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This article discusses the challenges faced by teachers, students, and parents in implementing the policy of teaching science and maths in English. It examines the reasons behind the government's decision and evaluates its effectiveness.
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TOPIC 6:TEACHING AND LEARNING MATHEMATICS AND SCIENCE IN ENGLISH
QUESTION Does it really work? Discuss the challenges both teachers, students, and parents faced and give your suggestion
Why our government implemented Science and Maths in English? • Science and maths are two dynamic fields which contribute to development, • A great deal of information regarding science and math is available in English, • To create early exposure, especially in these two critical subjects. • The effects of globalisation on our education system
The policy was implemented in 2003. • HOW? - Year 1 in all primary schools - (SK, SRJKT, SRJKC) - ‘sekolah pendidikan khas’ (SPK) - Form 1 in all national secondary schools (SMK)- Form 6 in all national secondary schools (SMK)
2004 – English was implemented as the medium of instruction for all matriculation programmes. • 2008 – English was implemented for polytechnic institutions. • 2003 – the teaching of science and maths in English is based on the semi-system policy. It was introduced in - Year 2, Year 3, Year 4, Year 5, Year 6, - Form 2, Form 3, Form 4, Form 5, Upper 6, - matriculation centres, - and polytechnic institutions.
Semi-system policy… • Teachers were to choose certain topics (of the subject science and maths) to be taught in English. • These priority was given due to the level of proficiency – both teacher and student..
Teaching and Learning Materials For teachers: • The new edition of lesson plan (sukatan pelajaran), which had been altered to suit the implementation. • The description of lesson plan (sukatan pelajaran) was provided. The specification was focused on curricular. For students: • Text books • Multimedia materials • Students activity books
Supportive measures • Many supportive measures had been designed in order to enhance the learning process, for example: • Information technology facilities such as computer – hardware and programme software. • Multimedia appliances such as LCD projector and the screen. • Educational television in English
How did our government help to raise the confidence among teachers: • Especially for those teachers who lack of self-confidence in using English. (1) They were given intensive English courses. (2) They were provided with virtual module and exercise through Internet. (3) They were also provided with the script and glossary lessons, for certain occasions.
Examination: • The questions will be prepared in two languages – English and mother tongues (Malay, Mandarin, Tamil), starting from 2003 to 2007. • In this transition, students are able to choose any language to answer the examination questions, for a part or for the whole of the examination paper.
All students from national school, SRJK Tamil, and national secondary school are required to answer examination papers in English only, starting from the year 2008. • - UPSR – Year 2008- PMR – Year 2008- SPM – Year 2008- STPM and Matriculation centres – 2008
What do we want from this policy: To create the technocrat generation who: • Contribute to the development of our country. • Competitive at the international level
Have no working knowledge of the language. • The grammatical errors made as they struggle with the language. • Most of teacher is lack of proficiency in English • Still using Bahasa Malaysia as a medium of instruction • Still not sufficient numbers of qualified teacher
Teacher seem to be having more trouble coping with the switch in medium of instruction, compared to the students who studied the subjects in English. ‘Some teachers just have closed minds and are not keen to learn anything new. They are so set in their ways that they do not know how, and do not wish to find out how, they can do things otherwise’. • Teachers can’t cope with the number of students who do not have the proficiency in English. (especially in rural area)
Teacher can’t even solve or give a constructive answer when prompted by students. • Teacher does not know science and mathematics terms in English. • Lack of teaching resources in rural areas. • Teacher has to attend more courses.
From 181,340 teachers in primary school on 2004, approximately only 80,000 teachers teach maths and science and all of them only use Bahasa Malaysia as the medium of instruction since 1970. • Research conducted by DBP-UKM on 2004 in 242 schools all over the country are not ready to teach science and maths in English. • Only 54.7% science teachers and 62.2% maths teachers can use English as the medium of instruction. • Another research on 2004 has clearly shown that 81% teacher wanted maths and science in BM, 72% said that the achievement of students in science and maths will be excellent if they are taught in BM and 79% said that student will more focused if both of the two subjects are teach in BM.
Tun Dr Mahathir told the UMNO General Assembly in June 2002 that he understood the problem on not having enough teachers who can teach in English. Therefore, the policy is to use multi-media tools such as LCD projectors, notebooks, computers and software to deal with the problem, so that by using these multi-media tools, the teachers and students could learn English together.
What is ETeMS? • ETeMS has been proposed as a measure to ensure that teachers of mathematics and science (MST) will have basic capacity to use English as the medium of instruction.
The overall aim of ETeMS • To enhance the English language skills of Mathematics and Science teachers to enable them to reach effectively using English as the medium of instruction.
