Sustaining the Implementation of Dual-Language Programme (DLP) in Malaysian Secondary Schools

2019 ◽  
Vol 7 (1) ◽  
pp. 91-97
Author(s):  
Ashairi Suliman ◽  
Mohamed Yusoff Mohd Nor ◽  
Melor Md Yunus
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Dual Language ◽  
English Language ◽  
Jel Classification ◽  
Student Perspective ◽  
Mathematics Students ◽  
Programme Implementation ◽  
Policy Makers ◽  
And Mathematics

Objective - The implementation of Dual-Language Programmes (DLP) in the teaching and learning of Science and Mathematics is an initiative under the ‘Upholding the Malay Language and Strengthening the English Language’ (MBMMBI) policy. Though it has some similarities with the previous policy known as ‘English for the Teaching of Science and Mathematics’ (PPSMI), its execution is idiosyncratic in its own way. Since its inception in 2016, the programme has entered its third cycle involving students in primary and secondary schools in Malaysia. The curiosity to scrutinise the programme implementation has led to this study. The study aims to investigate the execution of this programme and to assess its sustainability. Methodology/Technique – Gleaning through the students’ language capabilities, attitudes, teachers’ support and acceptance of the programme, the study uses a questionnaire with open-ended questions and focus group discussions to unravel the aforementioned issues. 1,530 students from secondary schools across Malaysia were selected as the respondents of this study. Findings - The results reveal findings that may represent a measure on the direction of this programme. Looking from the student perspective, the challenges confronted in addition to those put forward may further serve as an indicator for the sustainability of the program. Novelty – This study infers how the programme can be further enhanced in terms of its implementation in its fourth year since inception. The findings of this study may assist policy makers in shaping the direction of the programme. Type of Paper: Empirical. Keywords: Dual-Language Programme (DLP); Sustainability; Science and Mathematics; Students; Policy and Programme Implementation. JEL Classification: A20, A23 A29.

scholarly journals An Evaluation of Sub-Skills (Vocabulary, Grammar and Pronunciation) in the Grade 9 English Textbook of Afghan Secondary Schools

2019 ◽  
Vol 8 (5C) ◽  
pp. 1236-1241
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Policy Makers ◽  
School Textbook ◽  
English Textbooks ◽  
Grammatical Structures

English language is a part of the school's curriculum in all levels in Afghanistan as a foreign language. Despite it being including for decades, very little research has been done in regard to the quality and evaluation of the ELT English textbooks. The current study investigates and evaluates English Language Sub-skills of the secondary school textbook “Grade 9” to evaluate the effectiveness of the materials for the teaching and learning of the subskills. The Eclectic Checklist of Demir & Ertas (2014) has been selected for evaluating the selected English textbook. The findings indicate that the selected textbook lacks contextualized usage of vocabulary, systematic representation and sufficient explanations of grammatical structures, and appropriate usage of pronunciation activities. Furthermore, the findings indicate that the textbook needs improvements in developing and presenting the sub-skills of English language appropriately, particularly grammar and pronunciation. These findings will be helpful to policy makers and ELT textbooks developers of Afghanistan to represent the contextualized and appropriate usage of the English Language sub-skills in upcoming versions of ELT textbooks.

scholarly journals ILLUMINATING STUDENTS’ UNDERSTANDING AND ACCEPTANCE TOWARDS THE DUAL LANGUAGE PROGRAMME (DLP)

2020 ◽  
Vol 39 (3) ◽  
pp. 522-531
Author(s):  
Ashairi Suliman ◽  
Mohamed Yusoff Mohd Nor ◽  
Melor Md Yunus
Keyword(s):  
Interest Groups ◽  
Teaching And Learning ◽  
Dual Language ◽  
English Language ◽  
Instructional Medium ◽  
Ministry Of Education ◽  
Significant Difference ◽  
And Mathematics ◽  
High Level ◽  
Type Of School

The Dual Language Programme (DLP) is an initiative introduced by the Ministry of Education to advocate the teaching and learning of science and mathematics in the English language. Resembling the previous educational policy named PPSMI, this programme commenced in 2016, offering the flexibility for English to be used as the instructional medium for the two subjects. After four years of its inception, it is crucial to discover the programme's acceptance among those involved directly with the programme. Thus, this study expounds students’ understanding and acceptance of the programme by investigating the influence of age, gender, locality and the type of school on their understanding and acceptance of DLP.   This study involved 2162 students, and it was found that their understanding and acceptance level of the programme are at a moderately high level. The findings also revealed a significant difference between the acceptance of the programme. As an alternative to solidify the English mastery, the implementation of DLP needs to be improved for it to be well-accepted by interest groups.

