English is the language of global business.

All the international business

community

uses

English to interact although the people in the group do not use

English

as

their

first

language. A person who speaks and understand English can

communicate

more

easily

compared to a person with no experience. People can broad

their

opportunities because English language is used so commonly in

business. Candidates who can

speak more than one language are often the ideal

employment

candidates for international business.

English language has the International Standard which will make pupils in touch
with International level. In education field, pupils are taught to learn English subject and
they continously learn the subject until they entered higher education. They also have to
study almost all the subject in English. For example, in International Islamic University,
students have to master their English language very well.
Students are always related with the Internet or webs which are written and
created in English to find information for their assignment or research.There are also
some sites provide other languages but they also give the option to translate in English.
English is a medium of communication which the majority of media publications
including newspapers and magazines use it. We can get all the information if we learn
English continously and become familiar with most of English words.
We can travel around the world with good understanding and communication
in English. We also can get help and assistance immediately when we communicate in
English. Just imagine, when we travel to someplace and we do not know the language
of the country. Try to speak English and sure you would be understood. This would
be much easier for us to explain or ask questions in English

Motivating Students to Study a Foreign Language

Melody Moore and Ken Casillas
Learning a foreign language enables students to relate to other cultures, expand their employment and witnessing
opportunities, and sharpen skills in their own language. Many high school students, however, are not motivated to
learn because of the boredom that often characterizes the foreign language classroom. Yet as a foreign language
teacher, you have the potential to teach young people through creative, engaging experiences.
The key to an enjoyable experience in language learning is the direct involvement of the student. Seldom, if ever,
should a day go by in which he does not actively practice listening, speaking, reading, and writing in the target
language. Your main job is to motivate everyone to participate in these activities. Their increased level of interest and
motivation will reward you for the additional time and energy you spend in planning student involvement.
Regardless of the methods you use, try to expose students to as much of the target language as possible. Research
has established that the student who is exposed to the spoken language in a meaningful context outperforms the
student who uses it only in drills and written exercises in class.
Why is this the case? Consider the differences and similarities between a child's learning of his native language and
the acquisition of a second language. Obviously, acquiring a second language involves more reading and writing from
the outset. Mastering one's own language is also easier simply because of the early age at which learning occurs.
Children as young as nine or ten have passed the optimum point for rapid language acquisition. In addition, people
spend their entire lifetime learning their native language while students usually do not spend more than two years
studying a foreign language.
Nevertheless, significant similarities exist between the two processes. A child is not consciously aware that he is
learning his native language. As he is exposed to it in everyday situations, he learns language structure principles.
Eventually he creates entire phrases and sentences based on those principles. The child is motivated to
communicate simply because he is placed in an environment in which this communication is necessary.
Likewise, the foreign language student should begin to speak and form sentences according to what he sees and
hears. You can use visuals and act out vocabulary words to keep from using the student's native language in class.
Encourage the student to identify objects by using words he already knows from previous vocabulary lessons. Permit
him to see as well as to hear new vocabulary words in the target language.
Using the Total Physical Response (TPR) method, developed by James Asher, allows the instructor to teach the
target language by training students to respond to commands. When the students hear commands such as run,
jump, come, and go, they respond by acting them out. Student involvement is very high - instead of taking notes and
doing written exercises with the imperative forms, learning comes through trial and error. The student experiences the
concept. His participation increases his ability to recall.
Other means of exposing your students to the language include audio and video tapes, available at many libraries,
and native speakers from the community. These will allow students to hear the natural flow of the language. Students
may also engage in activity through flashcards and other interactions with the teacher. Let someone be Simon in
"Simon Says," of call out numbers or letters for a game. Once the student feels comfortable listening to and speaking
in the foreign language, he will be ready to begin reading and writing.
Adapting a common elementary school technique provides an interesting way to introduce reading and writing. Bring
an object to class, such as a flag, an article of clothing, or even a cat. Pass it around the class, allowing students to
examine and feel it. Ask students for the impressions of the object in the foreign language. As you write their
descriptions and comments on the chalkboard, students will become familiar with the word formation and syntax in
the target language. They will enjoy this activity even more if you can bring a native food for them to taste. On
occasion, allow the students to write about the experience instead of dictating.
Here's an idea that will keep students active in listening, speaking, reading, and writing. When teaching family
vocabulary, have your class construct a large family tree. Move the desks to make room in the center of the floor and
use masking tape to draw an outline of a tree. It must be large enough for the students to stand on different tiers. Call

