A HIP method that is working
THE introduction of a new set of imported textbooks to be used for the Common European Framework of Reference and to “standardise the levels of exams in different regions” has raised many questions among the teaching fraternity.
Inadequate supply of the new textbooks to schools is one of the main issues. I am not concerned about the credibility of local writers or the enormous cost involved in the implementation process. I am more interested in the anticipated degree of effectiveness of the imported material compared with the resources currently in use.
If the appropriate approach with the right techniques are not implemented and applied in the classroom, we will surely march back to the drawing board.
If the Education Ministry’s aim is to bring an English environment (laced with a little English culture) into the classroom, then the responsibility will fall squarely on the teachers as they are expected to know the subject to be imparted to their students.
The suggested textbook appears to have elements of “English” with the content weaved in a global setting. Teachers should equip themselves with basic knowledge of the culture, geo- graphical facts and history of the global community in order to carry out a lesson which focuses not only on language skills but is also informative and enlightening in nature.
Over the years, many initiatives have been taken and many ambitious programmes have been introduced by the Education Ministry to upgrade the English language competency of the students. Some were eventually shelved and others are dying a slow death due to unsatisfactory response coupled with the politicising of the intentions.
If each and every step taken to mend the problem at hand is met with objection and suspicion, we will be forever stuck in this situation.
The Highly Immersive Programme, which is currently being implemented in schools and is almost in its final phase, is an excellent initiative to improve the competence level of students. It is a well-crafted and systematic programme which leads the schools towards achieving excellence at their own individual pace and style. It may take a couple of years to yield concrete results but it ensures a genuine progress which is monitored and guided throughout. It is unique in its strategy of involving various parties to achieve the intended goal.
Roping in individuals and organisations out- side the school is a wise move indeed, as it adds colour and variety to the learning process.
It is refreshing to see the traditional teaching-learning methods being replaced by the active involvement of students, teachers and parents to create a better and highly participative learning environment.
Through HIP, English has also managed to crawl into the nooks and crannies of schools and make its existence noticeable. That’s a remarkable achievement in my perspective.
It’s unfortunate that there are groups which constantly try to politicise and sensationalise the issue of “importance” bestowed upon the language. Failure of the programmes designed to improve the standard of English in the country is a sign of victory for these groups.
Nevertheless, HIP is thriving and bringing in progressive results too. Programmes like this should be retained instead of introducing and implementing new policies.
Improving the standard of English among the students is an uphill task but it is attainable. A genuine intention to do it for the sake of our children and their future will make it a reality.