to thank all PPSMI supporters, the Government and especially Tun Dr Mahathir Mohamad for intervening at the most crucial time. The Government has made a commendable decision in listening to the people and we fervently hope that the future generations, namely the younger primary school pupils and those starting school in the future, will also be allowed to benefit from this policy.

With PPSMI, we are certainly on track towards becoming a high income nation.

It is our hope, dream and aspiration as parents and citizens of this country to see that our education system produces many science and technology experts and Nobel Prize laureates nurtured in our backyard. We need to start somewhere, and we feel that having PPSMI is the right step forward, if only the right support, guidance and systems are in place. Only then can our children focus on achieving that dream unimpeded.

PAGE is an educational lobbyist that serves as a channel between concerned parents, the Ministry of Education and other educational stakeholders. With PAGE, parents have a platform to voice their opinion and feedback on educational issues collectively as a bigger voice. We are optimistic that Malaysia will be able to produce more first world talents.

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The Sun – Not just a Malaysian issue

November 9, 2011 in Articles, Spotlight

*image from http//:myenglishcamp.wordpress.com

November 9, 2011

I ENJOYED reading “Chicken and egg phenomenon” (This N That, Nov 4). May I add a couple of points to the last three paragraphs?

First, to reiterate the writer’s point about ceasing to blame teachers for the perceived low level of English in Malaysia, just last week I was talking to an English teacher, one year from retirement. She was dejected over society’s opinion of her lifetime contribution to the education of thousands of young Malaysians. She says she wants to be proud of her achievement, but that society seems to use her and her colleagues as social whipping horses. Whenever, there is something wrong in society, blame the teachers.

Sadly, this is not solely a Malaysian issue. Teachers worldwide have become scapegoats for the modern world’s ills. The majority of my teaching life has been spent within the Australian education system. Australian teachers are blamed for bad economic conditions, increase in crime and graffiti, traffic deaths, smoking, alcoholism and of course the divorce rate. The barrage is unrelenting.

Nothing positive is achieved by going down this route. Teachers become even demoralised, and both society and governments can distance themselves from what really are social and government issues.

For the last eight months, I have had the privilege of working closely with 16 Malaysian English teachers in their schools and in their classes. In the majority of cases, I see hard working teachers, and hardworking, happy students. I am constantly in awe of your children.

Two days ago, at Selma primary school where I saw kindergarten students give performances in the English and Malay languages, a group of about 12 young musicians from years four, five and six performed the current pop song Price Tag. The lead singer had clearer English diction than the original recording artist. I was stunned to find out that a Year 2 girl and her friends in a Tamil school speak and write three languages. Some SK schools have trilingual students who also write Arabic!

What more does Malaysia want from its young and those who teach them? This myth that young Malaysians can’t talk English is to a large degree perceptional. Again, this perception is not only a Malaysian issue.

Here’s an example of how easily society can be misled to think their children don’t know English. I was teaching at a small English school in a small Korean village. The school’s owner, Lee, whose English was nearly native level, had his daughter in my kindergarten class. Near the end of my one-year teaching contract, Lee came to my class for some reason, and was shocked to find his five-year-old speaking English! Why hadn’t Lee picked up on that fact? If a qualified English teacher couldn’t deduce that his own daughter could speak English, what is the chance that the social perception that Malaysian children are not able to speak English might be highly misguided?

On the second point on the Malaysian government being called to action on this issue, the current government has committed itself to a huge nationwide language programme, in which I work. I don’t pretend to know all the figures, but what I do know is that on the west coast of Malaysia, there are currently 120 native English teachers working with over 1,000 Malaysian English teachers. Apparently there are similar Education Ministry-sponsored projects being run on the east coast of the peninsula and Sabah. That can only be a good thing.

Only time will tell if this project will be considered by society as successful? Time will also be the judge if such young citizens should be placed under such social pressures.

Paul Rowe
via email

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