Teaching ESL

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CHAPTER ONE:                                          INTRODUCTION

In Malaysian classroom, a teacher had a solid control in the classroom, the interaction pattern where the teacher selects a student to answer her questions is observed by Samuel (1982) in his study in a Malaysian school. This pattern occurred particularly when the teacher employed the questioning strategy during the course of teaching. After answering the teacher’s question, the student “gave the turn back to the teacher” (Samuel, 1982, p. 129). Hence if the teacher chooses this pattern of interaction, participation of students will be highly controlled by him or her.

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When having teachers in monologic interaction, the class instructional practices will be on structured, discipline but it kills the desire to learn from the child instinct and at the same time does not arouse the critical and the creativity of a child. And this is totally different from the knowledge of the policy because in Malaysia Education Policy, it is stated that a teacher’s jobs is to nurture the child’s critical and creative thinking. When a lesson that is supposed to practice on communicative language teaching ends with the teacher instructing and being authoritative in the class, it kills the desire to learn.

In his findings, Ruzlan (2007) further found that all the questions posed by the teachers were the closed-ended in nature, where the children were anticipated to arrive at certain answers expected by the teachers only.

At the same time, it was found that the majority of questions set by EFL and Science as content taught in English classes were low level and factual, and not designed to encourage critical thinking on the part of learners. Again, there was a mismatch between what is stipulated by the national curriculum and how teachers actually teach in terms of posing questions. While national policy stipulates helping learners become critical thinkers, teachers seems concern with others, short term goal. For instance teachers’ belief about their students’ academic needs and what they should do is tailoring their questions to align with examination purposes at a low level factual category (Habsah Hussin, 2006).

It is proven that the practice of the policy is more on finishing the structured syllabus prepared by the school curriculum division rather than full filling the philosophy of education that is in building the students with the efforts towards further developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonic, based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent,

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