Wednesday, September 2, 2009

How to approach and to solve for malay student can speak in english well

salam 1 malaysia..
so this subtopic we will be discuss about how to approach malay students to speak in english at least they are have confident and not ashamed to speak in english..
maybe both of you have any tips or ideas to share with each other..
anyway thanks you so much for your commen here..

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  1. Teaching of Maths, Science in English at crossroads
    It looks as if the teaching of Mathematics and Science in English has reached a cross-roads. There have been protests against the teaching of two subjects in English while others claim the approach is helpful. The flip-flopping over the years has not helped. It is possible that many teachers, especially in rural areas, were not ready to teach those two subjects in English. At the same time, the standard of English has dropped over the years.
    If the objective is to improve the standard of English, then much will depend on the quality of English-language teachers. A revamp of the curriculum and teacher-training would be required. More time should be allocated in school timetables for the actual teaching of English. Bring back grammar, literature appreciation and essay writing.
    Whether you think it’s helpful or not depends on whether you are in the rural areas or urban areas. In rural areas standard of English is very poor and most parents can’t read or speak English and so can’t help their children with Mathematics and Science. This means rural students are disadvantaged if we want to comparing with urban children. Instead of falling behind in 1 subject (English) which is non-compulsory, they fall behind in 3.
    On the other hand, English is the language of the Sciences so if you want to expand your knowledge, then you need to be familiar with English after we can to more knowledge about English language we also can prove it the mathematics and science also.
    There’s no clear cut victory on this issue for either camp. Personally, my opinion is if you want to improve English, emphasize on English subject instead of trying to improve English through technical subjects.
    People never fail to end up in that usual creek of shite when they let self-serving politicians play with education and turn it into a game of political football instead of making it the highest priority investment for the country followed by investment in good health and then the economy.
    So in order for you to say, quite rightly, “it’s the economy, stupid” you first need to have good education and good health as your twin national bulwarks.
    Otherwise by the natural law of human economics, your nationals will end up being paid in peanuts and treated as cheap disposable commodity fodder and used to power-up and enrich other much smarter and stronger national economies.

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  2. salam 1 malaysia again..

    i would like to share with my group and also viewer my blog members. so in this subtopic discuss about how to approach english language and i want to share second opinion is about which one teacher should be to know speak better in english when they are want to teach student in mathematics and science also.. i dont meant teacher does not speak in english but maybe have to know as far as they student have knowledge in english.

    According to a recent Star report, teachers who don't pass an English proficiency test might have to go back to school to brush up their English. My question is - what were they doing teaching Science and Math in English in the first place?

    I would have thought that English proficiency would be one of the subjects in which all teachers are tested for in teacher training school, not just those who are supposed to be teaching Science and Math in English. For these teachers, shouldn't the bar have been set much higher? Shouldn't they have been better trained to begin with?

    It probably has to do with the hurried nature in which this policy was implemented. The then political masters (under Dr. M) wanted to push through this policy in a hurry without first putting in the measures (such as adequate teacher training) to ensure that there was sufficient qualified personnel to teach both of these classes in English. Now, four years into this new policy, it's time to play catch up after complaints from all sides:

    The teaching of the two subjects in English was introduced in Year One, Form One and Lower Six in 2003. Since then, many parents have voiced concerns over the quality of teaching, including in the media. Their children, they said, were unable to follow the lessons properly as the teachers were less than proficient in English.

    I guess this is better than doing nothing about the whole situation and letting those kids who have poor teachers suffer. But again, this shows the seriousness of trying to implement a policy without putting in place the necessary infrastructure to support these policies.

    I wonder if the Ministry will place public the percent of teachers who have to go through an English 'refresher' course after failing this exam.

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  3. salam 1 malaysia...
    now i would like to share tips to speak in english especially for malay students. from my ovbservatiob and also my practical every day i think listen music can prove it our language also..

    Listen to English songs. Read the lyrics as you listen to the songs. Listen to your favourite songs and sing along to them.
    Choose a song such as Ella Fitzgerald's wonderful rendition of the classic "Blue Moon," a song that is not only beautiful but also practical for its interesting lyrics and a clear singing style. Start by creating a cloze exercise (i.e. fill-in-the-blank) and leave empty spaces for words that will challenge your students to listen carefully. You may have to play the song two or three times depending on the difficulty of the exercise or questions about vocabulary (e.g. "adore" not "a door.")

