nlk2011 1

Tg of English in Mysia : Priorities National syst of educ to -restructure the syst to

provide national unity -to dev a national language -to address economic

imbalancesnlk2011 2

Historical perspective

Razak Report – emphasized common syllabus to promote devt & unity of a new nation

A common language(BM) & a national educ syst to create a common culture & a new national identity

A centrally controlled curriculum & exam syst

English still taught in all schools, a need in economic & professional fields

nlk2011 3

Steps taken …

• BM medium of instruction - implemented progressively : Yr 1

(1970) & by 1983 whole sch syst• compulsory subject for national sch

exams certficate• certain primary schs allowed to

continue using Tamil/ Mandarin, but curriculum content of syllabi planned by MOE (ensure unity of content)

nlk2011 4

Steps taken …

• English as a strong second language• English taught as a subject from Yr 1

in all Malay medium primary schs & Yr 3 in all Tamil & Chinese schs

• Govt documents continued to stress economic, international & polt value of English

• Wide use of English in higher educ – most ref texts written in English

nlk2011 5

After 1970

BM official language of administration

Eng widely used in most high courts & diplomatic service

Local & international business conducted in English in private sector (exceptions – transactions which involve govt depts)

Split be private (Eng) & public (BM)

nlk2011 6

Social…

Eng widely used as lg. of comm . In urban areas (upper & mid classes, educ in Eng/ studied overseas)

Eng in mass media : TV progs, radio; 3 Eng national newspapers

Despite govt s decision to promote use of BM, Eng - impt role in soc, econ & educ life esp in urban areas

nlk2011 7

History of English Language Teaching System 1957-1970 – English taught only in English

medium national-type of primary schools

1971 – conversion of English medium primary schools into Malay medium --> English a compulsory subject as a second language ;

exposure to lg. reduced to 200-300 mins /wk.

1977 – communicative syllabus for upper secondary schools.

NLK

nlk2011 8

CHANGES IN THE ENGLISH CURRICULUM (in keeping with devts) Pre 1975 –

grammar-based syllabus 1975 –

communication-based syllabus 1988 –

skills-based syllabus 2003 –

Language Uses syllabus

nlk2011 9

Falling Std of English 1991 – Dr Mahathir expressed concerns

regarding poor results in national Eng lg exam

- Mysia might lose econ competitiveness ; hard to progress in industrial& technical fields if wkforce not competent in Eng

1995 –Min of Educ Dato Najib called for impr in tg techniques & “tougher Eng exam” to impr stds

2003 – ETEMS Concerted effort by MOE to impr

competence levels of Engnlk2011 10

CHALLENGES

Why do our students need to learn English? read academic materials information through ICT language of the world personal growth & development professional materials for work specific job descriptions learn Science and Mathematics in

English

nlk2011 11

For higher education academic materials knowledge

For Work professional materials

ICT information

For Individual growth & development

recreation &

knowledge

InternationalRelations

L2 PURPOSES

English for Science and Mathematics

nlk2011 12

NPE -> Vision 2020 National curriculum - content based on M’ysian context - promotes unity 1982 - NPSC /KBSR ; 1988 - ICSS/ KBSM NPSC - 1993 : program evaluation ICPS - 1995 : 3 new course

(Science, Living Skills, Local Studies) ICSS - integration of knowledge, skills & values

within classroom discourse - integration among. curr co-curriculum activities & school cultureNLK

nlk2011 13

A Syllabus

…is seen as an instrument by which the teacher, with the help of a syllabus designer, can achieve a degree of ‘fit’ between the needs and aims of the learner (as social beings and as individuals) and the activities which take place in the classroom.

