The Malay Writing Ability of Chineses Secondary School Students in Klang Malaysia

Abstract

This concept paper explores the Malay writing ability of Chinese secondary school students in Klang Malaysia, focusing on the linguistic, pedagogical, and sociocultural factors that influence their proficiency in Bahasa Malaysia as a second language. While Chinese vernacular schools (Chinese Secondary School) provide instruction primarily in Mandarin, Bahasa Malaysia is taught as a compulsory subject. However, despite formal instruction beginning in early education, many Chinese school students continue to face significant challenges in mastering written Malay, particularly in areas such as grammar, vocabulary, sentence structure, and coherence. The paper aims to investigate the current state of Malay writing proficiency among students in Chinese vernacular schools, identify common writing difficulties, and analyze the role of teaching methods, educational resources, and language exposure. Drawing on second language acquisition theories and existing literature on bilingual education, the study examines how factors such as limited Malay usage at home, lack of immersive language environments, and teacher preparedness impact students' writing outcomes. This paper proposes a mixed methods approach involving writing assessments, classroom observations, and interviews with teachers and students to gain a comprehensive understanding of the issue. The findings are expected to offer valuable insights into improving the teaching and learning of Malay writing, with implications for curriculum development, teacher training, and language policy reform. Ultimately, the paper contributes to efforts aimed at promoting linguistic equity and national integration through enhanced proficiency in the national language among non-Malay students.