TOPIC 6:TOPIC 6:TEACHING AND TEACHING AND

LEARNING LEARNING MATHEMATICS AND MATHEMATICS AND

SCIENCE IN ENGLISHSCIENCE IN ENGLISH

QUESTIONQUESTION

Does it really work?Does it really work?

Discuss the challenges both teachers, Discuss the challenges both teachers, students, and parents faced and give students, and parents faced and give

your suggestionyour suggestion

Why our government implemented Why our government implemented Science and Maths in English?Science and Maths in English?

Science and maths are two dynamic fields Science and maths are two dynamic fields which contribute to development,which contribute to development,

A great deal of information regarding A great deal of information regarding science and math is available in English,science and math is available in English,

To create early exposure, especially in To create early exposure, especially in these two critical subjects. these two critical subjects.

The effects of globalisation on our The effects of globalisation on our education systemeducation system

The policy was implemented in The policy was implemented in 2003.2003.

HOW?HOW?

- Year 1 in all primary schools- Year 1 in all primary schools

- (SK, SRJKT, SRJKC) - (SK, SRJKT, SRJKC)

- ‘sekolah pendidikan khas’ (SPK) - ‘sekolah pendidikan khas’ (SPK)

- Form 1 in all national secondary - Form 1 in all national secondary schools schools (SMK)(SMK)- Form 6 in all national secondary - Form 6 in all national secondary schools schools (SMK) (SMK)

2004 – English was implemented as the 2004 – English was implemented as the medium of instruction for all matriculation medium of instruction for all matriculation programmes.programmes.

2008 – English was implemented for 2008 – English was implemented for polytechnic institutions. polytechnic institutions.

2003 – the teaching of science and maths in 2003 – the teaching of science and maths in English is based on the English is based on the semi-system semi-system policypolicy. It was introduced in . It was introduced in

- Year 2, Year 3, Year 4, Year 5, Year 6,- Year 2, Year 3, Year 4, Year 5, Year 6,

- Form 2, Form 3, Form 4, Form 5, Upper - Form 2, Form 3, Form 4, Form 5, Upper 6,6,

- matriculation centres, - matriculation centres,

- and polytechnic institutions.- and polytechnic institutions.

Semi-system policy…Semi-system policy…

Teachers were to choose certain Teachers were to choose certain topics (of the subject science and topics (of the subject science and maths) to be taught in English. maths) to be taught in English.

These priority was given due to the These priority was given due to the level of proficiency – both teacher level of proficiency – both teacher and student..and student..

Teaching and Learning Teaching and Learning MaterialsMaterials

For teachers:For teachers: The new edition of lesson plan (sukatan The new edition of lesson plan (sukatan

pelajaran), which had been altered to suit the pelajaran), which had been altered to suit the implementation. implementation.

The description of lesson plan (sukatan The description of lesson plan (sukatan pelajaran) was provided. The specification was pelajaran) was provided. The specification was focused on curricular.focused on curricular.

For students:For students: Text booksText books Multimedia materialsMultimedia materials Students activity booksStudents activity books

Supportive measuresSupportive measures

Many supportive measures had been Many supportive measures had been designed in order to enhance the learning designed in order to enhance the learning process, for example:process, for example:

Information technology facilities such as Information technology facilities such as computer – hardware and programme computer – hardware and programme software.software.

Multimedia appliances such as LCD Multimedia appliances such as LCD projector and the screen.projector and the screen.

Educational television in EnglishEducational television in English

How did our government help to How did our government help to raise the confidence among raise the confidence among

teachers:teachers: Especially for those teachers who lack of Especially for those teachers who lack of

self-confidence in using English.self-confidence in using English.(1) They were given intensive English (1) They were given intensive English courses.courses.

(2) They were provided with virtual module (2) They were provided with virtual module and and exercise through Internet.exercise through Internet.

(3) They were also provided with the script (3) They were also provided with the script and and glossary lessons, for certain glossary lessons, for certain occasions.occasions.

Examination:Examination:

The questions will be prepared in The questions will be prepared in two languages – English and mother two languages – English and mother tongues (Malay, Mandarin, Tamil), tongues (Malay, Mandarin, Tamil), starting from 2003 to 2007. starting from 2003 to 2007.

In this transition, students are able In this transition, students are able to choose any language to answer to choose any language to answer the examination questions, for a part the examination questions, for a part or for the whole of the examination or for the whole of the examination paper. paper.