scholarly journals Dual language programme: The perceptions and challenges of teachers and students in Klang, Selangor

2019 ◽  
Vol 9 (1) ◽  
pp. 36-48
Author(s):  
Edwin Moses ◽  
Indira Malani
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Dual Language ◽  
English Proficiency ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Teachers And Students ◽  
And Mathematics

Dual Language Programme (DLP) was introduced to improve the level of English proficiency among students. This has become a hot topic since the Ministry of Education (MOE) was requested to review the implementation of DLP as the teachers and students face challenges in teaching and learning of Science and Mathematics in English. Thus, this study aims to identify the teachers’ and students’ insights on DLP and the challenges they faced after the implementation. The data were obtained through a questionnaire. A total of 146 DLP students consisting of Form 1 and Form 2 students and 8 teachers from four secondary schools in Klang, Selangor participated in this study. Besides, semi-structured interviews were carried out among the teachers as well. The finding shows that most of the teachers and students have positive views towards the implementation of DLP, although they faced some challenges. Moreover, students are keen to learn Science and Mathematics in English even though their English proficiency still at the unsatisfying level.

scholarly journals Determinants In The Choice Of Comprehensible Input Strategies In Science Classes

2011 ◽  
Vol 8 (1) ◽  
pp. 1-18
Author(s):  
Crisanta Comia Buri
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Poor Performance ◽  
Medium Of Instruction ◽  
The Poor ◽  
Comprehensible Input ◽  
Filipino Students ◽  
And Mathematics ◽  
Science Classes ◽  
Bilingual Education Policy

The Bilingual Education Policy, which was launched in 1974 and revised in 1987, has resulted in the limited exposure of Filipino learners to the English language. This is because the policy reversed previous policies and stipulates that in only two content area subjects, namely, Science and Mathematics is English to be used as medium of instruction. The limited exposure to English has been cited as one of the reasons for the declining proficiency in English of Filipino students since the promulgation of the policy (Gonzales, 1986). On the other hand, the use of English as medium of instruction in cognitively demanding subjects such as science and mathematics has also been given as the reason for the poor showing of students and even teachers themselves in nationwide tests in Science (Maminta, 1985). The overall downtrend in student achievement as evidenced by the poor performance on all of the tests has given rise to two issues concerning the policy. First, is the language for initial literacy and the second is the medium of instruction in science and mathematics. These language issues are crucial in as much as language is the primary vehicle of expression and thought exchange in the classroom. Teaching and learning are in fact language tasks carried out largely by means of verbal interaction between teacher and students (Bellack, et al 1966). The exchange of ideas between students and teachers is largely done through language as they talk about concepts in science, mathematics and other content areas.

scholarly journals Mathematics Instruction to Promote Mathematics Higher-Order Thinking Skills of Students in Indonesia: Moving Forward

TEM Journal ◽  
2021 ◽  
pp. 1945-1954
Author(s):  
Benidiktus Tanujaya ◽  
Rully Charitas Indra Prahmana ◽  
Jeinne Mumu
Keyword(s):  
Active Learning ◽  
Literature Review ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
Mathematics Textbooks ◽  
Mathematics Students ◽  
Classroom Activities ◽  
And Mathematics

HOTS instruction in mathematics is rarely explicitly programmed by the schoolteacher. As a result, students' HOTS is at the lowest level, especially in national or international assessments. The purpose of this research is to determine why mathematics education in Indonesia does not have a significant effect on student HOTS by conducting a review of several Indonesian publications on the subject. This research is a qualitative method of literature review related to the HOTS of Indonesian mathematics students, and an organized interview triangulated to support the data and information from the literature review. The interview consisted of two critical questions administered using Google Form: implementing active learning and mathematics textbooks on mathematics classroom activities. The results concluded that there were two primary sources of error in mathematics learning to increase HOTS in Indonesia: active learning and current mathematics textbooks. Besides, in teaching and learning practices, the active learning model is rarely used when using official texts that do not promote HOTS for mathematics students in Indonesia.

scholarly journals The Dichotomy of Specialization: Is a Literature Teacher Necessarily a Language Teacher?

