Dear Editor,

Jamaica’s education sector is currently grappling with what many have described as a science, technology, engineering, and mathematics (STEM) crisis.

Universities are competing for a shrinking pool of students who possess the minimum qualifications required for tertiary study, while employers continue to lament deficiencies in communication, problem-solving, and critical thinking among graduates. Yet amid the national conversation about STEM, we risk overlooking an uncomfortable truth: There can be no sustainable STEM success without strong English language proficiency. As a recent Gleaner editorial correctly argued, students who struggle to read and comprehend English are unlikely to excel in mathematics, science, or any other discipline taught through the medium of English.

Language is not merely another school subject. It is the foundation upon which all learning is built. Students cannot solve complex mathematical problems if they cannot understand the wording of the questions. They cannot interpret scientific concepts if they lack the reading skills necessary to engage with textbooks, research articles, and technical instructions. And they cannot participate meaningfully in an increasingly globalised economy if they are unable to communicate their ideas clearly and persuasively. The ability to read critically, write effectively, and speak confidently remains one of the most important predictors of academic and professional success.

Unfortunately, there remains a troubling cultural challenge that receives far too little attention. In some communities, particularly among adolescent boys — and even male university students — there persists a perception that speaking standard English is somehow unmasculine, pretentious, or even “gay”. As a result, some young men deliberately avoid using formal English, fearing ridicule from their peers. This attitude is deeply damaging. Language proficiency has nothing to do with one’s masculinity. It is a life skill, an economic asset, and a powerful tool for social mobility. The inability to communicate effectively limits opportunities long before a young person enters the workforce.

The irony is that many of the men who young Jamaicans admire most — successful entrepreneurs, some athletes, engineers, politicians, journalists, and business leaders — are effective communicators. Whether they are negotiating contracts, conducting interviews, leading organisations, or representing Jamaica internationally, they rely heavily on strong language skills.

Mastering standard English does not require abandoning Jamaican identity or cultural authenticity. Jamaicans have long demonstrated an extraordinary ability to navigate multiple linguistic worlds, moving fluidly between Jamaican Patois and standard English depending on context. This linguistic versatility should be celebrated as a strength rather than viewed as a contradiction.

The importance of English extends beyond grammar and vocabulary. Literature, often dismissed as irrelevant or outdated, remains one of the most powerful tools for developing critical thinking. Through literature, students encounter diverse perspectives, ethical dilemmas, historical experiences, and complex social issues. They learn to analyse evidence, interpret meaning, evaluate arguments, recognise bias, and appreciate nuance. These are precisely the cognitive skills required in the 21st century workplace.

In an age dominated by artificial intelligence, misinformation, and social media algorithms, critical thinking has become more important than ever. The future will not belong solely to those who can code software or build machines, it will belong to those who can evaluate information, distinguish truth from falsehood, communicate across cultures, and solve complex human problems. Literature helps cultivate these capacities by encouraging reflection, empathy, and intellectual curiosity.

The challenges facing Jamaican youth today extend beyond academics. Rising concerns about behavioural issues, bullying, social fragmentation, and youth disengagement suggest the need for educational approaches that develop both intellect and character. Literature provides opportunities for young people to explore questions of identity, justice, responsibility, resilience, and citizenship in ways that purely technical subjects often cannot.

If Jamaica is serious about becoming a knowledge-driven economy, then the national conversation must move beyond the false dichotomy between STEM and the humanities. We do not need less English to produce more scientists and engineers; we need better English to produce better scientists and engineers. We do not need fewer literature classes; we need more opportunities for students to develop the analytical and communication skills that literature fosters. The evidence is clear: Literacy underpins achievement across all disciplines.

The path forward requires a cultural shift. Parents, teachers, community leaders, and policymakers must actively challenge the notion that academic excellence, articulate speech, or intellectual curiosity somehow diminishes one’s identity. Young men, in particular, need positive role models who demonstrate that strength and intelligence are complementary, not contradictory. They need to understand that speaking well is not a weakness; it is a competitive advantage.

Jamaica’s future engineers, doctors, software developers, entrepreneurs, diplomats, and innovators will need more than technical knowledge. They will need the ability to think critically, communicate effectively, and engage thoughtfully with a rapidly changing world. In the end, there is no STEM without English, and there is no national development without literacy.

Oneil Madden

maddenoniel@yahoo.com