The implementation of English for the teaching of Science and Mathematics in Malaysian schools

was supported by some and opposed by others. The majority of the people who opposed the teaching of Science and Mathematics have their own views against it. For example, one of the opinion of those who against the edification and learning of Science and Mathematics using English dwell that it was a blow to the sanctity of the Malay language. Marcinkowski, 2012 in Mohd Arip Kasmo et.al, 2015 further added that the substantial majority of teachers from all language groups did not agree with English as the language of instruction and 95% of the total samples of teachers in a study were “very unhappy” and “unhappy” when they were asked what they felt about the language of instruction for Science and Mathematics in English. However the environment for learning and the teaching English in the Malaysian schools and the higher education institutions was not conducive for communication English, and therefore the students were unable to convey in English well (Baldauf et al., 2013).
Briefly, a good quality school program should foster rich language interactions for all children and encourage the use of the second language in classroom. The best experiences for children learning English are those that occur within the classroom environment rather than outside it away from their peers (Brown, Abeywickrama & Priyanvada, 2010). It is important to remember that learning English as a second language is like other forms of learning, and learners should not be isolated from the mainstream program where the best models of natural language occur (Harmer, 2007).