Abstract:

Introduction:
Foreign languages were used to teach primary, secondary and tertiary levels’ students in many countries. Many factors influence the adoption of this context. People’s multicultural environment, people motivations, political idiom, technical and psychological barriers are main factors that support or weaken this aim. In primary and secondary school levels most nations implement their national language in teaching. Some countries use foreign language for teaching of mathematics and physics strictly. Many researches have been implemented to compare the impact and benefit of using native, national or foreign languages. In addition, some researches linked student‘s performance and learning outcome to the language used in teaching. Currently, many countries use English language as a mean of teaching in medical and dental disciplines. However, the learner’s opinion may be diverged.

The aim of the study:
To explore students’ attitude and preference in private dental faculty toward using their native, national or foreign languages in learning, examinations at different levels of study and some other related information.

Material and methods:
The data were collected after a distribution of questionnaire among 285 dental students of a private dental faculty (from year one to year four). The information included participant’s age, ethnicity, native , national, and foreign languages proficiency. In addition to language preference in learning and the wish list of language/s that students like to learn plus much more information regarding lecture, practical briefing and summative examinations preferred language.

Results:
The mean student age was 23.8±1.16 year. They are mainly Malaysian citizens with some foreigners. They were composed of Malays, Chinese, Indians and other indigenous minority with some foreigners from Maldives and Middle East regions. Bahasa Melayu, Chinese, Hindi and English were the most usable languages in secondary level study. The majority of students believed that dental sciences should be taught in English; however, some of them found briefing in their native language would be very helpful for comprehensive understanding of the practical work. Part of the contributors preferred to prepare the exam questions using national language beside English translation during examinations.

Conclusion:
Internationally oriented educational institute should employ common international language among learners especially for second and third cycle levels. However, local institutions can follow the country national policy in enhancing the use of native language. National language should be part of the citizens' heritage in life details beside developing the people potential and conscience for the importance of learning new international languages.

Keywords:

Native language, national language, language preference in learning.