Title: TOPIC 6: TEACHING AND LEARNING MATHEMATICS AND SCIENCE IN ENGLISH
1TOPIC 6TEACHING AND LEARNING MATHEMATICS AND
SCIENCE IN ENGLISH
2QUESTION
- Does it really work?
- Discuss the challenges both teachers, students,
and parents faced and give your suggestion
3Why 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
4- 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)
5- 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.
6Semi-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..
7Teaching 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
8Supportive 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
9How 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.
10Examination
- 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.
11- 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
12What do we want from this policy
- To create the technocrat generation who
- Contribute to the development of our country.
- Competitive at the international level
13- 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
14- 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 cant cope with the number of students
who do not have the proficiency in English.
(especially in rural area)
15- Teacher cant 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.
16- 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.
17Tun 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.
18ETEMSENGLISH FOR TEACHING MATHEMATICS AND
SCIENCE
19- 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.
20- 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.
21- 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.
22- 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
23- 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.
24- 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 the language 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.
25- 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.
26- 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.
27Conclusion
- 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.
28The Implications and Challenges for Parents
29- 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?
30The Implications and Challenges for Students
31- 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.
32- 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.
33- 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.
34Midterm Examination Result Form 2 (2004), a
school in rural areas.
Subject Pass ( A ) Fail ( E )
Science Mathematics English B.Melayu 11.9 16.9 10.4 18.7 45.49 45.49 16.7
35- 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.
-
36- 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!)
37SUGGESTIONS
38Government
- 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.
39Government
- Employs ex-English teachers.
- Building and facilities should be provided to
enable teaching and learning processes take place
smoothly.
40Government
- 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.
41Teachers
- 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.
42Parents
- 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.