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Interactive learning: Mohd Zawawi (second from left), Farris (second from right) and state education director Zakaria Hussin (in red shirt) mingling with students after the launch of the English theme park at SK Kuala Berang in Kuala Terengganu.

KUALA BERANG: Students in the rural district of Hulu Terengganu will have a fun time learning English, with the setting up of an English theme park here.

The third such interactive learning centre in Terengganu, the Kuala Berang English Theme Park is located within the compound of SK Kuala Berang and is meant to serve 63 primary and secondary schools in Hulu Terengganu.

“It is important to make sure our students are competitive internationally,” said Mohd Zawawi Ismail, state deputy chairman of the executive committee for education after opening the theme park yesterday.

With thematic learning features such as a mini-theatre for drama activities, mini-library, a story-telling corner and an educational giant snakes and ladders game, the learning centre aims to provide an entertaining environment for the teaching of English.

The English Theme Park project is a collaboration between Exxon Mobil Subsidiaries in Malaysia and the Terengganu education department.

The first English Theme Park was built in Kemaman in 2003, and its success led to the construction of a second one in Tok Jiring, Kuala Terengganu, in 2009.

by Joseph Kaos, Jr.

Read more @ http://thestar.com.my/news/story.asp?file=/2013/2/2/nation/12656045&sec=nation

It may be a creative craft to many but art can also be used to develop language skills.

ART-BASED activities are often mistakenly viewed by some teachers as a “recreation” or “leisure time” activity.

They see it as a much-needed “respite” period for themselves and their students.

In actuality, these activities are ideal teaching and learning tools, especially for developing English language skills.

In Early Childhood Education particularly, art should be seen as a vital, positive, learning and communication tool.

It should not serve only as an optional extra or something to do when a “diversion” or “time out” is needed from more mentally-challenging study.

Art can be used as a key medium for young learners to communicate and represent their own ideas, hidden feelings, inner emotions, past and present experiences as well as demonstrate their individual understanding of the world.

It is through art that learners are free to depict and express their personal interpretation, meaning and appreciation of people, places, things and events that are part of their immediate environment.

This can occur in a non-verbal form. Spelling skills are not required nor is a knowledge of correct grammatical structures.

Instead, the “picture” becomes the “message”, couched in a myriad of “pictorial words”.

Introducing terminology

While free artistic expression is important, art-related skills and techniques need to be taught and art-related knowledge imparted.

Over time, young learners should encounter art vocabulary such as medium, style, paint, pastel, clay, crayons, watercolour, lead pencil, charcoal, oil, acrylic, primary and secondary colours, line and texture.

Other terms that can be introduced include landscape, portrait, abstract, pop art, caricature, still life, cartoon, modern, contemporary, narrative, expressionism, classical, fine art, lithograph, sculpture, pottery and mosaic.

The advantages of the arts go well beyond appreciating the creativity of others or the personal enjoyment and satisfaction of having created something by yourself.

Artistic pursuits in a classroom can significantly add to the personal development of an individual — culturally, emotionally, cognitively, socially and even spiritually.

Art can be used to learn about the past, the present and what others think the future will bring.

It is a way of seeing the “magic” and “magnificence” of everyday things. Hidden lessons

It is through the personal encounter with works of art, such as art gallery visits, that students learn to “interpret”, to “critically analyse”, to “discern hidden and multiple meanings”, to “detect purpose” and to “respect alternative points of view”.

All these skills are “transferable” to the other art forms, ie. drama, dance, media and music. They can also be used to study an additional language such as English.

by Keith Wright, the author and creator of the 4S Approach To Literacy and Language (4S)

Red more @ http://thestar.com.my/education/story.asp?file=/2013/1/20/education/12322341&sec=education

This week’s Exploring English looks at possible ways that can be used to enhance a young learner’s educational journey.

THERE is a belief that the three greatest human influences on a child’s early development are the mother, his or her siblings, and the early childhood teacher.

From the teaching aspect, it is imperative that teachers and tutors remember the three basic truths.

