Malaysian schools are losing its competence in English language proficiency. The competitive in English proficiency means the ability of the student in comprehending and mastering English language’s literacy and oracy. School plays a vital in shaping students’ capability and ability in English. The standard of English in Malaysian schools is diminishing at its alarming stages because the critical level of deficiency among Malaysian students in English is high. According to ( Malaysia's English language crisis, 2013) sited that "When I first taught them, they could not even tell the difference between 'when' and 'what'," says by a teacher from The Straits Time. The problem occurred is the result of the level of proficiency of English is inadequate among the Malaysian school inculcating English environment can be overcome by the Malaysian school through implementation of various way of English approach towards to students.
The level of proficiency of English is inadequate among the Malaysian
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This is because English has been mistreated as just one of the exam paper without concerning the important of bushing up their competence in English especially multilingual Malaysian schools offer different languages classes such as Bahasa Malaysia, Tamil and Chinese that attempt students to master all without concerning their academic students as well. So, when a school treats languages like any more academic subjects the classroom has got the students get bored or do not interest to learn. Linguistic class is unlike academic class. According to (Hisyam, 2012) cited that the biggest problem of English education system is the attempts of the teachers teaches English like any other subject by molding the students in an exam –oriented environment. Furthermore, there is a lack of positive environment of using English in the school. By creating a culture of the school in
English is a Language that many people struggle with in the U.S. It can be a daunting task that many American’s have to face. Especially because of all of the domains that make up the English Language.(reading, writing, speaking and listening). There are many factors that can lead to the failure of learning of the English Language. One component is English being a secondary language that is not attended to correctly. Even though there is many reasons the lead to English Language Learners lack of proficiency (example Mr. O’Malley classroom), a strong instructional input, scaffolding, theory, research, ELD standard, and a intervention will not be one of them.
Of the several challenges that ELL students may face at school, one of the most important to remember is that these students not only have the pressure of learning at the same pace of their peers that have most likely spoken English their whole lives, but they have to do so while attempting to understand the English language. Graves' makes a paramount point on page 411 of his text where he states "it is not that English language learners come to school with a language deficit. They come with a lack of knowledge of the particular language that is used in the schools they will be attending-English."1 Therefore, it is easy to assume that even the most ready-to-learn student will have huge amounts of trouble trying to learn everything in a language that is foreign to them.
The face of English education is changing not always for the better. Education as a whole has made leaps and bounds in the last 50 years this has been assisted by many other factors including technology, new teaching techniques, better training of teachers among other things. One of the areas that have changed the most is English education. There have been three recurring issues that have been maintained over the last few decades. These are debates that have valid arguments on both sides of the issue which is why no real solutions have been proposed.
English as a global language has been paid special attention to in the whole world. In China, people treat English as a foreign language, and many students may not have any chance to use it after their graduation. However, government still makes a lot of effort in the English education reform, in order to improve English teachers’ quality and raise students’ language learning consciousness. During the reform, language teachers, especially college language teachers are encouraged to speak pure English in class, so as to give students more chances to practice their communicative skills in the target language. However, the reality is quite different, and a phenomenon called “code-switching” can often be seen in EFL classes.
The unprecedented global spread English has experienced in the last years has paved the way for changes in the sociolinguistic profile of the language. In addition to the fact that new varieties have emerged, the number of functional domains in which English plays a role has increased significantly (Sharma, 2008). Currently, English is not only a tool serving national purposes, but also a language institutionalised in several former British and American colonies, and a lingua franca used worldwide. This phenomenon has raised concern about the classification of World Englishes, as well as, about the need to adapt English Language Teaching (ELT) to the new reality. Assuming Kachru’s Concentric Circles Model, this paper will argue that pedagogies based on English as a Lingua Franca (ELF) would be more consistent with the functions of English in Expanding-circle countries than native-centered teaching methods. With this objective, this essay will first give an overview of Kachru’s model, secondly, it will consider the implications ELF methodologies have for classroom practices, and, finally, the advantages and drawbacks of such a pedagogy will be evaluated.