(Yalden, 1984)

nlk2011 14

20012001KBSR( PRIMARY)KBSR( PRIMARY)

Educational EmphasesMultiple IntelligencesThinking Skills ContextualismConstructivism

Values and Citizenship

Grammar Sound System

Vocabulary

Listening

Wri

tin

g

Reading

Sp

eakin

g

Social skills

IT skills

World of knowledge

ENGLISH SYLLABUS 2001ENGLISH SYLLABUS 2001KBSR( PRIMARY)KBSR( PRIMARY)

Pedagogical Approaches

Multiple IntelligencesLearning How to LearnThinking Skills ContextualismConstructismMastery Learning

Values and Citizenship

Grammar Sound System

Vocabulary

Listening

Wri

ting

Reading

Sp

eakin

g

Social skills

IT skills

Wor

ld o

f sel

f

World of

stories

nlk2011 16

National Philosophy of Education NPE – develop potential of individual

in holistic & integrated manner for personal well-being & betterment of fly., soc. & nation

To achieve nation’s vision- inculcate gd. moral values & wk.

ethics- emphasize sc. & technology- use of info technologyNLK

nlk2011 17

EDUCATIONALEMPHASES

Thinking Skills critical: analyse, solve creative

LearningHow To Learn

ICT

Values &

Citizenship MultipleIntelligences

Knowledge Acquisition

Preparation for the Real World

nlk2011 18

Teaching is approached from the themes

1. World of Family & Friends (interpersonal)

2. World of Stories (beg. of aesthetic)

3. World of Information (beg. of study skills)

NLK

nlk2011 19

Tutorial Question

How have language needs and language policy affected the syllabus & the teaching of English in Malaysia? What challenges do we face in the future?

How successful have the initiatives by the Min of Educ in enhancing the teaching & learning of English in Mysian schs?

nlk2011 20

Read the articles and comment / reply to the feedback/ response

nlk2011 21

nlk2011 22

PEDAGOGICAL STRATEGIES

nlk2011 23

WHY ‘MULTIPLE INTELLIGENCES’ ?

1. To improve the intelligences of pupils to

enhance learning

2. To understand that each pupil learns

differently

3. To encourage ‘working together’ in the classroom

4. To develop interesting techniques in the teaching and

learning of English

5. To become more motivated and creative in the

teaching of English.nlk2011 24

Logical-MathematicalPupils describe the things hen, cat and goat do in their homes

MusicalPupils sing a song

Verbal-LinguisticPupils tell the story of the Little Red Hen

KinestheticPupils role-play the story

InterpersonalPupils talk to each other about the characters they like.

IntrapersonalPupils imagine themselves as the hen and tell what they will do.

Visual-SpatialPupils draw a farm with the houses of the cat, rat and the goat

Naturalistic

Applying Multiple IntelligencesTopic: The Little Red Hen

Pupils observe cats, rats and goats and talk about them.

ASSESSMENT 

Project work and product-based assignments

Presentations and demonstrations

Video and cassette recording and filming

Experiments & problem-solving activities

Reports, folio, portfolio and exhibition of pupil’s work

Observations at learning stations

ASSESSMENTThrough:

WHY “LEARNING HOW TO LEARN”

Encourages pupils to become independent learners

Train pupils to be responsible for their own leaning

Enable pupils to reflect and evaluate their own learning.

nlk2011 28

What are the skills involved in What are the skills involved in Learning How to Learn?Learning How to Learn?

• Listen, view, read, select and retain

• Able to skim (read everything fast) and scan ( read those bits of relevant information) in order to get information fast and efficiently

• Intensive (close) reading for details and depth

nlk2011 29

Reflection Reflection

Planning what is to be learnt before starting

Asking oneself questions during the learning process

Monitoring progress

Assessing what learning has taken place

KNOWLEDGE

What does the thinking process involve?

nlk2011 31

THINKING SKILLS IN TEACHING AND LEARNING ENGLISH

what pupils knows about the subject

SKILLS cognitive tools for dealing with the subject

ATTITUDE & VALUES how pupils feel about the subject

INTERACTION

1. Listen to simple short stories and fairy tales and share feelings about the story.

2. Create word chains.

1. Arranging sentences in sequence

2. Matching sentences to pictures

3. WH Questions4. Tell why a person or

animal in a story is good or bad

5. Give details of story6. Give reasons why one

likes or does not like the story.

CREATIVE THINKING SKILLS

(Express Creatively)

CRITICAL THINKING SKILLS

(Solve Simple Problems)

A Model for Using Thinking Skills

a hierarchical model

nlk2011 32

Why Must Teaching Take Account of Contextualism?

nlk2011 33

Well, you may need it one day.

