THE recent debate on mother tongue brings back painful memories of my struggle at school.

The difference here is the medium - Malay. The term mother tongue suggests that some standard of the language and culture is attained in the home. But what if one is Eurasian, with both parents Eurasians?

I am embarrassed to admit that I struggled with Malay throughout primary and secondary school. More so, when I see how much effort my children have to put in to attain decent grades in Chinese, a far more challenging language to master.

Still, I remain a firm believer in the merits of a bilingual education. However, we can and should make more room for diversity.

I scored above average grades in my O levels and could have, by virtue of my points, got into a good junior college. However, my non-pass in second language put an end to this path. This has been such a regret, for I have always loved English literature and geography and would have enjoyed pursuing these subjects at A level. Instead, I had to take the polytechnic route.

Perhaps the system can be reviewed. Effectively bilingual students should, of course, receive priority placement. Perhaps those who cannot or prefer not to offer a second language can be penalised in points. For instance, if a student scores 10 points at O level and does not have a pass in second language, a five-point demerit could be given him. Hence, for junior college placement, he would be deemed to have scored 15 points.

Bilingualism must remain lauded. But it should not detract from the student who has achieved stellar grades in all but one subject - mother tongue.

Veronique Galistan (Ms)

This article was first published in The Straits Times.