    When the close exercise is complete, play the song again and have your language students sing along with it. Stop the tape or CD at particular spots and rehearse specific sounds as members of your class may request.

    A few next steps may include an analysis of the lyrics on a grammatical level or an open discussion about the historical meaning behind the idea of the "Blue Moon," a topic that has the potential to lead international students to share other concepts of discovering love. Also, an introduction to the voice (both literal and figurative) of Ella Fitzgerald may prove interesting to students.

    While the development of English lessons and materials that utilize music can be accomplished through very practical means, several textbook series and websites are dedicated to helping language teachers make use of music in the classroom. Some materials will offer suggestions for in-class lessons while others spend more time explaining in-depth the value of music in the classroom - all of which can prove useful in the preparation of an English class. Here are a few links that will help the curious English instructor get started making music in their classroom.

    Student normally like hear music awhile they are studies because to avoid from bore during make it the homework, and release mind also. So my suggestion for all of friends you all need to hear English music to learn English because the lyrics have more word we can take it to speak English every day.

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  4. Reading skill’s - This is what most people would advise: read. Read anything and everything in English. You can read story books, newspapers, magazines, blogs, comics, English textbooks, instructions and ingredients on food packages, advertisements, etc. For story books, don’t force yourself to read something too difficult or something you know you won’t enjoy. Make reading fun! Read books that you ENJOY reading. I hate to read books that bore me too.

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  5. Reading Tips to Improve Your Listening Skills - Read the text as you listen to it on an audio book. Take advantage of audio books. Read a page and then listen to that page. Repeat once a day and don’t be lazy to repeat after you can do it better. Read aloud to each other in small groups. Each student is responsible for explaining new vocabulary in the paragraphs he or she reads. Ask your teacher to choose a book to read aloud to the class. Do a few pages each day. Listen to easy audio books in English on your way to and from work
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  6. Reading Tips to Improve Your Pronunciation – we need to Choose a paragraph and read aloud. Choose a paragraph and mark each sentence with a sound script (helpful pronunciation markup). This will help you read more naturally, and thus pronounce correctly. Sound script mean is Word stress and intonation within sentences is very important to correct English pronunciation. Recently, while creating a course on presentation skills in English, I came across a wonderful book by Mark Powell entitled Presenting in English. In it, there are "sound scripting" exercises which help learners become more expressive by taking sentence intonation skills to the next level. These examples uses a method of bolding key content words and CAPITALIZING the most important words chosen for the best emotional impact. This starts off with a simple sentence paragraph that an intermediate student might use to practice and ends with a more advanced selection that is typical of a presentation. Click on the example link at the end of each, then click back on your browser to return to this page. Choose a few sentences from your reading material and highlight content words. Read these sentences focusing on accenting these content words, while quickly speaking over the structure words. For more information on this technique read this article on English as a time-stressed language.

    Once you become comfortable reading a single paragraph aloud, read an entire page by reading a paragraph aloud and then reading one silently. Choose some nursery rhymes to practice. They will help you with pronunciation through rhythm. Read a short story or a few paragraphs to a friend who is also studying English. Compare the differences and discuss what might be the reasons for the differences. Nursery rhymes to practice meant is Read and Rhyme challenges students to pronounce target words as well as coming up with words that rhyme.

    This exercise is a great way to build an ever increasing vocabulary through sound association. You'll need a deck of cards that contains word recognition word learned so far, and a small sack. The goal of the activity is given a written regular word, the student can say the word with automaticity, as well as deepening students' knowledge of words that rhyme. Building pronunciation skills and building vocabulary through the use of rhymes. Read and Rhyme - students pronounce target words and improve knowledge of words that rhyme. Read a short story or a few paragraphs to a friend who is also studying English.

