Chance to learn about people and cultures in the West
THE plan to use imported English textbooks for preschoolers, Year One and Year Two pupils as well as Form One and Two students next year is a significant and future-centric move by the Education Ministry. This decision may be well received by some while others may question its relevance because they feel local authors may know Malaysian students better and thus what is best for them. Well, it is nearly impossible to satisfy everyone.
The implementation of the Common European Framework of Reference for Languages (CEFR) in the education system comes with its own benefits, privileges and challenges. It may be difficult in the beginning but consistent efforts by teachers will eventually galvanise learners to immerse themselves in the learning process.
Nevertheless, some sceptical parents and teachers might choose to focus on the flip side of the implementation. They may worry that children, especially those living in rural and remote communities, may not be able to cope with the Western cultures and contexts introduced in the new textbooks.
Little do they realise that students will have a chance to broaden their perceptions about foreign cultures, traditions and lifestyles. In this age of globalisation and modernisation when smartphones, the Internet and social media have become the millennial generation’s basic necessities, many children have already been exposed through English movies, TV shows and songs. This exposure could serve as their background knowledge in understanding the content of the new textbooks.
As we work on enhancing the level of higher-order thinking skills of students, they may be asked to identify and study differences between Asian and Western cultures. This will turn students into inquisitive and informed thinkers who learn to respect, love and appreciate other cultures too.
As for the non-optionists, the challenge may be greater but this is the time for them to relinquish their comfort zone, improve their self-confidence and take their career to a whole new level as they strive to create a transformative learning environment.
English teachers may share problems, suggestions and solutions during English panel meetings and Professional Learning Community (PLC) sessions. It is also advisable for English teachers to make a collaborative effort with their counterparts from different schools, districts and states by creating special groups for online discussions so that ideas are churned out, developed and applied during their lessons.
To make students write well in English, the written examination is yesterday’s yardstick. Now, the focus is also to prepare them to become confident and competent communicators and global thinkers who make calculated decisions.
Teaching and helping students to boost their confidence in improving their proficiency in English has been a bittersweet journey for teachers.
However, this experience should make them better educators who learn to embrace change, look on the bright side and believe that there is no harm trying.