Why do I have to learn this?

Children must have a reason for learning. The teacher must give them a reason as to why they must learn.

Pupils’ daily experience means what they go through every day – at school, home, television, games.

Community

Contextual learning means using the situations pupils are familiar with as contexts for the topic being learnt.

Environment

If a teacher wants to teach about plants – then the best way to do this is to study the plants around the pupil’s school and home.

Experience

If pupils have no experience of car manufacturing, they will find the topic abstract and difficult to grasp.

It will be easier to remember personal details about Ziana Zain than Abraham Lincoln, because Ziana Zain is part of the community pupils know.

It will be hard for pupils to remember a list of English words to be memorised at home, but easier to remember the lyrics of a song.

nlk2011 34

Constructivism is an approach which says that all pupils build new knowledge and concepts based on existing knowledge or schema that they already have.

schema

new knowledgeTo scaffold new knowledge onto old knowledge

nlk2011 35

For example, to teach the past tense, pupils should know verbs in the present tense

Present Tense

They play in the sand.

Past Tense

They played in the sand.

go went

play played

SCHEMA

verbs

verbs in the present tense

nlk2011 36

Do not underestimate children. Do not think that they do not know anything.

In the child’s mind, there is an existing schema of what the child already knows.

Why use Constructivism in Teaching-LearningWhy use Constructivism in Teaching-Learning??

nlk2011 37

DEFINITION

ML is an approach that ensures all pupils

master the learning outcomes in a

learning unit before proceeding to the

next unit. This approach takes into

serious account the time needed by

students to master the learning

outcomes and requires a quality

teaching-learning process.

nlk2011 38

Why ML?

have different abilities and needs

need suitable and effective teaching & learning strategies

Pupils

ML will help pupils acquire knowledge, skills and the right attitudes nlk2011 39

ACTIVITIES

Remedial Enrichment

Reinforcement Extension

Information and Communications Technology (ICT) Skills

• skills related to ICTskills related to ICT• use of multimedia resourcesuse of multimedia resources• utilisation of computer-related utilisation of computer-related

activitiesactivities

English Support ProgrammesPRIMARY

Early Structured Reading - 2002 Children’s Contemporary Literature

- 2004 (Yr. 4-6) SK & SJK : fiction, non-fiction, folktales, poems, biography)

Extensive Reading – 2004 (Yr. 3-6)

nlk2011 42

English Support Programmes

Both Primary / Secondary District English Language

Coordinator (DELCs) English Courseware:I)  On the shelf courseware

II) Teaching courseware

nlk2011 43

READING PROGRAMMES INITIATED BY CDC,MOE

Early Structured Reading Programme Yr. 1 and 2

Extensive Reading Programme Yr. 3,4,5,6

Children’s Contemporary Literature Yr. 3,4,5,6

nlk2011 44

Selection Criteria For Books

Themes and titles that appeal to 10-12 year olds.

Interesting storyline with moral values. Language suitable for rural and urban

schools. Interesting and suitable illustrations. Controlled vocabulary and sentence

structure.

nlk2011 45

Titles for Contemporary Children’s Literature Year 4 (SK)

Tidy Your Room, Tanya – Pamela Rushby

nlk2011 46

The Little Blue Boy – Fatou Keita

nlk2011 47

Tales and Tails – Hyacinth Gaud art

nlk2011 48

Titles for East Coast/East Malaysia Schools (SK)

Coral Bay Surprise by Barbara & David Miller Everyone Is Good At Something by Falcon press The Humble Prince by Oscar Book International

nlk2011 49

TITLES FOR YEAR 4 (SJK) ALL STATES

nlk2011 50

YEAR 4 (SJK)YEAR 4 (SJK)

ALL STATESALL STATES

1. CAUGHT IN THE ACT- PATRICIA SEALEY1. CAUGHT IN THE ACT- PATRICIA SEALEY

2. THE OLD HOUSE – SANDRA CLAYTON2. THE OLD HOUSE – SANDRA CLAYTON

3. A WISE MAN – CHAN SIEW MEI3. A WISE MAN – CHAN SIEW MEI

IMPLEMENTATION IN THE CLASSROOM

BOOKS ON ROTATION BASIS

4A 4B 4C

JAN-APR TITLE 1 TITLE 2 TITLE 3

MAY-JULY TITLE3 TITLE 1 TITLE 2

AUG.-SEPT TITLE 2 TITLE 3 TITLE 1

nlk2011 51

Early Structured Reading Programme

Aims at developing literacy skills among young learners

Inculcate the habit of reading from young. An intensive reading programme.