All students from national school, SRJK All students from national school, SRJK Tamil, and national secondary school Tamil, and national secondary school are required to answer examination are required to answer examination papers in English only, starting from the papers in English only, starting from the year 2008.year 2008.

- UPSR – Year 2008- UPSR – Year 2008- PMR – Year 2008- PMR – Year 2008- SPM – Year 2008- SPM – Year 2008- STPM and Matriculation centres – - STPM and Matriculation centres – 20082008

What do we want from this What do we want from this policy:policy:

To create the technocrat generation To create the technocrat generation who:who:

Contribute to the development of Contribute to the development of our country.our country.

Competitive at the international Competitive at the international level level 

Have no working knowledge of the language.

The grammatical errors made as they struggle with the language.

Most of teacher is lack of proficiency in English

Still using Bahasa Malaysia as a medium of instruction

Still not sufficient numbers of qualified teacher

Teacher seem to be having more trouble coping with the switch in medium of instruction, compared to the students who studied the subjects in English.

‘Some teachers just have closed minds and are not keen to learn anything new. They are so set in their ways that they do not know how, and do not wish to find out how, they can do things otherwise’.

Teachers can’t cope with the number of students who do not have the proficiency in English. (especially in rural area)

Teacher can’t even solve or give a Teacher can’t even solve or give a constructive answer when prompted constructive answer when prompted by students.by students.

Teacher does not know science and Teacher does not know science and mathematics terms in English.mathematics terms in English.

Lack of teaching resources in rural Lack of teaching resources in rural areas.areas.

Teacher has to attend more coursesTeacher has to attend more courses..

From 181,340 teachers in primary school on 2004, approximately only 80,000 teachers teach maths and science and all of them only use Bahasa Malaysia as the medium of instruction since 1970.

Research conducted by DBP-UKM on 2004 in 242 schools all over the country are not ready to teach science and maths in English.

Only 54.7% science teachers and 62.2% maths teachers can use English as the medium of instruction.

Another research on 2004 has clearly shown that 81% teacher wanted maths and science in BM, 72% said that the achievement of students in science and maths will be excellent if they are taught in BM and 79% said that student will more focused if both of the two subjects are teach in BM.

Tun Dr Mahathir told the UMNO General Assembly in June 2002 that he understood the problem on not having enough teachers who can teach in English. Therefore, the policy is to use multi-media tools such as LCD projectors, notebooks, computers and software to deal with the problem, so that by using these multi-media tools, the teachers and students could learn English together.

ETEMS:ETEMS:

ENGLISH FOR ENGLISH FOR TEACHING TEACHING

MATHEMATICS MATHEMATICS AND SCIENCEAND SCIENCE

What is ETeMS?What is ETeMS?

ETeMSETeMS has been proposed as a has been proposed as a measure to ensure that teachers of measure to ensure that teachers of mathematics and science (mathematics and science (MSTMST) will ) will have basic capacity to use English as have basic capacity to use English as the medium of instruction. the medium of instruction.

The overall aim of ETeMSThe overall aim of ETeMS

To enhance the English language To enhance the English language skills of Mathematics and Science skills of Mathematics and Science teachers to enable them to reach teachers to enable them to reach effectively using English as the effectively using English as the medium of instruction.medium of instruction.

BACKGROUNDBACKGROUND The policy to change the medium of instruction The policy to change the medium of instruction

in the teaching of mathematics and science from in the teaching of mathematics and science from Bahasa MelayuBahasa Melayu to English. to English.

It poses special challenges not only for teachers It poses special challenges not only for teachers who have been trained in the Malay medium but who have been trained in the Malay medium but also for those trained in English.also for those trained in English.

In the immediate context, to derive maximum In the immediate context, to derive maximum benefit from this innovation thebenefit from this innovation the MST MST would need would need to develop (or in some cases, reactivate) their to develop (or in some cases, reactivate) their English language proficiency in order to access English language proficiency in order to access the wealth of information on the subject area the wealth of information on the subject area currently available in English texts.currently available in English texts.

Additionally, theAdditionally, the MST MST would need to develop the would need to develop the practical competence to deliver their subject practical competence to deliver their subject matter in the language.matter in the language.