each student individually and place each one on a different level to represent mother, father, daughter, son, and so
on. As you introduce each new family member, keep reviewing the former ones, as well as describing the
relationships between them. For instance: My mother's sister is my aunt.
Once the students are familiar with the vocabulary, have them work on an activity in pairs. Each student describes on
paper the members of a well-known family, such as one from the Bible, the school, the government, or history. He
then exchanges papers with his partner. The partner reads the description and tries to guess the family being
described. By the end of this lesson, all the students will have listened, spoken, written, and read.
For variety, begin class by allowing students to work in pairs or small groups. Comic strips are usually a good source
of visual aids. Supply each pair of students with a comic strip and have them think of as many words as they can to
describe the pictures. Then place the pairs into groups. All the members will share their words, and the group as a
whole should write a paragraph describing the comic strip. One member of each group should be appointed at the
end of the allotted time to read the paragraph to the class. The groups should be small enough for each member to
have a specific task. And the person who will read should not be appointed until the end of class, so that each
member is prepared to speak.
Even reading in groups can prove to be a fun experience. Supply each group member with a cookie and have icing
and candy on hand for decorating. Then give each group a difference set of written directions to decorate its cookie.
Directions for one group might read: "Get yellow icing from the teacher." "Paint a yellow face with the icing." "Take
four peppermints from the jar." "Make a smile with the peppermints." "Get a chocolate chip from the teacher." "Make a
nose with the chocolate chip." These directions should not be written in order, so that the students have to
communication with each other in the target language in order to unscramble them. Once they have deciphered the
directions, have them circle nouns, underline verbs, and star adjectives in the directions. They will then be ready to
decorate their cookie.
Part of the difficulty of keeping students actively involved in learning a language is the fact that students learn
differently. One student will understand a new word the first time he hears it. Another will need to see it written. Still
others may actually need to write the word themselves. Depriving a student of the stimuli he needs in order to learn
causes frustration and slows learning. Your job as a teacher includes identifying and meeting the needs of each
student. A variety of group sizes and activities in the classroom ensures that the needs of each student are
addressed.
Perhaps more than any other teacher, the foreign language instructor is not only a teacher, but a motivator. Students
will participate if they sense enthusiasm and fresh ideas originating with the teacher. Of course, there is no one right
way to teach a foreign language, no single approach to follow every day. Occasionally, it will be necessary to define
and explain English. You will need to do a great deal of pre-planning to organize lessons around usable vocabulary
and appropriate themes. Success as a foreign language teacher demands a commitment to searching for the most
dynamic and interactive method of presenting each lesson.
Reprinted from Balance, a publication of the School of Education, Bob Jones University. Used with permission of Bob
Jones University. Please write BJU Press, for permission to reproduce this article

Suggestions

ASIA PACIFIC NEWS

Malaysia seeks to improve students' standard of English
By Malaysia Bureau Chief Melissa Goh | Posted: 16 October 2012 2332 hrs

KUALA LUMPUR : Malaysia recently unveiled a national education blueprint to create a competitive workforce.
One of its goals is to improve the standard of English among Malaysian students.
Steve Curtis is an English language and literary consultant at a rural primary school outside Kuala Lumpur.

He is from the Brighton Education Group, which currently fields 120 mentors under a three-year contract with Malaysia's Mini
Education to provide hands-on training for some 4,000 primary school English teachers in Malaysia.