Lady Bird Series (54 titles) Sound Start Series (38 titles)

Reading materials are structured in terms of phonics and key words.

A show and tell method is employed 2000 primary schools nationwide are involved Distribution of books is based on enrolment. Face-to-face training conducted based on UK’s

literacy hour. Two assessments carried out. Big Books used for the:

Shared Reading nlk2011 52

THE EARLY STRUCTURED READING PROGRAMME OR ‘THE ENGLISH HOUR’ IS BASED ON THE MODEL USED IN THE UK’S

‘LITERACY HOUR’ PROGRAMME.

The ‘Literacy Hour’ of 60 minutes is organised as shown below.

Summing up

Guided Reading or Writing and Independent Work Focused Word Work –

pronunciation, spelling, word attack skills

Shared Reading or Shared Writing

15 mins

15 mins

10 mins

20 mins

Review, reflect, consolidate, what has been taught during the lesson

Teacher reads a book together with the pupils

Teacher works with 2 groups per day on a specific area that needs attention.

Other pupils will do word or sentence level work, or independent reading

Phonics/Pronunciation, grammar, spelling and meanings of words

Step 1

Step 2

Step 3

Step 4

nlk2011 53

4 Step Activity Hour

1. Shared reading (15 m)2. Focused Word Work (15

m)3. Guided Reading (20 m)4. Plenary-summing –up (10

m)

nlk2011 54

Children’s Contemporary Literature Programme

Follow-up of Early Structured Reading Programme

Targeted for Year 4, 5 & 6 pupils For all primary schools Intensive Reading programme 2 story books and 1 book on

poemsnlk2011 55

Extensive Reading Programme

A structured reading programme for rural and low performing schools

Programme expanded to 2800 schools Comprises fiction and non-fiction titles Pupils to read 50 books: 30 non-fiction

20 fiction

nlk2011 56

General English Language Courseware 2500 primary and secondary schools

with language labs involved. Phase 1- Ted E Bear, Tell Me More,

Europlus, Authoring Tool (clarity) M’sian M’media English

Phase 2- Daniel’s World, Fun with Lipo, Enov8, Picto, A Star, Net Language, Author Plus.

nlk2011 57

Teaching CoursewareCollaborative effort – CDC and private

sectorDone in stages – Phase 1 - Year 1, Form 1,

Lower 6 & Matriculation Programme (September 2002- Jun 2003)

Phase 2 – Year 2, Form 2 & Upper 6(September 2003- Jun 2004)

Phase 3 – Year 3, Form 3(September 2004- Jun 2005)

Phase 4 – Year 4, Form 4(September 2005- Jun 2006)

nlk2011 58

The Native Speakers Project District English Language

Coordinator Programme (DELC) Project English Teacher Programme

(PET) (Dec 2002-2005) Gap-Year Programme

nlk2011 59

DELC Programme• 31 DELCs in 31 districts to train

teachers• Teachers exposed to:-

- different teaching and learning approaches- various ways of developing English materials- strategies of implementing co-curicular activities- various techniques to motivate pupils

nlk2011 60

The GAP- Year Programme

Features: British volunteer programme Involves students 18-19 year old –

delaying university entrance Teacher assistant, not teacher

replacement Duration of stint – 6 months (Jan-

June)

nlk2011 61

Activities to be carried out in schools (GAP)

Academic

• Assist English language teachers

Non-Academic

• School assembly and English language week

• Co-curricular Activities- Societies and games

• Tutoring – students and teachers

• English Bulletin, Choral speaking, Drama, Debate,

Public Speaking

nlk2011 62