This article analyzes the power effect of reintroducing English in Malaysian education system, focusing on the experience of students and teachers in a public secondary school located in a low-income area of Kuala Lumpur. Malaysian government introduced the new educational policy named ETeMS (English for Teaching Science and Mathematics), claiming that improving English proficiency among students would contribute to the national economic development and serve the common interest of its people. The case study, however, demonstrates that the new policy furthered the educational marginalization of students from low-income families. Since the British colonial period, English mediated the educational and linguistic divisions among people from different ethnic and class backgrounds. The divisions had been unofficially reproduced by the pro-English post-independence elites even after the adoption of Bahasa Malaysia as the official language of the country. I argue that the new policy officially endorses the imposition of elitist linguistic norm on the masses who has historically experienced English as the language of "rich and highly-educated people" rather than their own language. The reintroduction of English, therefore, reproduced and strengthened the class inequality among Malaysians that had been mediated by educational and linguistic differences.