Mr Curtis said: "It is a slow and steady progress, but one of the main areas is the total immersion concept. To do that, teache
feel confident themselves. Over a period of time, teachers will become more confident with English...and with the way they in
the students in English."

However, he feel that progress could be faster if he were given more access to teachers so that they can hone their skills with
He said: "They are very busy people and to find that precious time to spend with them isn't easy."

The Education Ministry has rolled out similar programmes like this across over 600 primary schools nationwide. So far, more t
teachers have been taught phonic skills and hand-on activities which they can use in classrooms to make teaching more fun a
interactive.
Local teachers have welcomed the initiatives.
One teacher said: "Even though they said we are quite good, we will try to speak more, especially when Steve is around."
Another teacher added that giving priority to English was no longer a taboo or racially-sensitive subject.
He said: "It is no longer a political issue, this is what we have to do to improve our younger generation."

And it is precisely for the sake of the younger generation that Prime Minister Najib Razak vowed to depoliticise the national ed
system, when he unveiled the 13-year roadmap to put Malaysia's education among the top tier in the world.

David Beach, education manager at Brighton Education Group, said: "There is a real need for a consistency, not only in Englis
education but in education as a whole. You do not really see a change unless you measure it over a decade or an entire stude
structure..."

As the journey begins, the country's 70,000 English teachers will be sent for Cambridge placement tests starting next year, w
literature will be reintroduced to the school syllabus in stages.

http://www.channelnewsasia.com/stories/southeastasia/view/1231714/1/.html

Ive just thought up of some simple ways for anyone who is interested in improving their English. I
myself am trying to improve in this language each day. Theres always so much to learn and it can be
really fun! You just need to have the passion and enthusiasm to better yourself.
1. This is what most people would advise: read. Read anything and everything in English. You can
read story books, newspapers, magazines, blogs, comics, English textbooks, instructions and
ingredients on food packages, advertisements, etc. For story books, dont force yourself to
read something too difficult or something you know you wont enjoy. Make reading fun! Read
books that you ENJOY reading. I hate to read books that bore me too.
2. Watch English movies with subtitles. This would be my favourite way of learning English. Not
only do I get to have a fun time watching the movie, Id be learning new words at the same
time and knowing how to pronounce them! Usually, you can get movies with English subtitles on
DVDs.
3. Listen to English songs. Read the lyrics as you listen to the songs. Listen to your favourite
songs and sing along to them.
4. Start a blog in English. This is one way for you to practice your writing. Blog on something that
you love. If you are a fan of movies, start a blog and write about your favourite movies, your
favourite characters, what you think could be improved in the movie, what new movies to
expect next year, etc. Besides blogging, try joining online forums, engage in online chatting
and more.
5. If you dont want to maintain a blog, why not write to a pen pal? Itd be even more fun to
have a pen pal from a different country! I used to write to other people from the US, Germany,
Mexico, and even Yugoslavia. I remember feeling excited when I see letters with foreign stamps
on it in my mailbox. If you dont want to spend too much money on stamps, then get a local
pen pal.
6. Write in your diary/journal in English. This is where you can write anything in it. But if you do
write something you wouldnt want others to read, make sure you hide it somewhere safe! Or
try not to write anything offensive at all in case someone does find it. You can also write about
neutral stuff like the places you went that day, what you ate, who you met, what you did, etc.
7. Be best friends with a good English dictionary. You can use Oxford, Collins, Cambridge, etc.
Buy a dictionary that youre comfortable with and USE it at all times. Keep it next to you when
youre reading. I always put my favourite Oxford dictionary by my side when Im reading. So
when I stumble upon a word I dont know, I dont have to get up and look around for it. Its
right there by my side. Thus, I have no excuse for not looking the word up!
8. Speak the language whenever you can. Speak it with friends and family. You can also sing
along to English songs! Try karaoke! Dont be shy to try speaking the language. Dont be afraid
that others will tease you. In fact, theyll admire you for your courage and confidence.