THE ETeMS PROGRAMMETHE ETeMS PROGRAMME As a means of stimulating the professional As a means of stimulating the professional

development of thedevelopment of the MST MST in the two areas in the two areas mentioned above. The English Language mentioned above. The English Language Teaching Centre, Malaysia (ELTC) Teaching Centre, Malaysia (ELTC) proposes an English language proposes an English language enhancement programme known as enhancement programme known as English for The Teaching of Mathematics English for The Teaching of Mathematics and Science (ETeMS). The overall aim ofand Science (ETeMS). The overall aim of ETeMSETeMS is as follows: is as follows:

To enhance the English language skills of To enhance the English language skills of Mathematics and Science teachers to Mathematics and Science teachers to enable them to teach effectively using enable them to teach effectively using English as the medium of instructionEnglish as the medium of instruction

In developing the ETeMS programme In developing the ETeMS programme the following assumptions are madethe following assumptions are made

TheThe MST MST undergoing the undergoing the ETeMS ETeMS already already possess the content area knowledge and the possess the content area knowledge and the pedagogical skills relevant to their subject.pedagogical skills relevant to their subject.

TheThe MST MST have, at the very least, a basic level of have, at the very least, a basic level of English language proficiency acquired through English language proficiency acquired through instruction received in their primary and instruction received in their primary and secondary schooling secondary schooling ETeMSETeMS draws on these draws on these existing competencies to encourage the language existing competencies to encourage the language development of development of MSTMST in 3 broad areas. in 3 broad areas.

A. Language for Accessing InformationA. Language for Accessing Information This component aims to enhance the information This component aims to enhance the information

getting skills, especially through reading. getting skills, especially through reading. These texts used will include content area topics, These texts used will include content area topics,

curricular materials such as syllabuses, handbooks curricular materials such as syllabuses, handbooks etc. and texts dealing with methodological issues. etc. and texts dealing with methodological issues.

It must be emphasized that the focus of instruction It must be emphasized that the focus of instruction is to develop theis to develop the language skills needed for language skills needed for accessing information in texts, and not to provide accessing information in texts, and not to provide instruction in the content or methodology of the instruction in the content or methodology of the subject. subject.

It is hoped that as they develop these skills the It is hoped that as they develop these skills the teachers will be motivated to access on-line and teachers will be motivated to access on-line and print material to extend their knowledge of current print material to extend their knowledge of current content and pedagogy, and thereby positively content and pedagogy, and thereby positively impact the delivery of their subjects in the impact the delivery of their subjects in the classroom.classroom.

B.B. Language for Teaching Mathematics Language for Teaching Mathematics and Scienceand Science

In this component the teacher will develop In this component the teacher will develop language for use while teaching in the language for use while teaching in the classroom as well as the language needed classroom as well as the language needed for out of class activities related to the for out of class activities related to the subject. subject.

The focus of instruction here would The focus of instruction here would primarily involve speaking and writing primarily involve speaking and writing skills, and will be supported with adequate skills, and will be supported with adequate grammar input and practice. This is the grammar input and practice. This is the major component of themajor component of the ETeMS ETeMS programme.programme.

C.C. Language for Professional Language for Professional ExchangeExchange

As professionals theAs professionals the MST MST would would conceivably wish to communicate with conceivably wish to communicate with peers in the wider discourse community peers in the wider discourse community through English. A small component of through English. A small component of thethe ETeMS ETeMS programme will take into programme will take into consideration this need of the teachers.consideration this need of the teachers.

ConclusionConclusion

ETeMS ETeMS is not to be regarded as a is not to be regarded as a complete language development course, complete language development course, but rather, one of several support but rather, one of several support mechanisms introduced by the Ministry of mechanisms introduced by the Ministry of Education to encourage the Education to encourage the MSTMST to to further develop their English language further develop their English language competence to a level that will engender competence to a level that will engender optimal performance in and outside the optimal performance in and outside the classroom.classroom.

The Implications The Implications and Challenges for and Challenges for

ParentsParents

Rural areas affected the most.Rural areas affected the most. Parents unable to help their children Parents unable to help their children

in revising and explaining the in revising and explaining the subjects as they themselves are not subjects as they themselves are not common with the language.common with the language.

For rich families, the parents can For rich families, the parents can send the child for extra class. How send the child for extra class. How about those who are unfortunate?about those who are unfortunate?

The Implications The Implications and and

Challenges for Challenges for StudentsStudents

The learning process become more The learning process become more difficult especially for rural areas difficult especially for rural areas school.school.

