Linking Theory to Practice Lum Yoke Lin

ENGLISH LANGUAGE SYLLABUSES (PRIMARY & SECONDARY)

Syllabus Curriculum specifications Textbooks What are some of the documents you would refer to in planning your lessons? Syllabus Curriculum specifications Textbooks

What is the relationship between the syllabus, curriculum specifications and textbooks?

Syllabus – an outline and / or summary of topics that pupils / students will learn in a course Curriculum specifications – a detailed explanation and prescription of the contents and the objectives to be achieved based on a general syllabus Textbook - Activities to help pupils achieve the learning outcomes described in the curriculum specifications OR Activities for developing the language skills or content.

ROLE OF ENGLISH L2 PURPOSES International Relations For ICT higher education ICT For Individual growth & development For Work English for Science and Mathematics

ROLE OF ENGLISH L2 PURPOSES International Relations For ICT higher education academic materials knowledge ICT information For Individual growth & development recreation & knowledge For Work professional materials English for Science and Mathematics

THEORETICAL PERSPECTIVES -ELT IN MALAYSIA Principles Considered in the Eng lang programme Level of difficulty Gradation of difficulty Suitability to students Balance e.g. gender Variety Literary elements Intellectual development Strategies Consideration in the Syllabus Location- urban, rural Learning ability- slow, average, fast Mother tongue - Malay, Chinese, Indian , others Conceptual Basis Behaviourism Cognitivism Humanism PRINCIPLES OF KBSR ENGLISH LANGUAGE CURRICULUM- PRIMARY SCHOOL PRINCIPLES OF KBSM ENGLISH LANGUAGE CURRICULUM- SECONDARY SCHOOL

What are some of the feedback From stakeholders regarding the performance of our students and workers in the English language?

Feedback From Stakeholders Students excel in exams but not in workplace Difficult to source for good speakers of English Common Malaysian errors- phonology, sentence stress, word stress, structure, SV agreement, tenses Students lack confidence in speaking Students need confidence building English Language is not seen as a medium of communication but as just another subject in the classroom.

CHANGES IN THE ENGLISH CURRICULUM Pre 1975 – grammar-based syllabus 1975 – communication-based syllabus 1988 – skills-based syllabus 2003 – language use syllabus 2011 – Kurikulum Standard Sekolah Rendah (KSSR)

Identify the missing components in the ENGLISH SYLLABUS (PRIMARY) 2003 Social skills Pedagogical Approaches ? Learning How to Learn Contextualism Mastery Learning A? D? World of stories Grammar C? Vocabulary Writing Speaking Values and Citizenship IT skills B? World of knowledge

Grammar Sound System Vocabulary ENGLISH SYLLABUS PRIMARY 2003 Social skills Pedagogical Approaches Multiple Intelligences Learning How to Learn Thinking Skills Contextualism Constructism Mastery Learning Listening World of self World of stories Grammar Sound System Vocabulary Writing Speaking Values and Citizenship IT skills Reading World of knowledge

In the KBSM syllabus, the language skills are associated with purpose or use. Identify the missing items in the following summary of the language skills and contents. KNOWLEDGE subject disciplines ____________ SOCIO-CULTURE moral values social ethics citizenship globalization life-long learning real-life skills SKILLS Learning how to learn ________ Multiple Intelligences ______ A? obtain information process information LSRW D? VOCABULARY E? B? establish & maintain relationships social interaction C? respond to texts be involved in personal expressions Aesthetic Inter-personal Informational

LEARNING OUTCOMES : ENGLISH SYLLABUS 2003 (SECONDARY) KNOWLEDGE subject disciplines current issues SOCIO-CULTURE moral values social ethics citizenship globalization life-long learning real-life skills SKILLS Learning how to learn Thinking skills Multiple Intelligences IT skills INFORMATIONAL obtain information process information LSRW GRAMMAR VOCABULARY SOUND SYSTEM INTER-PERSONAL establish & maintain relationships social interaction AESTHETIC respond to texts be involved in personal expressions Aesthetic Inter-personal Informational

Structure of Curriculum content

Identify the THEMES & TOPICS suggested in the secondary syllabus People: self, _______________: care of open/common places in the c’mty e.g. recreational areas _______________: road safety – personal discipline Health: ________________ ________________ : discoveries – inventions e.g. telephone

THEMES & TOPICS (Secondary) People: self, family, friends Environment: care of open/common places in the c’mty e.g. recreational areas Social Issues: road safety – personal discipline Health: healthy lifestyle Science & Technology: discoveries – inventions e.g. telephone

World of __________-( self, family, likes and dislikes etc.) Teaching contexts (Primary) = 3 Worlds through which the language skills and language content are taught. What are the 3 worlds? World of __________-( self, family, likes and dislikes etc.) World of ________ – fiction and non-fiction (fables, stories about neighbours etc.) World of ________ - factual (nature, transport, health etc.)