    Compare the differences and discuss what might be the reasons for the differences. Choose a paragraph, short article or newspaper story with new vocabulary. Use the Babylon dictionary or other online pronunciation resource to help you learn the correct pronunciation of these words. Read a play with some friends. Each friend takes a different part. Start with short scenes. Once you are comfortable, read longer pieces together. Babylon is by far the most useful, intuitive dictionary and translation tool for use with a computer. The ease with which you can call up definitions, translations and more makes this dictionary a 'must' for serious language learners and professionals.

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  7. Reading Tips to Improve Your Vocabulary - Construct vocabulary trees from short stories or articles you are reading. Vocabulary trees meant is Vocabulary charts can be very useful in helping students widen their passive and active vocabulary based on related word group areas. Typically, students will often learn new vocabulary by simply writing lists of new vocabulary words and then memorize these words by rote. Unfortunately, this technique often provides few contextual clues. Rote learning helps "short term" learning for exams etc. Unfortunately, it doesn't really provide a "hook" with which to remember new vocabulary. Vocabulary charts, on the other hand, provide this "hook" by placing vocabulary in connected categories thus helping "long term" memorization. In this lesson, you will find a printable vocabulary chart and a lesson outline focusing on creating in-class vocabulary charts.

    Second ways in improve our vocabulary is Build mind maps based on the stories or articles you are reading. Photocopy a page or an article and highlight all the words you do not understand. Look up those words and add them to your vocabulary diary. When you come across a word you do not understand, first try to understand based on context. Focus on prefixes and suffixes and find examples in a text you are reading. Underline and try to understand based on the prefixes or suffixes. Try to come up with the antonyms. These are words with an opposite meaning and are often related (unhappy - happy, misinformation - information, etc.)
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  8. Reading Tips to Improve Your Grammar - Focus on various tenses or forms, by highlighting examples of a specific form in a text you are reading. Highlight all auxiliary verbs in a text. Discuss which tenses take the highlighted auxiliary verbs. Choose a few sentences from your reading material and highlight content words (main verbs, nouns, adjectives, adverbs) in red and structural words (articles, auxiliary verbs, any and some, etc.) in yellow or another color. Find linking words (although, however, but, first, next, etc.) and notice how they relate sentences to each other. Meant is often surprised at how focusing on the "stress - timed" quality of English helps students improve their pronunciation skills.

    Students often focus on pronouncing each word correctly and therefore tend to pronounce in an unnatural manner. By focusing on the stress - timed factor in English - the fact that only principle words such as proper nouns, principle verbs, adjectives and adverbs receive the "stress" - students soon begin sounding much more "authentic" as the cadence of the language begins to ring true. The following lesson extends previous lessons by developing student ears' sensitivity to the rhythmic quality of English.

    Improving pronunciation by focusing on the stress - timed nature of spoken English. Comparison of unnaturally and naturally spoken English by looking at the tendency of some students to pronounce every word correctly. Listening and Oral repetition exercise developing student ears' sensitivity to the rhythmic quality of English. Upper intermediate - recommended for upper level students who have a high level of understanding, but are having problems with fluency in communication caused by pronunciation problems.

    Use a text as a basis for a sentence auction in class. Change some of the sentences to an incorrect version and see if you can fool your classmates into thinking they are correct. In small groups, highlight sentences using different tenses. Each students explains the reasons for the tense in each sentence. Mark-up a few sentences from an article selecting subject, auxiliary verb, main verb, adjective, etc. sentence auction in class is Holding 'Sentence Auctions' is a fun way to help students review key points in grammar and sentence construction while having some good fun. Basically, students in small groups are given some 'money' with which to bid on various sentences. These sentences include correct and incorrect sentences, the group which 'buys' the most correct sentences wins the game.

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  9. What I have gone through of my school days, I have found there are a few elements can be highlighted why the students especially Malay cannot speak and write fairly good in English.

    We can accept that the students can not speak well in English because their environment is Malay spoken. Normally in National Schools they don’t have any friend from the other races such as Chinese and Indian whom they can try to practice to speak English. The only chance they can speak English is to their English Teachers or to the non-Malay teachers if any in the school. However yet we can improve the English teaching by identified the best method to this type of students.

    The shy feeling they had and fear to make mistake also not courage them speaking in English to their Malay friends and their teachers. What the best we could done to solve this problem is to put much time on speaking when they are in the English classroom. Not just one way communication as always practiced before where teacher speak to his/her students but courage them to speak among themself. The teacher could create some activities which their student can use English language to conduct the activities.