Firstly, Early Childhood Education (ECE) learners are NOT adults; secondly, they are copy-cats and thirdly, they are impacted both positively and negatively by the environment in which they dwell.

What can be done

In an ECE learning environment, the wise and professional teacher will therefore endeavour to:

·Employ teaching techniques and strategies that are appropriate to their students’ cognitive, emotional, physical and social developmental stages.

·Establish rules and boundaries of behaviour from the outset so that learners know what is acceptable in the classroom and school domain, and what is not.

To that end, discussions should be held with students on how they think everyone should act when learning, playing and interacting with others.

·Create a “print-rich” learning environment using words relevant to the children’s lives.

For example, display posters on road signage, commercial advertising, brochures, restaurant menus, labels, names of streets, local places and prominent personalities.

·Establish a “Wall of Words” — Display words that are regularly used in the classroom, home or community, in sport and in recreation.

Example: words that express feelings, attitudes and emotions as well as words that children will want and know how to use when reading and writing their stories.

·Create a class photo board — individual, group and class photos of various activities and memorable events as well as a birthday section that is kept up-to-date.

The children can also add photographs and names of their favourite actors, singers and sports celebrities.

·Create real-life experience settings in the classroom that are relevant to the children’s interests, experiences and play.

Example: Set up a shop, restaurant, bank, medical centre, etc.

·Collect a personal “treasure chest” of activities, games, objects and ideas that can be used when needed.

Puppets, puzzles, giant jigsaws, crosswords, building blocks and odd items such as a boomerang can come in handy according to the story or activity that is carried out.

·Provide props to promote real-life role plays as “fun”-teaching tools, eg. menus, telephone.

Pretend the classroom is a bus, a train, a ferry or a plane. One child can be the driver, captain or the pilot — others are guards, ticket collectors, flight attendants, the crew and the passengers.

·Foster art, music, drama and traditional language-learning techniques to provide the young learner with variations in language-linked experiences.

It will also allow them the opportunity to express their personal understanding of their immediate environment and the world in which they live.

·Adopt various teaching and impartation methodologies such as the Cognitive Code, Phonic-Sound based teaching methods as well as Situational, Functional, Notional, and Task-Based Learning.

·Ensure the way you teach is always appropriate to the learner’s age, development, maturity and skill level — especially the language functions imparted.

·When students need to be calmed down, a low-energy, low noise activity such as non-verbal, facial portrayals of emotions and feelings can be introduced and soothing music played.

·Be patient and wise. Keep your sense of humour and remember that “children will be children”.

·Give recognition and rewards for positive effort and behavior, eg. certificates, stickers or establish an Award/Honour Board.

·Do not “punish” mistakes. Instead, use errors as a guide to planning repair and revision strategies.

·Encourage students to respect each other. Don’t allow them to laugh at another’s mistake. Encourage them to recognise and praise the efforts of their peers.

by Keith Wright is the author and creator of the 4S Approach To Literacy and Language (4S)

Read more @ http://thestar.com.my/education/story.asp?file=/2013/1/6/education/12322338&sec=education

Skip away: All children should be exposed to physical outdoor activities such as skipping, ball-catching and running.

When teaching young learners, it is vital to remember that initial, formative experiences help shape their lifelong educational development.

EARLY childhood education is important for young children as it helps develop their intellectual, social and creative skills.

With this in mind, the next four editions of Exploring English will focus on teaching young learners for whom English is an additional language.

The role of the Early Childhood Education (ECE) teacher is analogous to that performed by the team of professionals responsible for the construction of a multi-storey building; from the initial conceptual, design and architectural stages to the foundation, engineering and construction processes.

More specifically, just as the ultimate height of a building depends significantly on the depth and strength of its foundation, so too can the eventual “height” of an individual’s educational achievement be determined by the “foundations” put in place by the ECE teacher at this early education stage.

This education truth is even more applicable to the ECE teacher responsible for establishing the education foundations of the young learner for whom English is an additional language (EAL).

These initial, formative experiences can be the most crucial components in an individual’s educational development.

It is the building of an attitudinal “foundation” that will positively influence, guide and motivate the learner throughout his or her lifelong educational journey.

