Take sociocultural factors into account
Mathematics in English with the aim of strengthening the students’ English aptitude, I will set out some opinions in relation to sociocultural elements that are embedded in students’ daily life practices.
Here, children are exposed to English from an early age. The language is almost ubiquitous, and they can find it effortlessly through songs, cartoons, movies, games, comics, billboards, restaurant menus and other sources. Educators need to tap into the knowledge derived from what children experience daily. In my opinion, children rarely use Science and Mathematical-based English in everyday life.
Therefore, teaching Science and Mathematics in English may not be able to assist children in mastering the language. Conversely, using English in Science and Mathematics can complicate children’s understanding of the contents of the lessons. I would recommend instead that English be strengthened through subjects such as Teknologi Maklumat dan Komunikasi or Information and Communications Technology, music and art education.
I can see a number of potential ways that these subjects can be used to further develop children’s English skills. In TMK or ICT, for example, children see many terms found in English such as “loading” rather than memuatkan, “apps” rather than aplikasi, “CD” rather than cakera optik in their everyday life when they deal with ICT and gadgets.
In music, teachers can employ nursery rhymes or English songs to teach students. The media or music room commonly has a television, radio or CD player that can be used to achieve learning objectives. The room is also usually equipped with musical instruments that the teacher can benefit from.
The instrument can be utilised to accompany singing sessions. In art education, teachers can help by encouragingchildrentodrawcomicsor cartoon characters and using English words and sentences to complete the drawings.
These activities can be conducted whilst being interspersed with Malaybased activities that teachers normally do as specified in the syllabus. Such activities are also in accordance with the “learning English in a fun way” concept advocated by the Education Ministry.
Although the practicality of these suggestions may be vague, the important point that I want to highlight here is to ensure that children’s sociocultural factors are taken into account before policies are revamped and executed.
The question of “What children do with English in their daily life?” needs to be properly considered before any English-related policies are carried out. It is also hoped that any policies that will replace existing ones will not come at the expense of the children, teachers and parents alike.