Betweenforeign teachers and local teachers, who is the best? This debate has long gonetranspired among those in the Ministry of Education, teachers and even Malaysians.In every conflict, there is bound to be those who agree and disagree in thismatter. So, in the end who won over this complicated deliberation? In my honestopinion, the local teachers have settled this dispute ever since the beginningof it.Someof these stuck-up Malaysians yearn for those posh English and American accentswhile in fact our Manglish accent is already as charming as it is.
According to Dr Lim Chin Lam, Manglish is made up largely (about 99%) of Englishwords, interspersed with elements from at least three of the main languages ofthe country (Malay, Chinese and Indian). Our heritage would be stripped off ifmore students imitate the enunciations of noble foreign speakers. Studentsmust realise that the main objective of learning English is not to acquirenative speakers’ competency but rather to be intelligible among internationalEnglish speakers and those within their ‘community’ (Muniandy, 2011). Henceforth, we will no longer hold any distinct identityof being a genuine Malaysian if more imported educators replace our ownindigenous educators.Our home-grown mentors have searched the best way to teachEnglish for our scholars. Won’t it be rude to just disregard theirself-sacrificing effort? Most of ourlocal teachers go through a lot more gruelling tasks in order to be certifiedas credible educators than those overseas teachers.
As a result, our Malaysianteachers face stress higher than foreign tutors. The sense of uselessness wouldhit these educators and lessons at school are no longer relevant for thestudents. The reduced personal accomplishment or inefficacy occurswhen teachers feel that they can no longer help the students to learn and grow (Mukundan,2011).
With that, our education standard would considerably drop and the shiftsin the Malaysia Education Blueprint 2013-2025could not be achieved perfectly by the end of it. The public seem to not bat an eye aboutthe funds that have been granted by the government in order to improve oureducation, in this case, in terms of the English standards in Malaysia. Notmany have noticed but, our English proficiency has significantly improved inthese recent years. We were ranked at 12 out of 72 nations on earth based onthe 2016 EF English Proficiency Index (EFEPI). This couldn’t have done without the hard work of our own indigenouseducators.
Some teachers take the extra mile to learn English abroad and bringback those sacred experiences to our country. Teachers play a vital rolein transforming the new generation into one that has broad worldviewperspectives, and an awareness of cultural sensitivity (Mikael, 2010). Thus, Malaysian educators are as good as the abroadones at teaching our learners and inspire them into a journey of life-longeducation.
In the end,nothing can beat our local teachers at shaping the minds of our generation. Theforeign ones may have the extra experience on their side, but they may not knowabout Malaysia by heart. As it was stated by FMT Reporters, our teachers arecertainly more culturally aware than anyone else. So, why don’t we choose these devoted teachersinstead those imported ones?