9. Learn a new word a day. Keep your own vocabulary notebook and write a new word and its
meaning in it every day. Refer to it as often as possible so that the new words will stick in your
head.
10. You can also learn new phrases, idioms or proverbs a day. A kick in the teeth, sit on the
fence, make a clean sweep, a bird in the hand is worth two in the bush, a mans home is his
castle, etc. When you come across a saying that you like, write it down and its meaning in your
notebook!
11. Bonus Tip: Invest a little for long term improvement in spoken and written English - Buy
Panduan Kuasai Bahasa Inggeris Dengan Mudah @ Only RM40!

Malaysia students blog

http://www.malaysia-students.com/2009/08/10-simple-ways-to-improve-yourenglish.html
Saturday, August 01, 2009

English Teaching in Malaysia: An Interview with Caroline

Vimla
By Ernest Dempsey

English language is one reason why many Chinese high school students shy away from

inShare

pursuing education in western institutions, as reported in a news post in the Malaysian

paper The Star Online (May 1st, 2011) Special English language course for enabling
such students to pursue western education are being made available in China now. In
comparison, Malaysia already seems be running a balanced system of English
language learning for students. Lately, newspapers and the Internet are being used as

tools of help and guidance in improving English skills among students. Caroline Vimla
has been teaching English to secondary students in Malaysia and is now close to
publishing her first book on enabling high school students to carry out pre-university
research. Here, Caroline tells about English learning and teaching in Malaysian schools.
Ernest: Caroline thank you for
sparing time for this conversation.
How long have you been teaching
and what subjects at what level of
studies?
Caroline: I have been teaching
for a decade. Since I did a double
major, English Language and
Moral Studies, I have taught both
subjects in secondary schools.
After graduating, I served in my
alma mater, St. Bernadette`s
Convent Secondary school, back
in my hometown, for some years
before getting a transfer to Kuala
Lumpur. This is my fifth year of
teaching in SMK Cochrane (Cochrane National Secondary School). I am currently
teaching MUET "Malaysian University English Test "to Pre U level students.
Ernest: Is English the medium of instruction for teaching your students or is it taught
only as a subject?
Caroline: English is basically taught as a subject. Other subjects are taught in Malay
Language, which is the national language in Malaysia. Malaysia is making some policy
changes concerning using English as the medium of instruction for Math and Science.
Before 2002, the medium of instruction for Math and Science was Malay language for
both primary and secondary levels. Malaysia implemented the teaching of Math and
Science in English in 2002. At Pre- U Level, all science based subjects such as
Chemistry, Mathematics, Physics, Biology etc are taught in English. However, excluding
Pre U level, the policy was reverted last year and the subjects were taught in Malay
language for the other levels. There have been calls from various stakeholders of
education to maintain the former policy. No concrete decision has been made yet,
though there are hearsay and newspaper reports that the teaching of Math and Science
will be in English again next year.
Ernest: How did you develop your English teaching skills and where?
Caroline: I did a degree in TESL, which stands for "Teaching English as Second
Language`; so in other words, it was a training program for teachers. I obtained my
master`s majoring in TESL in 2005, and my thesis was on using the Theory of Multiple
Intelligences to enhance the teaching of English. I have attended various courses

