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TOPIC 6: TEACHING AND LEARNING MATHEMATICS AND SCIENCE IN ENGLISH

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Title: TOPIC 6: TEACHING AND LEARNING MATHEMATICS AND SCIENCE IN ENGLISH


1
TOPIC 6 TEACHING AND LEARNING MATHEMATICS AND
SCIENCE IN ENGLISH
2
QUESTION
  • Does it really work?
  • Discuss the challenges both teachers, students,
    and parents faced and give your suggestion

3
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

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.

6
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..

7
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

8
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

9
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.

10
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.

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

12
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 

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.

17
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.
18
ETEMS ENGLISH 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.

27
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.

28
The 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?

30
The 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.

34
Midterm 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!)

37
SUGGESTIONS
38
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.

39
Government
  • Employs ex-English teachers.
  • Building and facilities should be provided to
    enable teaching and learning processes take place
    smoothly.

40
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.

41
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.

42
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.
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