Art of khat vs art of writing

I REFER to the talk over the coaching of calligraphic writing, or khat, as a part of the Bahasa Melayu issue for Year Four students in government colleges from 2020. I have no objection in opposition to the Education Ministry for introducing calligraphic writing or any other writing. But is it a necessary inclusion in a language magnificence where the point of interest should be on writing? What is crucial for a ten-year antique student looking to hold close a language is the capacity to construct sentences, realize, and put in writing coherently, logically, always. As a lot as reading, writing is a essential literacy skill. The number one level is vital in laying the inspiration for desirable writing skills. Language improvement in the early training years will make certain youngsters amplify their vocabulary, construct words in particular ways, grow to be familiar with primary linguistic canons, and eventually articulate speakers. This but can’t be completed in the learning of Bahasa Melayu if the khat is added, as this would overcomplicate and, in the long run, defeat the complete reason of language learning.

The ministry needs to recognize that writing is a form of art that develops through a focused technique. It is useless to forcibly shape khat into the coaching of Bahasa Melayu when the purpose isn’t to create a Renaissance Man; however, to make certain affordable development of linguistic potential most of the college students. I am certain everybody is ambitious to see our kids turning into a polymath. But even this can’t be completed without getting to know the simple aspects of a language. I accept that the implementation of khat could be an abrupt change of direction from the setup focus on the coaching of Bahasa Melayu. Considering that a commonplace script has been evolved to study and write the language, the implementation of khat as a further script is unnecessary confusion, especially for the primary college students who might be of their early life.

In that context, it’s miles important for us to rewind lower the clock once more to apprehend the nature of the training itself. Jean Jacques Rousseau, the Enlightenment scholar of 18th century Europe, recommended in his treatise entitled Emile, or On Education, that a child must be left to research what they like consistent with their hobby and must not gain knowledge of a subject they dislike. His mind had been reflected inside the faculty curriculums at that time. The European context won’t be suitable in the case of Malaysia. However, their achievements have proved why the western world is leading the field of education. Consequently, my inspiration is that khat must be made a non-obligatory challenge inside the first instance to assess the extent of interest college students could have for the subject.

My actual concern is with how the creation of khat could affect the progress of Tamil schools. Research has proven Tamil school students do not carry out well on the secondary level. Prof N. S. Rajendran’s take a look at entitled “Status of Tamil School Education in Malaysia and Future Prospects,” in Contemporary Malaysian Indians, ed., Denison Jayasooria and K.S. Nathan, Kita (2016) truly suggests that many may want to still no longer write and study, even after spending six years at the primary stage. From the studies conducted on the 523 Tamil number one schools, college students appeared nicely in arithmetic, science, and Tamil, but not so in Bahasa Melayu. It becomes discovered that 30% of them continually fail in Bahasa Melayu. Pushing khat through the Bahasa Melayu syllabus, I worry, may also considerably backfire within Tamil college students’ cases. The failure quotes will help very probable soar as much as the secondary stage. I additionally consider that it will be a burden for the teachers in the Tamil faculty to pick out up something definitely new to train. And this brings into question whether or not or not there may be sufficient instructors with the required information to be deployed across vernacular colleges.

Moving on to the importance of language, I would love to share my enjoyment of supervising undergraduates and postgraduates beyond twenty years. Let me be frank, most of them are not able to write down intelligibly. More stunning is a number of them are government servants, lecturers from teacher education colleges, and even instructors who are recipients of Guru Cemerlang. They frequently warfare to write a coherent paragraph and their sentences at instances have no logic. I suppose this is all due to the inherent weaknesses of our training device. If only they had obtained proper grounding in language and writing from the primary stage itself, I agree that most lecturers like myself would now not encounter problems in reading through manuscripts. The pressured inclusion of khat into the Bahasa Melayu syllabus subsequent yr should contribute not anything, however, and decline in the degree of Malay writing capabilities.