organized by the state education department related to the English language such as
TBLT "Task-Based Language Teaching, Drama in Literature, Using Newspaper-inEducation, and a 14-week In-Service Course in English. I am currently doing PhD,
focusing on the speaking skill.
Ernest: Is English spoken in Malaysia somehow different from the standard American
or British or Australian English?
Caroline: Malaysia uses British English. But since Bahasa Malaysia (Malay Language)
is the main language used as the medium of instruction, it has a significant influence in
the development of a more localized English variety. The multicultural and multilingual
nature of Malaysian society has also contributed to the development of this particular
variety of English. English is, after all, not indigenous to our soil. Malaysian English
cannot be easily defined as one uniform "variety`. Three main types have been
distinguished: first, the formal variety used for official and educational purposes which is
the standard English language; the second is the colloquial Malaysian English, which is
an informal variety incorporating localized features of pronunciation, syntax, and lexis;
and the third is the Malay-influenced Malaysian English, which is characterized by a
high degree of code-switching. The nature of Malaysian English used depends on
factors such as educational background, class, region, level of formality, and medium
(spoken /written).
In my school, Tuesday and Thursday are designated as "English Speaking` days. On
both days, the school assembly is conducted in English, announcements are made
using English and the English version of the school song is sung. On the rest of the
days, Malay language is used. Among the teachers, Malay language is widely used by
the Malay teachers. However, the language we choose to communicate in depends on
the situation and who we are interacting with. Take me, for instance. I use English with
the other English teachers in formal and informal situations. But with my Indian
colleagues, I switch to Tamil language. With my Malay and Chinese colleagues, I use
both English and Malay.
Ernest: In workplace, especially schools and educational institutes, do you think that
English has becoming a major competitor to Malay?
Caroline: English has many "competitors` not just the Malay language. Malaysia
comprises a multi-racial population. Therefore, there are many dialects and languages
used. Besides being the national language of the country and the medium of instruction
of most subjects in school, Malay language is also the mother tongue of those of Malay
origin. However, the Indians and Chinese, belonging to various sub-ethnic groups, use
their respective mother tongue. Most Chinese students go through a Chinese
vernacular education during their primary years between the age of 7 and 12, after
which they switch to national public schools. Therefore, the affinity to speak in their
dialects is apparent. There are Tamil vernacular schools as well. For most, English is
not even the second language. It could be the third or fourth language. Malay language
is what unites us as a nation and English is the second language. Last year, the

education ministry introduced a policy that emphasizes this aspect which, translated into
English, means: Upholding Bahasa Malaysia and Strengthening English ". From my
observation, English is hardly used in the workplace, except among the English
teachers and those who use English as first language.
Ernest: At high school level, do Malaysian students find it easy to read classic works of
literature, or other subjects, written in standard British or American English?
Caroline: Literature has a firm place at university level, especially in the education
faculty and humanities/arts and social faculty, when English or Literature is chosen as
the major. At secondary level, very few schools offer Literature as a subject. Though
Literature is offered as an optional subject in the examination, very few students take
the paper at "O` levels as it is not taught in schools and they have to depend on private
tutoring. Literature component is included in the communicative English Language
paper, which is offered as a core paper to all students. However, with the exception of
poems, the short stories and novels/dramas used in the syllabus are simplified versions.
If these genres are not simplified, it is beyond my doubt that most students, especially
those in the rural areas, will not even be able to understand, let alone appreciate them.
In my opinion, literature is losing its place in Malaysian secondary school education.
Ernest: Is the media there helpful in enhancing students` English skills?
Caroline: The media is very supportive in helping to enhance the learning as well as
teaching of English. We have mainstream papers in English namely, "The Star` and
"The New Strait Times`. They are the main sponsors of these papers to schools in an
effort to encourage students to read in English, and for teachers to use newspapers as
part of the "Newspaper In Education` (NIE) program. In this program teachers are
encouraged to use newspaper as an authentic material to teach the language.
Workshops on how to include newspapers in the classroom are held. Competitions,
which involve the use of newspapers, are organized annually for students to participate.
One example is designing a school bulletin using materials from newspapers. Attractive
prizes are awarded to the first three winning schools and all participating schools; both
students and teachers are given complimentary pizza vouchers as a treat. There is a
column in "The Star` paper that addresses grammar aspects of the language and
answers questions put forth by readers requiring explanation on particular usage of
grammar , sentence structure, and even highlighting "humorous` errors made in posters
or advertisements. We learn from mistakes, after all.
There are many programs broadcasted on TV, but most are American-based, so the
exposure is more towards American English. Students are definitely influenced by this
and tend to use American pronunciation and spelling. In the exam, if American spelling
is used, marks are penalized. There are very limited programs shown that give good
exposure to British English.
Ernest: Please tell a little about your upcoming book?
Caroline: My book is entitled Guide Book to Research and Development: For Pre- U
Program Students at Secondary Schools ". Since this book is meant to help Pre U

