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Jan 16, 2016
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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
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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)
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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
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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)
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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
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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
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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
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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
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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
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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
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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)
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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
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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
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EDUCATIONALEMPHASES
Thinking Skills critical: analyse, solve creative
LearningHow To Learn
ICT
Values &
Citizenship MultipleIntelligences
Knowledge Acquisition
Preparation for the Real World
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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
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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?
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Read the articles and comment / reply to the feedback/ response
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PEDAGOGICAL STRATEGIES
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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.
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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
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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?
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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
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Why Must Teaching Take Account of Contextualism?
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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.
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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
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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
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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??
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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.
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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)
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English Support Programmes
Both Primary / Secondary District English Language
Coordinator (DELCs) English Courseware:I) On the shelf courseware
II) Teaching courseware
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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
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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.
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Titles for Contemporary Children’s Literature Year 4 (SK)
Tidy Your Room, Tanya – Pamela Rushby
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The Little Blue Boy – Fatou Keita
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Tales and Tails – Hyacinth Gaud art
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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
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TITLES FOR YEAR 4 (SJK) ALL STATES
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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
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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
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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)
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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
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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.
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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)
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The Native Speakers Project District English Language
Coordinator Programme (DELC) Project English Teacher Programme
(PET) (Dec 2002-2005) Gap-Year Programme
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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
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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)
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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
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