This particular educational phase is also important for inculcating independent and group learning attitudes as well as the willingness to question, explore and think critically in a fostered environment.

Development goals

The overall, paramount objective of the ECE-EAL teacher during this vital period is the development of the “whole person”.

Central to this developmental process is the creation of a safe, supportive, stimulating and inclusive learning environment where alternative opinions and cultural, religious and personal diversity are respected.

by Keith Wright, the author and creator of the 4S App- roach To Literacy and Language (4S).

Read more @ http://thestar.com.my/education/story.asp?file=/2012/12/16/education/12322314&sec=education

Just like studying, there are many ways to teach and these are directly related to the learner’s acquisition of knowledge.

LEARNING is a life-long process that varies in its intensity depending on personal motivation, opportunities, the expectations of others, the need to know, and one’s financial and scholastic capacity.

Positive learning outcomes are maximised and the learning process is most effective when the learning environment is non-threatening, comfortable, adequately equipped, supportive and “owned” by the learner.

Learning is also most effective when it begins with the “Simple” and the “Known”, and sequentially proceeds to the “Complex” and the “Unknown”. This can be carried out by building on the foundation of a learner’s prior knowledge and “environmental” experiences.

It can be accelerated by using technology that enhances traditional auditory, visual and kinaesthetic teaching techniques, eg. computers, Power-Point presentations, videos, DVD’s and CD’s, tape recorders, video cameras, CD and DVD players, television, etc.

The learning process

Every learner should be seen as an individual and the teaching strategies used should, as much as possible, be learner-centred.

Initial teacher-direction and demonstration will gradually result in exploration and discovery on the part of the learner to the point where the learner “owns” the learning process.

In pursuing a learner-centred approach to teaching, tutoring and training, prominence must be given to the concept of the student being “an independent learner”.

In turn, the teacher, tutor or trainer should adopt the role of guide, facilitator, mentor, counsellor, adviser and the person to whom the student later turns to for confirmation, correction, conferring and commendation.

The objective of any learning process, especially the acquisition of English language skills, is the development, exploration, repair, reinforcement and on-going enhancement of conceptual understanding.

Providing opportunities for learners to think critically and creatively about the English language, to solve contextually-related problems, and to make appropriate decisions in relation to the use and function of words and constructions, are keys to achieving this goal.

Factors such as gender, socio-economic status, cultural and linguistic heritage — and even city and rural living — can influence and shape an individual’s attitude towards learning.

Developing a relationship and rapport with each learner is crucial for effective teaching.

The professional teacher needs to know as much as possible about his or her students: their full name (and nickname), family and cultural background, religion, special interests, personal likes and dislikes, pets, things they like to do, etc. In other words, a detailed, personal profile.

The 10 P’s of Teaching

Teachers and tutors should also take into account the 10 P’s of teaching:

i) Professionalism

ii) Purpose

iii) Planning

iv) Preparation

v) Profiling

vi) Presentation

vii) Punctuality

viii) Personality

ix) Persona

x) Perseverance

by Keith Wright, the author and creator of the 4S Approach To Literacy and Language.

Read more @ http://thestar.com.my/education/story.asp?file=/2012/12/2/education/11611136&sec=education

Reading may not be everyone’s cup of tea but here are some tips on how to get low-skilled learners to embrace it.

MANY educationalists contend that of the six macro English skills: reading, listening, viewing, speaking, writing and interpreting; reading is the most influential.

A child who is a reader will be more confident when speaking, display a greater flair when writing, and be more imaginative when interpreting.

Certainly, regular reading has a long-term, positive impact on the student who is a low-skilled learner, and for whom English is an additional language.

Reading should be made a central focus of any teaching programme for them.

With this in mind, here are some recommendations for teachers on getting these students to read:

1. Create an English language-learning environment in the classroom.

Provide a comfortable, attractive, cosy and quiet area for reading; think easy-chairs, bean bags, rugs and cushions.

Ensure the lighting is suitable. Display literature-related posters and pictures.

