In 2020, Malaysia’s Ministry of Education conducted a study on English achievement among secondary students. The finding was striking: 72% of students did not meet the minimum requirement for secondary school graduates.
Now, that was six years ago. You’re probably thinking, surely things have improved a lot since then. And maybe they have—optimism is a great quality to have. But rather than speculate, it’s worth listening to those who are still on the ground, facing these realities today.
Dr Anuar Ahmad, senior lecturer at Universiti Kebangsaan Malaysia’s Centre of Education and Diversity, recently highlighted that English proficiency continues to vary widely across the country, with students in urban areas having greater exposure to the language compared with their rural counterparts.
He shared a simple, but telling moment, “This morning, I gave a talk at a school and asked an English teacher about the current situation. She said the syllabus does not provide enough space to enhance communication skills.”
“The main issue now is that students lack the confidence to speak. When they try to, they struggle to find the right words - this highlights both a communication problem and a vocabulary gap.”
The Bigger Question
So in a country as diverse as Malaysia—where students come from different linguistic, cultural, and educational backgrounds—how do we move forward? How do we help every learner build real proficiency in English, so they can have access to greater opportunities, and as a country, we become more competitive in an international market?
The answer isn’t found in a single approach.
Balanced Perspective
Effective educators recognise that no single “science” stands alone. The science of learning, the science of reading, and—especially for multilingual learners of English (MLEs)—the science of second language acquisition must work together. Rather than prioritising one over the others, we need to hold all three in balance, always keeping the child at the centre.
Every language is built on foundational skills. Some students arrive with strong literacy foundations in their first language, while others may have had limited or interrupted exposure. Once these core reading skills are established, they provide a lasting base—much like the foundation of a house. A solid first-language foundation can significantly support the process of learning a second language.
MLEs enter classrooms at different stages—some in early primary years, others much later. Their experiences with literacy vary widely, and these differences matter. The more we understand each learner, the better we can support their success. It’s helpful to consider factors such as how similar their first language is to English, differences in sounds, whether the writing system aligns, and how text is structured and read.
Importantly, MLEs bring valuable resources with them. Their languages, cultures, and lived experiences are not obstacles—they are assets. When these are acknowledged and integrated into the classroom, students feel seen and empowered. When they are overlooked, those assets risk being lost.
What can Teachers do?
Start with curiosity. Take the time to truly understand your students—not just their English proficiency, but their literacy background, educational experiences, and home environments.
Create space for all languages. Even if instruction is in English, welcoming and valuing students’ full linguistic repertoire encourages participation and affirms identity. You don’t need to speak every language to make this possible.
Be explicit in teaching foundational skills, while also drawing connections across languages. MLEs are not starting from zero—they bring prior knowledge. Highlighting similarities and differences between languages helps deepen understanding across reading, writing, speaking, and listening.
Provide dedicated time for English language development that goes beyond foundational skills. Oral language, in particular, plays a critical role in learning to read in a new language.
Read aloud often and build in opportunities for discussion. Students can understand far more through listening than they can independently read, especially in the early stages. These experiences also nurture a love of reading and support identity as readers and writers.
Finally, build a classroom environment where students feel safe to be themselves. When learners feel they belong, they are more willing to engage, think, and share. Structured opportunities for peer interaction—through partner and group work—are essential for developing both language and confidence.
Moving Forward
Ultimately, improving English proficiency in Malaysia isn’t about choosing a single method - it’s about understanding the learner in front of us. When we combine strong foundations, intentional language development, and a deep respect for each student’s background, we move beyond teaching English as a subject and start building it as a usable, lived skill. And that’s where real progress begins.