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What? English for Teaching Mathematics and Science

English for Teaching Mathematics and Science

Why? as an urgent interim measure as a support mechanism

as an urgent interim measure

as a support mechanism

The Overall Aim To enhance the English language skills of Mathematics and Science teachers [MST]

To enhance the English language skills of Mathematics and Science teachers [MST]

The ETeMS Programme for MST Focuses on three components: Language for Accessing Information Language for Teaching Mathematics and Science Language for Professional Exchange

Focuses on three components:

Language for Accessing Information

Language for Teaching Mathematics and Science

Language for Professional Exchange

Structure of Programme involves instruction through face-to-face interaction and self-instructional packages. supported by “buddy system”

involves instruction through face-to-face interaction and self-instructional packages.

supported by “buddy system”

Structure of Programme Conducted in 2 phases Phase 1 : A. Language for Accessing Information & B. Language for Teaching Mathematics and Science Phase 2 : C. Language for Professional Exchage

Conducted in 2 phases

Phase 1 : A. Language for Accessing Information & B. Language for Teaching Mathematics and Science

Phase 2 : C. Language for Professional Exchage

for more info on , visit http://www.tutor.com.my/tutor/etems

for more info on , visit

http://www.tutor.com.my/tutor/etems

Courseware Fun Distant learning

Students: 7-17 Build and strenghten basic skills Learning by their own at their own pace

Parents & Teachers: Pre-screened source Articles, researches, online courses, etc

People in the education: Contribute their expertise

Introduction MyCD for KBSR The Importance of MyCD MyCD Features Teacher’s CD Computer Configuration

Introduction

MyCD for KBSR

The Importance of MyCD

MyCD Features

Teacher’s CD

Computer Configuration

Introduction Started in 2003 to incorporate ETeMS. To inculcate the use of ICT inside and outside of the classroom Published with text books as a package There are two types: MyCD Teacher’s CD

Started in 2003 to incorporate ETeMS.

To inculcate the use of ICT inside and outside of the classroom

Published with text books as a package

There are two types:

MyCD

Teacher’s CD

The Importance of MyCD To incorporate learning To help pupils to understand concepts in text book meaningfully As a means to apply ICT in the classroom To integrate ICT in classroom To expand the text book’s ability (beyond text)

To incorporate learning

To help pupils to understand concepts in text book meaningfully

As a means to apply ICT in the classroom

To integrate ICT in classroom

To expand the text book’s ability (beyond text)

MyCD Features An interactive media As a courseware and also as a resource for pupils Contains interactive activity E-learning E-glossary Internet browse

An interactive media

As a courseware and also as a resource for pupils

Contains interactive activity

E-learning

E-glossary

Internet browse

Teacher’s CD An interactive multimedia Contains Curriculum Specifications in PDF form Answers to text book exercises Suggested learning ideas Question Bank Teaching and Learning materials Internet browse Pupils’ record and achievements E-Journal for teacher

An interactive multimedia

Contains

Curriculum Specifications in PDF form

Answers to text book exercises

Suggested learning ideas

Question Bank

Teaching and Learning materials

Internet browse

Pupils’ record and achievements

E-Journal for teacher

Computer Configuration Operates through: Windows System Operated Macintosh System Operated Open Source Internet Browse

Operates through:

Windows System Operated

Macintosh System Operated

Open Source

Internet Browse

List of MyCD for KBSR Included in text book as a package Bahasa Melayu English Mathematic Science

Included in text book as a package

Bahasa Melayu

English

Mathematic

Science

or ?

TEACHER’S VOICE Ambigapathy Pandian , Revathi Ramiah Universiti Sains Malaysia

TEACHER’S VOICE

Ambigapathy Pandian , Revathi Ramiah Universiti Sains Malaysia

Teachers and students who have been teaching and learning in Bahasa Melayu are now expected to perform effectively in English, to teach and acquire subject specific knowledge

Teachers and students who have been teaching and learning in Bahasa Melayu are now expected to perform effectively in English, to teach and acquire subject specific knowledge

we have teachers, who themselves have proficiency problems with the new medium of instruction. we have students who must learn mathematics and science content while they are still learning English (McKeon, 1994)

we have teachers, who themselves have proficiency problems with the new medium of instruction.

“ My students cannot understand me when I explain concepts . I need to use Bahasa Melayu.” Subjects such as mathematics and science use academic language, which has its own register, syntax, semantic properties and discourse features .

“ My students cannot understand me when I explain concepts . I need to use Bahasa Melayu.”

Interviews with the respondents revealed that these teachers are not clear about the linguistic features of their content subject . “ I know I have to help them with the language, but I do not know how to do this, we were not taught how in maktab (college)”

Interviews with the respondents revealed that these teachers are not clear about the linguistic features of their content subject .

“ I know I have to help them with the language, but I do not know how to do this, we were not taught how in maktab (college)”

85.2% - had problems explaining concepts in English and 81.8% admitted to using Bahasa Melayu (L1) to give explanations “ What am I to do? I have to use BM, if not, how am I to finish the syllabus ”

85.2% - had problems explaining concepts in English and 81.8% admitted to using Bahasa Melayu (L1) to give explanations

Therefore, these teachers are unable to help their students to cope with academic language.

Therefore, these teachers are unable to help their students to cope with academic language.

MATHEMATICS AND SCIENCE IN ENGLISH: TEACHER VOICE Ambigapathy Pandian , Revathi Ramiah Universiti Sains Malaysia http://pkgsungaibalang.blogspot.com The Smart School Roadmap www.msc.com.my/smartschool/downloads/roadmap.pdf

MATHEMATICS AND SCIENCE IN ENGLISH: TEACHER VOICE

Ambigapathy Pandian , Revathi Ramiah Universiti Sains Malaysia

http://pkgsungaibalang.blogspot.com

The Smart School Roadmap

www.msc.com.my/smartschool/downloads/roadmap.pdf

A class or lesson carried out in order to introduce and teach the teachers about e-bahan Teachers who are new and do not have much knowledge about e-bahan, were expected to teach and carry out lesson, using those method .

Lack of shared vision towards ICT implementation. Application / used widely only in Smart School

Lack of shared vision towards ICT implementation.

Application / used widely only in Smart School

MATHEMATICS AND SCIENCE IN ENGLISH: TEACHER VOICE Ambigapathy Pandian , Revathi Ramiah Universiti Sains Malaysia

MATHEMATICS AND SCIENCE IN ENGLISH: TEACHER VOICE

Ambigapathy Pandian , Revathi Ramiah Universiti Sains Malaysia

The multimedia courseware was also said to be unsuitable for LEP students , as they were not able to understand the language used to deliver the content. “ The CDs are good but my students don’t understand so I have to stop and translate for them”.

The multimedia courseware was also said to be unsuitable for LEP students , as they were not able to understand the language used to deliver the content.

It was found that 87.5% of the respondents felt that the multimedia courseware supplied by the Ministry to teach science and mathematics is well planned and effective in terms of content. However, respondents who were interviewed claimed that these materials were more suitable for proficient students. Most respondents maintained that LEP students had trouble following the content presented because of language difficulties.

It was found that 87.5% of the respondents felt that the multimedia courseware supplied by the Ministry to teach science and mathematics is well planned and effective in terms of content.

However, respondents who were interviewed claimed that these materials were more suitable for proficient students. Most respondents maintained that LEP students had trouble following the content presented because of language difficulties.

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