The Metaphors of ELT in Malaysia and their Educational Implications

1
The Metaphors of ELT in Malaysia and their
Educational Implications
School of Language Studies Linguistics
Universiti Kebangsaan Malaysia
MICELT 2004
Assoc. Prof. Dr Imran Ho
2

Content

• 1. Introduction
• 2. The construct
• 3. The expressions and their operational
  metaphors
• 4. Conclusion

3
1. Introduction

• How we view ELT is constructed by the language we
  use to describe and talk about ELT
• Accordingly, realities of ELT can be constructed
  via the use of new and relevant (perhaps also
  exciting conceptual metaphors)

4
2. The Construct

• Cognitive Linguistics an approach to the
  analysis of natural language that focuses on
  language as an instrument for organising,
  processing and conveying information.
• Linguistic expressions a reflection of general
  conceptual organisation, categorisation
  principles, processing mechanisms and
  experiential and environmental influences.
• (Geeraerts 1997).

5

• Conceptual system is fundamentally metaphorical
  in nature (Lakoff 1987)
• the semantic structure of a linguistic item or
  expression can be explicated in terms of
  (conventionalised) conceptual metaphors
• the systematic mapping of one conceptual
  domain (target) in terms of another conceptual
  domain (source)
• conceptual domain any coherent organisation
  of experience or knowledge

6
3. Some expressions

• Our students have poor grasp of English.
• They do not have a good command of English.
• They refuse to use the language in daily
  conversation.
• Students do not want to appear snobbish when
  using the language, especially among their
  peers.
• They are afraid to speak in English for fear
  that they will be alienated by their friends,
• Lack of self-esteem and shyness are factors that
  contributed to the problem. 
• We must use English to conduct student
  activities.
• English is the second language that is why we
  must learn English.

7
3.1 The operational metaphors of ELT

• English is a tool
• English is a key
• Linear order Schema
• ELT in Malaysia is deficient
• ELT is homogeneous

8

• English is a tool

• provides the justification or rationale for ELT
  in Malaysia
• to do business, to operate and compete
  globally, to access the Internet and wealth of
  information there, to access knowledge
  particularly in the fields of science and
  technology. a tool for communication.
• it must be sharpened and corresponding
  components to the tool,
• tools must be calibrated there is the notion of
  standard and certification with ELT.
• Need tool to perform task
• The metaphor begs several questions.
• if language is to be a tool, what is the role
  of ELT?
• Does current ELT syllabus and practice fit in
  with the metaphor.

9

• English is a key

• A key can view as a specific kind of tools -
  one for opening door and gaining access.
• Expression such as English is the key As an
  extension to the tool metaphor, the key metaphor
  also provides reasons as to why we need to
  learn English.
• Employment and business opportunities can open
  up to those with English.
• The key can also characterize the concept of
  ELT as gatekeepers..

10

• Linear order Schema

• second language.
• Second to what? Second in what sense?.
• the linear order schema used does not really
  tie in with the reality on the ground.
• English is widely spoken rather than the
  use of the linear order schema.

11

• ELT in Malaysia is deficient

• Negativity permeates the media discourse on
  English and ELT.
• decline of standard of English poor command
  of the language inability to communicate are
  quite typical in the main stream newspapers.
• the laments are not without foundation, but
  essentially wrong and defeatist
• Thus, we have to examine this metaphor in
  detail and come up with more appropriate and
  suitable metaphors. What we need to construct
  more forcefully is ELT as active regenerating,
  growing and positive. In this sense ELT is seen
  as reaching for the mass, something that is
  continuous (life-long), rewarding and natural.

12

• ELT is homogeneous

• Serious misconception ELT as an homogeneous
  activity.
• English as a subject is undifferentiated i.e.
  homogeneous. Cf Mathematics, Arabic,
• English is not homogeneous
• Need graded level courses. This will make ELT
  not only more meaningful but also more fun.

13
5. Concluding Remarks (i)
The conceptual metaphors underlying the
expressions used, affect and shape how we view
and comprehend ELT. Some expressions have
become commonplace in the discourse of ELT and
are unconscious (used largely without being
noticed)
14
5. Concluding Remarks (ii)
Similarly, we should be able to consciously
fashioned expressions utilizing different and
unique conceptual metaphors can be created to
reframe the discourse of ELT, thus effectively
redefining the concept according to our needs in
Malaysia.
15
5. Concluding Remarks (iii)
It is therefore vital to understand that within
the discourse of ELT, the utilization of
different conceptual metaphors can lead us into
different paths of ELT. not to alienate but
to forge allies
16
Thank you for your attention