2. Establish a library facility.

Build a library of books that support various reading skill levels and interest areas.

The books should be of different genres eg. fiction, non-fiction, poetry, drama, comedy, history, comics, etc.

Have a regular session each week that is “Library Time” — a period when learners browse the books in the class library or the school library.

3. Adopt a “Let Them Choose” policy.

Without limiting the need to experience various genres and while being vigilant about monitoring for “objectionable content”, learners should be allowed a high degree of control over their reading selections.

4. Expose students to the different literature genres.

While still maintaining the policy of “Let Them Choose”, gradually expand each reader’s range of fiction to include adventure, fantasy, mystery, science fiction and historical fiction.

5. Build a selection of books that have VCDs or CDs that narrate popular stories.

Children with major reading difficulties benefit from hearing while reading, ie. listening to an audio version of the story as they read the book.

6. Set aside regular times in the class for reading.

Instigate times when the class members are free to just read.

Make group reading times vibrant, enjoyable experiences. Add in role-playing for some fun.

7. Encourage students to share their experiences.

Provide the opportunity for an individual to tell the class about a book he or she has read or is currently reading.

8. Encourage the telling and re-telling of stories young learners know.

They can also make up their own stories or rehearse a fairy tale.

Show a picture or graphic and have the students interpret what they think it is about.

9. Enlist parental and sibling support.

Ask parents to encourage their children to read books at home, to take them to the local library regularly and to buy “good” books.

10. Ensure that reading is enjoyable.

It is so important that young learners do not see reading as a chore but instead as an enjoyable, satisfying experience.

11. Remember the slow learners.

Where slow learners are involved, it is always wise to have a set of classic or famous books in their modified or easy-to-read format.

by Keith Wright, the author and creator of the 4S Approach To Literacy and Language (4S).

Read more @ http://thestar.com.my/education/story.asp?file=/2012/11/18/education/11611112&sec=education

Active participation: Teachers should point out errors and give corrective feedback in a sensitive manner so that the learner achieves the target language. — File photo

To raise the levels of English proficiency amongst students, there is a need for teachers who can create a language learning environment that is supportive of a student’s needs.

HAVING said goodbye to her mother, a little girl was walking into her kindergarten when she was stopped in her track by these words, “Hey girl, you never say me good morning.”

The utterance, intended to be a greeting of sorts, came from a smiling young worker and fell within my earshot.

My first reaction was to take my daughter out of the kindergarten and go somewhere where proper English was used.

After some consideration, I decided to let her remain. My daughter has since grown up and is attending college today.

However, these words have never stopped ringing in my ears. Every now and then, I am reminded of the input that our young learners receive in formal schooling.

As many will agree, the episode I have related is not an isolated case.

We laughingly call it Malaysian English or Manglish, but it is no laughing matter from the education standpoint.

Some linguists would rise to the defence of Manglish by pointing out that Manglish is not grammatically wrong all the time but only peculiar to Malaysians.

In fact, there are journals such as World Englishes that are devoted to researching varieties of English and stimulating the debate on the myth of “proper English.”

Varieties are not limited to geographical locations but cut across electronic space, media and popular culture (especially for young people).

So, before I get misunderstood for being too stuffy, judgemental and prescriptive, allow me to say that my dream is one where we can all use the local variety to connect with our countrymen but yet be aware of grammatically sound English.

I am reminded of an article that I read many years ago, entitled “Singlish, cannot meh?”

Yes, to draw a parallel, “Manglish, cannot ah?”

My answer is “Why not Singlish, Manglish and the lot?” if we can use grammatical English at will, to our advantage, and when the occasion calls for its use. It is about appropriacy.

To reach this level of English proficiency, the question is what can be done and at which stage of formal learning?

Starting ‘em young

Let us begin with primary education.

In the area of English education, what needs to be transformed in primary schooling in our country?

As a nation that is eager to improve its education system, this question is constantly asked.

by Assoc. Prof. Dr. Tan Kok Eng.

Read more @ http://thestar.com.my/education/story.asp?file=/2012/11/18/education/12259219&sec=education