2021 ◽  
Vol 21 (2) ◽  
pp. 108-133
Author(s):  
Mariam Anana
Keyword(s):  
Secondary Schools ◽  
Literary Criticism ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Oral Literature ◽  
Language And Literature ◽  
English Language Teachers ◽  
Effective Teaching And Learning

This study investigates the dichotomy of specialization in Literature and English language. In many primary and secondary schools in Nigeria, many teachers who teach Literature are the same teachers who teach English Language. This is responsible for lack of ultimate successes in academic performance, foundational establishment and progressive developments in Literature and English language. Set against the backdrop of the inseparability and non-specialization in individual subjects in question, the study examines the need for a dichotomy of specialization in English Language and Literature with a view to reducing the rate of errors and students’ failures in both subjects. Adopting the simple randomisation, the researcher uses selected primary and secondary schools in Lagos State as the case study; the paper raises four questions and these are: Can English Language teachers effectively teach poetic devices? Are segmental phonemes easily taught by Literature teachers? Can English Language teachers proficiently teach oral literature, literary criticism and non-African literature? Can Literature teachers competently teach stress and intonation? This research uses a qualitative approach and adopts The Speech Act Theory as its theoretical framework. Questionnaire of fifteen (15) items was used for data collection and the simple percentage was applied for data analysis. The researcher discovered that: It is not possible for English Languageteachers to effectively teach poetic devices. Segmental phonemes cannot be easily taught by Literature teachers. Students would lag behind in areas where teachers are not proficient in the subjects they teach. Also, it is not possible for a teacher to place equal emphasis on both English Language and Literature in classrooms. The study therefore recommends the need for a dichotomy of specialization in the two subjects so as to ensure effective teaching and learning of these subjects.

scholarly journals Challenges in implementing CLT at secondary schools in rural Bangladesh

IIUC Studies ◽  
2018 ◽  
Vol 13 ◽  
pp. 93-102
Author(s):  
Md Morshedul Alam
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
Secondary Level ◽  
Communicative Language Teaching ◽  
Language Teachers ◽  
Policy Makers ◽  
Large Class Size ◽  
Rural Bangladesh ◽  
English Language Teachers ◽  
Materials Used

This paper tries to identify the factors that hinder implementing Communicative Language Teaching (CLT) in the secondary schools in rural Bangladesh. This article takes a qualitative approach, and it is carried out in four rural schools in Banskhali, which is situated in Chittagong district in Bangladesh. Eight secondary level English language teachers were interviewed to generate data about the problems in implementing CLT in their respective institutions. The findings indicate several challenges that include: shortage of skilled teachers, unusually large class size, deficiency of modern materials used in CLT oriented classrooms, etc. This research may provide implications for the language policy makers and the practitioners for the improvement of CLT practices in the rural contexts of Bangladesh.IIUC Studies Vol.13 December 2016: 93-102

scholarly journals The Challenges of Effective Teaching and Learning of English in Public Secondary Schools in Nigeria

2021 ◽  
Vol 4 (4) ◽  
pp. 154-158
Author(s):  
Murana Muniru Oladayo
Keyword(s):  
Secondary Schools ◽  
Effective Teaching ◽  
Teaching And Learning ◽  
English Language ◽  
National Development ◽  
Continuing Professional Development ◽  
Poor Quality ◽  
National Language ◽  
Foreign National ◽  
The Government

The strategic place of English language in national development and mutual co-existence of Nigerians is not debatable. English has become a foreign national language to which the destiny of Nigeria is inextricably tied. The teaching of English at all levels of education in Nigeria is bedeviled with certain debilitating challenges. This paper examines some of the challenges of teaching and learning English in public secondary schools in Nigeria. It identifies such problems as poor quality of pupils admitted to secondary school, incompetent teachers of English, poor methodology and lack of motivation among others. The paper concludes that effective teaching of English language is a sine qua non for meaningful development in Nigeria and emphasizes the need for collective efforts in this direction. It recommends better training and retraining of teachers through continuing professional development practices and better commitment on the part of the government to the course of English studies in schools in Nigeria.

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