Negara Brunei Darussalam is one of smallest and richest country in Southeast Asia, known for its oil and natural gas. Brunei has several of spoken language can be found in the country, for example; Standard Malay, Brunei Malay, English, Brunei English, Tutong, Belait and so on. In this report, I will only be focusing on the second important language in Brunei which is English. The emergence of English has started during the British colonization. However, Rasidah (2013) reported on Professor Collin concerned on “some Bruneians no longer speak the language of their parents, but use English or Brunei Malay instead”. Another concern is the emergence of Brunei English, in which it has become a first language choice by the majority of this generation. Hence, this report will be discussing on the current status of Brunei English and also, the future.
Many students, it is observed, watch English movies and use electronic media to develop communication skills. They struggle hard to learn to both receive and produce English sentences and discourse. Saudi government made it a point to provide equal educational opportunities
Experiencing those days where people would laugh at other for the broken English; the grammar and pronunciation are the toughest parts of the language. People with English as a second language always stumble upon difficulties; however, the determination of learning a new language do not decrease easily as the motivation is still surrounding one’s mind. Today, English has become an international communication; even the teaching and learning of the language has already spread throughout the world. English is known as one of the most common use language and has been offering classes everywhere for years especially around Asia; additionally, the world common language has now become the number one language uses in every fields of career that is being offer everywhere. Non-American students should be required to take English class as a second language in school
There is a lot of students have no interest in learning English and find it so hard and complicated language to learn
English has been considered as an essential language to be learnt in order to meet the communication needs in this globalization era. Taking into account the benefits of English, Vietnam has organized English to be taught in formal school as a compulsory subject. The teaching of foreign language, specifically English, is aimed to develop students’ ability to communicate with world society. Accordingly, there has been great concern about the teaching and learning English. The teaching includes the teaching of the four skills, listening, speaking, reading, and writing and grammar. However vocabulary is one of crucial aspects to support those skills. Richards and Renandya (2002) state that vocabulary is an important component of
The Indian government has framed curricula to include and teach English from primary level onwards but a few states are still reluctant to adopt English at primary level. Other states have introduced the teaching of English at all levels. In order to facilitate easy learning and comprehension, literatures related to people and societies can be used to teach English.
For example, business activities always use English. Some multinational enterprises company require employee to have a high level English skill, so that they can communicate with the partner very easily. Good communication can obtain high benefit in business. Many people of multinational company use English as a world language. You will hear business people use English in many cities. They need to understand English and use English to express thoughts and ideas. Also, English is always used in education. When teacher use English to teach, student can learn a lot of words that can be use in different subject. If student do not learn English as well, they should spend much more time on their study, not only in the knowledge, but also in English. Nowadays, more and more people learn English and English become more important to Chinese. Not only must children learn English from kindergarten but also people who do not understand English cannot work at government (IBJ, 2014). Therefore, English is considered as global
In most institutions of learning today, the classes are made up of students from different ethnic backgrounds. These have different traditions and also speak different languages. In a typical classroom, the majority of the students will speak the same language. The teacher must then employ strategies which will accommodate all the students in the class. This will ensure that every learner gets the best quality of education. This will enable them to be better prepared for career and expressing themselves. In this paper, strategies to assist learners of the English language in their literal development for third grade learners. In the paper, three strategies that can be used by the teacher will be discussed. New strategies and research that will help the English language learners to gain in depth mastery of the language will also be discussed. Due to the widespread learning of the English language in most schools, addressing issues of the language learners is of vital importance. Teachers should have the understanding that cultures are what give someone identity and therefore no student should leave their culture for another. Instead, there should be the blending of different cultures so that students can appreciate and learn from each other.
Platt, J. & Weber, H. (1980). English in Singapore and Malaysia: Status, Features, Functions. Kuala Lumpur: Oxford University Press
As for the spelling and pronunciation, Malaysians are exposed to both American and British English through the influence of media, such as television channels and radio stations. There are even various English newspapers in Malaysia to choose from. Educational institutes as well differ with the type of English they use, be it American English or British English. The students who stay abroad or study in English countries bring back the language they have learned and spoke there to Malaysia. Thus, spelling and pronunciation difference occurs, sometimes causing confusion. For example, ‘color’ and ‘colour’. ‘Organise’ and ‘organize’. Pronunciation differences are noticeable in words like ‘procedure’ when Malaysians say ‘prou-si-dear’ and Standard