Objective - The implementation of Dual-Language Programmes (DLP) in the teaching and learning of Science and Mathematics is an initiative under the ‘Upholding the Malay Language and Strengthening the English Language’ (MBMMBI) policy. Though it has some similarities with the previous policy known as ‘English for the Teaching of Science and Mathematics’ (PPSMI), its execution is idiosyncratic in its own way. Since its inception in 2016, the programme has entered its third cycle involving students in primary and secondary schools in Malaysia. The curiosity to scrutinise the programme implementation has led to this study. The study aims to investigate the execution of this programme and to assess its sustainability.
Methodology/Technique – Gleaning through the students’ language capabilities, attitudes, teachers’ support and acceptance of the programme, the study uses a questionnaire with open-ended questions and focus group discussions to unravel the aforementioned issues. 1,530 students from secondary schools across Malaysia were selected as the respondents of this study.
Findings - The results reveal findings that may represent a measure on the direction of this programme. Looking from the student perspective, the challenges confronted in addition to those put forward may further serve as an indicator for the sustainability of the program.
Novelty – This study infers how the programme can be further enhanced in terms of its implementation in its fourth year since inception. The findings of this study may assist policy makers in shaping the direction of the programme.
Type of Paper: Empirical.
Keywords: Dual-Language Programme (DLP); Sustainability; Science and Mathematics; Students; Policy and Programme Implementation.
JEL Classification: A20, A23 A29.
The student perspective of a staff–student partnership scheme