    With the time table which contains one period per day for English subject we don’t see why they cannot speak fluent English by they come out after 11 years in schools if the stress of English speaking is given priority.

    If we can provide them with very basic skill of English speaking and build a confident in his/herself surely they can practice the language to foreign tourist or maybe to Chinese or Indian who can speak in English. By this way they can develope their language skills and definitely they can speak English fluently.

    The way we teach English in Malaysia should be different from the English be thaught in England or in America. We have the different environment from those countries so certainly we have to apply different approach in order to achieve the success in English teaching.

    The second important beside speaking skill should be stressed in English is writing. As long as I remember the English teachers in schools never ask me to write a composition. Compare to Bahasa Malaysia subject I were asked do a lot of compositions. No wonder we good at Malay writing but worst at English writing. By looking at their student work of compositions the teachers could monitor the skill of their students’ writing and then from it they could find the ways to improve their student writing.

    Compare to speaking , writing doesn’t need much time done in the classroom. The teachers can ask their student do the composition at home and only give some comments what the mistake they had done when they back in the classroom.

    Writing skill is become very important when the student got a job. Especially in the private companies or foreign companies, most of the letters, reports and documents should be written in English in order to be understood by others. The chance to get a job and promotion will be an advantage if the worker can speak and write English well.


    Today, the English language is widely used throughout the world both as a medium for written and oral communications. It is one of the official subjects in our country’s formal educational system. There are various ways and methods in acquiring English language: through natural development as a mother tongue, formal classroom lectures and self- development learning. However, specifically for the oral communication, the only way to acquire is to speak and continue to practice the language. Hence, this research study is to experiment a self-practice method that may provide an effective way for students to develop their English oral communication skill successfully. The self-practice method is done in a small group among close friends to enable students to learn more comfortably, and confidently. The results of the experiment showed the self-practice method may be effective if the program is assessed academically with lecturer-facilitator support.

    In education, there are various methods of learning that can develop students’ knowledge. Some of the most common ones are lecture, demonstration, discussion, active-participatory method, open learning [eg. distance/e-learning] (Tony, 1991). However, the recent emerging trend of shifting teaching techniques oriented towards learning methodology focus has gathered increasing momentum. One of the effective learning methods which is suitable for students in developing their English is Experiential Learning method. It allows experiencing, and reflection (Kolb et al., 1974). Leslie echoed similar comment that individual learning started from experiencing something by action and feeling (Leslie, 1996), while Tony argued that “feelings are part of any experience which if explored and analysed, can help increase self-insight” (Tony, 1991). Another researcher who supported experiential learning that can help solve real life or work-related problems is Revan (1983). Most importantly, Blanchard et al. (2004) claimed that experiential learning enables learners to practise their newly found skill. LoLo, Lajuni & Yee

    (2005) summed up that “Preparation and Persistent Practice Produce Positive Performance” (Lo, 2005) The commencement of a program required a small group of students who are interested to develop their English communication skills. The group size ranges from 10-15 persons who are well acquainted and close to each other. The group is formed through students’ own-initiative after being briefed on the objectives and structure of the program. There is no limit for the number of groups running concurrently and each group is encouraged to practise 2 hours per week for at least three months. During the practice sessions, each member of the group will have the chance to communicate through various role plays. A group’s participant-facilitator is appointed for every session to conduct the program. According to Tony, the greater the involvement of learners in the learning process, the greater the learning (Tony, 1991). It is advisable to have a third party facilitator, preferably a lecturer to facilitate the program in order to provide better guidance. However, the program required students’ independent learning because it is common for students to chitchat and communicate with each other on informal matters without the presence of a lecturer. The students are allowed to be flexible on the program structure and employs creativity to make the program more interesting and fun. Ultimately, the students are expected to develop their communication skills as well as building their self- confidence and interpersonal skills through regular interaction (Please refer details of program in Appendix I).

