1. JOURNAL REFLECTION
Week 3 (11th – 15th February 2013)
Title : Language Barrier
• Problem / Issue
I am an English teacher for year 4 Cemerlang since last three weeks.
From my point of view, the pupils are an intermediate learner even though
this is the first class of year 4. Language had been one of a major problem in
teaching and learning session to these pupils. Their mother tongue is Malay
language and not English.
I was shocked when my first time entered the class, while I was talking
one girl raise up her hand and ask me to talk with them in Bahasa Melayu.
Her name is Nurul Aisyah. I explained to her and the rest of the class that
now is English subject and not Bahasa Malaysia. Further more, I said that I
cannot fulfill her request as my objective here, is want them to learn English
and ask them to listen carefully and try to understand or else just raise hand
to seek further explanations from me.
• Problem Analysis
According to Najeemah (2011), the Bahasa Melayu (Malay language) has
always been used for conversing among students from different ethnicities
within the classroom, co-curriculum, activities, and it becomes the medium
language in National Secondary Schools. From that statement, I make a
conclusion that pupils could only express themselves through their own
language rather than using the Bahasa Melayu. The condition of truly
appreciating the Bahasa Melayu has developed well because the social
interaction pattern is only among the same ethnics. Communicating in English
is only on the basis of being asked to do so and it is not voluntary.
Moreover, Malay is a majority ethnic in this school so that
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2. • Suggestion / Further Action
According to B.Kate (2007), there are 10 strategies for overcoming
language barrier. As she mentioned, language barriers are a common
challenge and it is a two-way process. What native speakers often don't
realize is that frequently it is not the other person's accent but their own way
of speaking that creates the greatest barriers to effective communication. Use
the strategies below to ensure we are not putting up our own roadblocks to
effective international communication with pupils.
First of all, I have to talk slowly and clearly with the pupils to avoid
misunderstanding and miscommunication as it will make teacher ultimately
invest more time to clear up the confusion. Then I will repeat all the
instructions and explanations for a few times. After that teacher must
frequently check for pupils’ understanding. Ask, 'what's your
understanding of this process?' instead of 'is that clear?'.
In fact, teacher need to use simple language and void idioms to make
the pupils feel comfortable and learn English in fast way. Even though, they
are more confident to use Malay language to interact with me but as long as I
can deliver the knowledge to them, that is enough to me and as long as we
can develop a good relationship between teacher and pupils that is more
than enough. I still need to consider using short instructions and straight
forward so that they were not struggle to understand what I want to tell.
As a teacher, we must choose the right medium of communication
effectively. Be mindful not to ‘overuse’ the Information Communication of
Technology (ICT) as sometimes realia object and surrounding are more
effective in teaching and learning process. While useful, there are times when
the medium is likely to be ineffective. When a message is complex and
complicated or there is tension or conflict that needs to be resolved, switch to
another medium.
I believe that the good exposure, use and practice will slowly make
them retune their language channel to English. Of course, I need to add with
body language and facial expression so that they can get what I want to
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3. tell them. Right now, I can see some differences about their ability to
understand the instructions and explanations. Despite always be specific in
whatever we do, as young leaner is a visual learner. Make them understand
on something until they can feel and imagine it.
Last but not least, be patient. As my lecturer always said that ‘it takes
throughout the years to be excellent in English’. If not at all times, certainly
initially you cannot expect your communication to occur with the same speed
and ease as when you are communicating with someone from your own level.
• Conclusion
In my opinion, problems always come where ever, when ever or what ever
condition we are. The important thing that we need to know is how to handle
the problem. Whether we want to celebrate the problems as a new interesting
opportunity or see it as a disaster of our life. If we look it as a positive
opportunity, I believed that it will move forward to positive results but when we
see it as a negative disaster then it will lead to a negative result. Let us
choose to smile first when any problem arises and then start to figure out how
to handle it. It works most of the time to me but as normal human beings we
still need to remember that we are not perfect. That makes me realized that
although I am teaching in the school that have language barrier, it is not an
excuse for me to stop from trying new thing when teaching the pupils.
References
B.Kate (2007). 10 Strategies for Overcoming Language Barrier. Taken from
http://www.culturosity.com/. [Access on 14th February 2012]
M.Y, Najeemah (2011). Language and Ethnic Boundary Among Students of
Various Ethnicities in Secondary Schools in Malaysia.
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