BACKGROUND • The policy to change the medium of instruction in the teaching of mathematics and science from Bahasa Melayu to English. • It poses special challenges not only for teachers who have been trained in the Malay medium but also for those trained in English. • In the immediate context, to derive maximum benefit from this innovation the MST would need to develop (or in some cases, reactivate) their English language proficiency in order to access the wealth of information on the subject area currently available in English texts. • Additionally, the MST would need to develop the practical competence to deliver their subject matter in the language.
THE ETeMS PROGRAMME • As a means of stimulating the professional development of the MST in the two areas mentioned above. The English Language Teaching Centre, Malaysia (ELTC) proposes an English language enhancement programme known as English for The Teaching of Mathematics and Science (ETeMS). The overall aim of ETeMS is as follows: • To enhance the English language skills of Mathematics and Science teachers to enable them to teach effectively using English as the medium of instruction
In developing the ETeMS programme the following assumptions are made • The MST undergoing the ETeMS already possess the content area knowledge and the pedagogical skills relevant to their subject. • The MST have, at the very least, a basic level of English language proficiency acquired through instruction received in their primary and secondary schooling ETeMS draws on these existing competencies to encourage the language development of MST in 3 broad areas.
A. Language for Accessing Information • This component aims to enhance the information getting skills, especially through reading. • These texts used will include content area topics, curricular materials such as syllabuses, handbooks etc. and texts dealing with methodological issues. • It must be emphasized that the focus of instruction is to develop thelanguage skills needed for accessing information in texts, and not to provide instruction in the content or methodology of the subject. • It is hoped that as they develop these skills the teachers will be motivated to access on-line and print material to extend their knowledge of current content and pedagogy, and thereby positively impact the delivery of their subjects in the classroom.
B.Language for Teaching Mathematics and Science • In this component the teacher will develop language for use while teaching in the classroom as well as the language needed for out of class activities related to the subject. • The focus of instruction here would primarily involve speaking and writing skills, and will be supported with adequate grammar input and practice. This is the major component of the ETeMS programme.
C.Language for Professional Exchange • As professionals the MST would conceivably wish to communicate with peers in the wider discourse community through English. A small component of the ETeMS programme will take into consideration this need of the teachers.
Conclusion • ETeMS is not to be regarded as a complete language development course, but rather, one of several support mechanisms introduced by the Ministry of Education to encourage the MST to further develop their English language competence to a level that will engender optimal performance in and outside the classroom.
Rural areas affected the most. • Parents unable to help their children in revising and explaining the subjects as they themselves are not common with the language. • For rich families, the parents can send the child for extra class. How about those who are unfortunate?
The learning process become more difficult especially for rural areas school. • They have to translate the concepts from English to their mother tongue in which they are not even master English Language. • Research conducted by Dr Hashimah Jalaludin (UKM) on 2004 shows that students are not mentally ready for the implementation.
75% : are not agree with the implementation. • 77% : agree that they actually learn math and Science better in B. Melayu. • 71% : interested in Math and Science because it being taught in B.Melayu. • 70% : confident that they can excel n Math and Science if it is taught in B.Melayu.
Research conducted DBP-UKM 2004 stated that only 5.9% of students are ready to learn Science and 5% on Mathematics in English. • There are performance deterioration in Science, Mathematics, English as well as B.Melayu.
Midterm Examination Result Form 2 (2004), a school in rural areas.
According to Cikgu Komando, the examiner in National Examination Councils, he categorized students into three; - adept in English and Science concept. - adept in English and inept in Science concepts or vice versa. - inept in both English and Science concepts. • The third one is most dominant.
He describes that in Science Test Paper 2.. - students unable to understand the instructions and the questions requirement well. They gave irrelevant answers. - they cannot elaborate their answer as what is required in the answer scheme. Only the clever students able to do so. - they left the answers space blank. (They cannot answers!)
Government • Should carried out a deep experimentation before implement the ‘Teaching of Mathematics and Science in English’ because it will give a big impact toward National Education System. • English teachers should be increased and trained to teach in rural schools.
Government • Employs ex-English teachers. • Building and facilities should be provided to enable teaching and learning processes take place smoothly.
Government • Offers over sea's graduates with great incentives. • English should be introduced in syllabus as early as in kindergarten and pre school as the compulsory subject.
Teachers • Recognize students’ weaknesses in mastering English by changing their attitudes and perception towards English. • Introduce various effective learning and teaching methods. • Encourage students to communicate in English.
Parents • Provide a conducive environment at home so that children can manifest their skills in mastering English. • Be supportive to children. • Create a good collaboration with teachers in order to achieve success.