They have to translate the concepts They have to translate the concepts from English to their mother tongue from English to their mother tongue in which they are not even master in which they are not even master English Language.English Language.

Research conducted by Dr Hashimah Research conducted by Dr Hashimah Jalaludin (UKM) on 2004 shows that Jalaludin (UKM) on 2004 shows that students are not mentally ready for students are not mentally ready for the implementation.the implementation.

75% : are not agree with the 75% : are not agree with the implementation.implementation.

77% : agree that they actually learn 77% : agree that they actually learn math and Science better in B. Melayu.math and Science better in B. Melayu.

71% : interested in Math and Science 71% : interested in Math and Science because it being taught in B.Melayu.because it being taught in B.Melayu.

70% : confident that they can excel n 70% : confident that they can excel n Math and Science if it is taught in Math and Science if it is taught in B.Melayu.B.Melayu.

Research conducted DBP-UKM 2004 Research conducted DBP-UKM 2004 stated that only stated that only 5.9%5.9% of students are of students are ready to learn Science and ready to learn Science and 5%5% on on Mathematics in English.Mathematics in English.

There are performance deterioration There are performance deterioration in Science, Mathematics, English as in Science, Mathematics, English as well as B.Melayu.well as B.Melayu.

Midterm Examination Result Form Midterm Examination Result Form 2 (2004), a school in rural areas.2 (2004), a school in rural areas.

SubjectSubject % Pass ( A )% Pass ( A ) % Fail ( E )% Fail ( E )

ScienceScience

MathematicsMathematics

EnglishEnglish

B.MelayuB.Melayu

11.9%11.9%

16.9%16.9%

10.4%10.4%

18.7%18.7%

45.49%45.49%

45.49%45.49%

16.7%16.7%

According to Cikgu Komando, the According to Cikgu Komando, the examiner in National Examination examiner in National Examination Councils, he categorized students into Councils, he categorized students into three;three;

- adept in English and Science concept.- adept in English and Science concept.

- adept in English and inept in Science - adept in English and inept in Science

concepts or vice versa.concepts or vice versa.

- inept in both English and Science - inept in both English and Science

concepts.concepts. The third one is most dominant.The third one is most dominant.

He describes that in Science Test He describes that in Science Test Paper 2..Paper 2..

- students unable to understand the - students unable to understand the instructions and the questions instructions and the questions requirement well. They gave irrelevant requirement well. They gave irrelevant answers.answers.

- they cannot elaborate their answer as - they cannot elaborate their answer as what is required in the answer scheme. what is required in the answer scheme. Only the clever students able to do so.Only the clever students able to do so.

- they left the answers space blank. - they left the answers space blank. (They cannot answers!)(They cannot answers!)

SUGGESTIONSSUGGESTIONS

GovernmentGovernment

Should carried out a deep Should carried out a deep experimentation before implement the experimentation before implement the ‘Teaching of Mathematics and Science ‘Teaching of Mathematics and Science in English’ because it will give a big in English’ because it will give a big impact toward National Education impact toward National Education System.System.

English teachers should be increased English teachers should be increased and trained to teach in rural schools. and trained to teach in rural schools.

GovernmentGovernment

Employs ex-English teachers.Employs ex-English teachers.

Building and facilities should be Building and facilities should be provided to enable teaching and provided to enable teaching and learning processes take place learning processes take place smoothly. smoothly.

GovernmentGovernment

Offers over sea's graduates with Offers over sea's graduates with great incentives.great incentives.

English should be introduced in English should be introduced in syllabus as early as in kindergarten syllabus as early as in kindergarten and pre school as the compulsory and pre school as the compulsory subject.subject.

TeachersTeachers

Recognize students’ weaknesses in Recognize students’ weaknesses in mastering English by changing their mastering English by changing their attitudes and perception towards attitudes and perception towards English.English.

Introduce various effective learning Introduce various effective learning and teaching methods.and teaching methods.

Encourage students to communicate Encourage students to communicate in English. in English.

ParentsParents

Provide a conducive environment at Provide a conducive environment at home so that children can manifest home so that children can manifest their skills in mastering English.their skills in mastering English.

Be supportive to children.Be supportive to children.

Create a good collaboration with Create a good collaboration with teachers in order to achieve success.teachers in order to achieve success.