Changing the mindsets of teachers and students
NADHRATUN Nisaa Ahmad Rashid experiences anxiety when she speaks the English language in public. Thinking she will make mistakes, she stammers.
The SMK TTDI Jaya Form Two student said trying to gain proficiency in English when she does not have daily exposure to the language is a daunting task.
“People around me do not communicate in the language and I find English grammar confusing. When I get nervous, I tend to translate some words from Bahasa Malaysia.”
To better her command of English, Nadhratun Nisaa said she tries to immerse herself in an English-speaking environment where she communicates with classmates in the language. She also refers to a dictionary when she comes across difficult words.
Learning a second language presents various challenges. Like many students, Nadhratun Nisaa’s lack of confidence hinders her from mastering English.
SMK TTDI Jaya English teacher Adibah Omar said students do not have a strong foundation of the language due to many factors.
“One important factor is the environment. Students do not see the need for English in their daily lives, so they have very little motivation to pick it up,” she said.
The school conducts the Highly Immersive Programme to get its community involved in an English-speaking environment through activities.
“We pushed it a little bit further last year with our Bringing-The-World-To-YourClassroom programme through the use of Skype in class. Using English as a medium of communication, we have connected with many students and teachers from Lebanon, Russia, Vietnam and many other countries. The same programme will also be conducted this year.
“Now, many students are getting more used to the idea of e-learning and becoming more comfortable interacting with their counterparts from all over the world,” said Adibah, adding that English is an important language as it is spoken globally.
“Students must be made aware that a second or third language such as English will open many opportunities in their lives.
As future global citizens, they will be able to communicate, respond and offer opinions to anybody from any part of the world.
“A bilingual or multilingual employee is highly sought after by organisations. Students who master English will enjoy their fruits of labour in the future.”
Meanwhile, the government has taken various initiatives to improve the command of the English language among teachers and students in both urban and rural areas.
Hanisah Mohd Yusof, who is Selangor State Education Department principal assistant director (English Language), said the alignment of Language Education with the Common European Framework of Reference (CEFR) involves new materials and teaching methods as well as a change in mindsets and attitudes in teachers and students.
The CEFR-aligned English Language curriculum emphasises four language skills ─ reading, listening, speaking and writing. Students have to acquire these skills and are assessed using the School-Based Assessment.
“Education in the 21st century focuses on pupil-centred learning. If done accordingly, we will see changes in English Language learning in the classroom.
“The previous curriculum used to be a one-way communication which only focused on reading and writing skills,” she added.
With the new English language education system, the first priority is to improve teacher training, including retrain existing teachers and introduce new approaches to learning in class.
“Without changes in the classroom, the influence of the CEFR-aligned English Language Curriculum will remain superficial.
“Students may not see what the future will hold for them, but teachers have to play a big role in equipping them with knowledge of the language and its use.
“Students are unaware of its importance because they have been drilled for examination purposes all this while.
“Language should be practised daily. Drilling exercises have restricted the learning of language in class. When teachers teach with examinations in mind, topics not included in the tests are perceived as irrelevant.”