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  12. Generated some positive results as expected. It proved that the students learned more comfortably in small group together with close friends. It reduced intimidation, shyness, and nervousness. In the process, they became more confident in learning which in turn gradually improved their speaking and communication abilities. However, the challenging part may be the general English enhancement as there was no English instructor present to correct the mistakes made by the students. Nevertheless, learning English theory is not the purpose of this program. Its objective is to develop students’ oral communication ability. Majority of the students who participated in this experimental research give the feedback that self-practice method is quite challenging (though they took the initiative) because it requires self-motivation.

    Most of them still can’t reinforce the learning activity toward their ultimate goals perhaps due to their commitment level. Nevertheless, they confessed that if the program is assessed under their academic curriculum they will be more committed to it. They also requested a lecturer-facilitator to guide them to keep them going. In other words, the discontinuation of the program doesn’t reflect the failure of the self-practice method but merely lack of motivation. The two motivational factors as identified are official assessment of the program and availability of lecturer-facilitator support. Hence, to a certain extent, the experimental study proved that the students could develop their English communication skills through the self-practice method.

  13. I can relate to the unease of many who feel that Bahasa Malaysia appears to take a back seat in many cases in our beloved country, especially larger cities like KL. It is no secret that many non-Malays are not really fluent in the national language which can cause a lot of problems in understanding Malay culture and affairs, no thanks to our segregated education system. It's OK for Malays and Malaysians to learn more languages to get ahead in world affairs, but for Malays to have to converse with their non-Malay brethren is another matter.

    It is no wonder Anwar Ibrahim and the Pakatan Rakyat is adamant in abolishing the teaching of Science and Maths in English which they deem as not only eroding the stature of BM on her own hinterland, but also corrupting the whole Malaysian education system, should they come to power anytime.

    Instead of waiting for the fate of the controversial policy, let's sort out other ways to revive the dignity of Bahasa Malaysia, quickly. I hope the following ideas will materialise without much controversy, though they may require money:

    1) Increase usage of BM in Malaysian web site. This should really apply to retail, corporate and services based websites. Many GLC websites are only available in English. Perhaps we are already used to searching info in English, yet Malaysians especially Malays will definitely be delighted to see their favourite sites speak their language. Kudos to Facebook and Friendster for that!

    2) Non-Bahasa newspapers should dedicate a column to Bahasa just like the Star has Mind Our English. In this way non-native Malay speakers will have a better idea of how to speak Bahasa more fluently.

    3) The Dewan Bahasa and Pustaka should strive to add new words, including urban slangs and new tech jargons, into Bahasa, actively and reasonably. Perhaps they can liaise with Pusat Bahasa in Indonesia to enrich the Nusantara language together.

    Nowadays Malay youths used kitorang, korang and diorang are used in place of kami, kamu and mereka for "we" (exclusive), "you" and "they" respectively. I think it's reasonable to absorb these slang pronouns as they originate from existing Bahasa words. But ai andyu in place of saya and awak? Lu pikirlah sendiri.

    4) Let's have a law to check on those who made insulting or derogatory remarks on BM. Or rather, each and every language on Earth, to be fair.

    5) Do something to revive modern Malay literature, which I hear is in some kind of rut right now. Are all the lectures and seminars held by renowned Bahasa authors not enough? Translated works are fine as they can add more Bahasa books in bookstores and libraries, but let's go for originality.

    Please do not see this as any way to undermine efforts to improve the Malaysians' standard of English. In fact, I believe people will only want to learn foreign tongues if they do not see it as a threat to the local lingo. Look at mainland Europe. Though publications, signages, eatery menus and TV shows in English are hard to come by in, say, Germany, yet many of their citizens are fluent in half a dozen languages, as long as they know how to take care of their bahasa, their jiwa bangsa.

  14. salam 1 malaysia...

    Understand Why You Must Learn English!

    English is a widely used language today. In its spoken and written forms, many people around the world use English to communicate with one another. It is also the working language in most countries.

    English was also the first language used on the Internet, until other languages, such as Chinese, Spanish, French, German and Japanese, began to be used on the Internet. It is estimated that 60% of Internet websites will be in English in the next few years.

    While you may now realise that English is a predominant language throughout the world, you may wonder, "Can I not learn it? After all, I�m not a native English speaker and I love my own language."

    Well, if you�re a regular Internet user, we ask you to answer the following questions honestly:

    1. How often have you had difficulties trying to understand what is written on the English Internet websites that you frequent or come across?