students to conduct a research within the duration of 5-6 months, which will ultimately
lead to a colloquium, I have given simple guidelines on how to do so, within their
means, focusing on issues related to the subjects they are taking and using students or
teachers as respondents. I have provided insights on how to write a research proposal,
different types of instrumentation that can be used, how to formulate questions for a
questionnaire, how to analyze the data obtained etc. I have designed assessment forms
that schools would be able to use to assess students` presentation during the
colloquium as well as their R and D report. So, this book would be beneficial not only for
students, but for teachers and the school administration as well. I wanted the book to be
an "interactive` one rather than merely a descriptive one. It is my hope that by keeping
the language simple, it would be easily accessible by students from all parts of
Malaysia.
Ernest: What are some of the research related problems you have identified among
students entering a university?
Caroline: Prior to introducing R and D in the Pre U program, which started just 2 years
ago, students were not given any exposure to research. Pre U program is currently still
using the term system with a terminal examination. Focus is very much exam-oriented.
Therefore, students step into universities with zero knowledge on research. Next year,
the modular system would be introduced with school-based assessment every
semester. It would be compulsory for all schools offering Pre U program to ensure R
and D is done as it could be included as part of the school-based assessment. My
school, SMK Cochrane, started early as we wanted to prepare ourselves for the
modular system. For our school, the transition would be smooth as I have conducted
ample in-house training for teachers and students, on how R & D should be carried out.
Ernest: And how will your book help students in improving their research skills?
Caroline: Firstly, my book will help students to take "baby steps` into researching and
help them comprehend the dynamics of research. In conducting a research, basic
knowledge is certainly necessary such as the different types of research, the meaning
of terms that are peculiar to research etc. I have included these aspects but limited
them and touched on only the relevant ones within the scope of the Pre-U program.
Secondly, my book will help students to go through the "thinking process` while reading
it. I believe it is crucial for students and teachers alike to understand the concept of
research as a whole and not take a piecemeal approach to it. My book will help them
see the connection between the different components of research. It is my hope that the
book would help them come up with a research problem, do systematic reading on it
(literature review), formulate research questions, write a research proposal, carry out
the research successfully, write out the research report, and finally present it during the
colloquium, confidently.
Ernest: Finally, do you encourage your students to use the internet for improving their
English and research skills?

Caroline: I certainly do. Furthermore, the students are highly dependent on information
from the internet, especially where research is concerned. Most of my English lessons
require my students to do some form of researching as well. For example, if I do a topic
on prominent 20th century personalities or on the two world wars or the Holocaust,
students have to read up about these on the net. Besides, I encourage them to stay in
touch and communicate with me in English via Facebook or any other social networking
websites. In fact, most of the classes have their respective blogs through which they
communicate in English. Pre U students are allowed to bring their laptops to school.
Most schools in Malaysia have free broadband, which students and teachers have full
access to. My school has a computer laboratory equipped with broadband, where
classes can be conducted. The school library has an internet caf especially for
students. They are allowed to use it for recreational purposes (listening to
music/downloading songs), as well as for academic purposes. The school provides a
very positive climate to the usage of internet.
Ernest: Thank you Caroline for sharing the view on learning from Malaysia!
Caroline: It is indeed my pleasure to share my views. Thank you very much!
http://thesop.org/story/20110504/english-teaching-in-malaysia-an-interview-withcaroline-vimla.html