Teaching contexts (Primary) = 3 Worlds through which the language skills and language content are taught World of self /personal relationship -( self, family, likes and dislikes etc.) World of story – fiction and non-fiction (fables, stories about neighbours etc.) World of knowledge- factual (nature, transport, health etc.)

Considerations for teaching the C.S Planning and organisation Integration Repetition, reinforcement and consolidation Teaching-learning activities Evaluation Others Task: Elaborate on the considerations given above.

Planning and organisation How would you organise the CS so that you can plan and teach systematically?

Planning and organisation Organise the C.S into manageable form – learning unit Learning unit –a series of lessons (6-7 lessons, depending on the proficiency level of students) organised around a theme or world, integrating the language skills with specific language content/s

Integration Explain what you know about integration. Why is integration important?

Integration Definition – a series of activities or tasks which use any combination of the 4 skills in a continuous and related sequence. Focus given to particular skill/s and/or language content Examples: L&S + grammar item L&S + sound system R + vocabulary W + grammar item/ text cohesion

Why integrate the skills? Practise and extend students’ use of particular language structure/function Develop students’ ability in 2 or more of the 4 lang. skills within a constant context Allows for continuity of activities (tasks are related and dependent on each other) Variety in activities hence stimulating Allows or recycling and revision of lang already taught

Helpful for remedial teaching Contd. Helpful for remedial teaching Lang. already familiar to students can be presented in new and different ways Gives confidence to learners Enhances teaching and learning of each skill Allows for development of 4 skills within realistic communicative framework Promotes awareness of how the different skills relate to particular communicative needs

Repetition, reinforcement and consolidation Why do we need to repeat skills or language content in our teaching? Cite example of how we do it.

Repetition, reinforcement and consolidation - Teaching of language skills in a spiral manner – build up cumulatively e.g. having taught students a certain skill or a combination of skills and the grammar items required, teacher should teach them related skills and grammar items, thus building up the skills and grammar in a cumulative manner Language skills, vocab, grammar items and sound system must be repeated often and used constantly to maximise learning and for retention

Repetition should be carried out using new material to avoid boredom Contd. Use a variety of tasks and activities that will enable learner to use language items repeated so that items are reinforced Repetition should be carried out using new material to avoid boredom - Help to develop students’ ability, knowledge and confidence to use lang. effectively and purposefully

Integration Theme: People - interest Process texts listened to by Level 1 Following sequence of ideas Taking part in social interaction by Giving and following instructions (oral)

CS (Form 1) Processing texts read by - Level 2: Identifying main ideas in simple paragraphs Identifying supporting details or ideas in simple paragraphs Presenting information - Level 1: Giving simple instructions orally and in writing Language item: Imperatives

Repetition, reinforcement and consolidation Theme: People - interest Tr asks students to name games they play. Students read a passage on ‘Games In school’ and answer comprehension questions. Students compare answers. Tr elicits verbs used to give instructions as used in the passage. Input on imperatives Students work in groups to come up with instructions on how to play a game. Feedback on instructions. Students give instructions to peers to play game.

Teaching-learning activities State some of the characteristics of good language activities.

Teaching-learning activities Language focus Authentic Task continuity Progression - gradual increase demands on learners Suit individual learner needs, ability and interest Class needs - mixed ability Learner centred Variety Balanced Literary elements Intellectual development

Assessment Continuous Feedback Ensure mastery before moving on to next set of skills

Integration of skills language content interdiscipline educational emphases co-curriculum (Language across curriculum) Ultimate aim: To produce a wholesome individual (JERI ) - NPE

KBSR- Kurikulum Bersepadu Sekolah Rendah KBSM – Kurikulum Bersepadu Sekolah Menengah Integrated Primary School Curriculum Integrated Secondary School Curriculum

Study the activities taken from school textbooks. Refer to the Year 3 / Form 1 Curriculum specifications. Identify the learning outcomes your pupils / students would achieve by carrying out the activities given.