    2. How often have you experienced difficulties trying to express yourself in English Internet chat rooms, and how often have the users in those chat rooms misunderstood you?"

    For the irregular Internet user, we ask you to answer the following questions honestly:

    1. How often have you found yourself tongue-tied trying to communicate with another person in English?

    2. How often do you find yourself under stress because you have to write in English?

    3. How often do you have to check the dictionary while reading an article or story in English?

    4. How often do you have to read and re-read a piece of writing before you can understand it, if at all?

    If any of your answers to the above questions is "All the time!", "Most of the time!", "Many times!" or "Several times!", then you know you really have a problem with the English language and you should try to improve your English language skills now.

    Even if you live in a remote area or distant city where everyone speaks your native language (and it is not English), chances are you will be working like everybody else once you finish school.

    Since the working world and the Internet predominantly use English, you will be at the losing end if you do not know the language. So learn it now while you have the opportunity!

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  15. salam...

    Learn To Appreciate And Love The Language!

    English is an interesting and, some may say, beautiful language. It is very lively because you can express the same idea in more than one way. For example, a person asking for directions to a toilet may say:

    1. "Excuse me, may I know where the toilet is?"

    2. "Excuse me, do you know where the restroom is?"

    3. "Hi, can you tell me where the john is?"

    4. "Hi, please tell me how to get to the Gents from here."

    Of course, there are more ways to express the same idea above, but depending on your mastery of the English language, your choice of words may be limitless.

    It is useful, though not necessary, to appreciate and love the English language if you want to master it. This principle applies to all other languages. If you appreciate and love the language, you will find that you will be more motivated to learn it.

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  16. Making the use of English a complete culture of sorts in school

    While holding competitions and making them read English books may not be new one still must look at these long established ideas to see why they did not work. Most failed because of the lack of support given to them by the administration of schools. The MOE must inculcate into the minds of principals and headmasters/headmistresses that they want them to rigorously implement programmes to improve English in schools.

    If possible, use English for announcements, notices and signage in school. There is no better way for students to learn English than to hear and see it everywhere and every day! Radio broadcast in English must be played over PA system in canteen before, during recess and after school. Selected TV programmes in English could also be shown at such times in such places or other selected ‘English Corners’.

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  17. Advisory Group

    Having outside help is always very practical. However, those mentioned in the article are mainly people from institution of higher learning and as such are high in the clouds. School situations must be looked at by people who have experience in schools.

    Many current and retired teachers are very good in teaching English in schools and their expertise must not be ignored.

    Having meetings and dialogue with them is not good enough because after hearing them and when it comes to policy making, their ideas would be forgotten!

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  18. Bridging the gap between rural and urban areas

    It is not the geographical location we need to worry about only for in urban areas the gap between schools is just as wide! What we should identify are schools with low English performance index (LEPI) and then deal with them accordingly.

    Such schools should be provided with better trained teachers instead of fresh teacher training graduates. Although it is easier to coerce new teachers to serve in unsavoury rural and semi-rural areas, they do not make the best teachers one must agree. Therefore, may I suggest that good teachers be sent from established urban schools to LEPI that are within travelling distances from their present place of residence. They can be replaced by new trainees who would then serve for two years as a sort of internship before being sent out to rural and semi-rural areas and enable experience teachers to return to where they were formerly. This type of rotation is more reasonable and will get better results.

    Special allowances should only be given for teaching English in LEPI schools as an incentive rather than to all teachers teaching English.

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  19. Mentor system

    The mentor system should apply not only to English teaching but to all subjects. However, in the case of English teaching, the use of foreigners may not be so suitable as they lack basic background to the workings of the Malaysian Education system. Instead, local teachers could be used when such teachers are identified and given training. The rapport with local teachers would be better. It also gives local teachers a chance of promotion (make this a promotion job) thereby further encouraging them. Foreigners must be utilized as stop-gap teachers in non LEPI schools as urban children take to them better and in the Ministry as curriculum developers.

    I hope these comments are taken note of by the correct people and that others who are experienced in this field will contribute more suggestions to ensure that our MOE implement something that is workable for the good of the nation.

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