Creative Writing

Many learners of English as an additional language reach a plateau and then either remain in the communicative comfort zone or have the realisation that vocabulary acquisition is crucial to further development. The call of `I need to learn more words' is all too common. While syntax and communicative interaction are vital in English language learning, it is clear that an accurate grasp of vocabulary enhances ones productive and receptive skills. Research recognises that reading with pleasure requires knowledge of 95% of the words of a text while related research suggests that English for academic purposes requires a core vocabulary of at least 5000 carefully chosen words . Learning a new word also includes spelling, pronunciation, meaning and how a word works in different registers.

Alienation in a classroom may often arise from lack of motivation when learning a language for which learners can see little reason or purpose. In the Malaysian rural setting, this may occur when learners are young, unaware of extrinsic motivational factors or without community support for TESOL classroom norms.

A meaningful classroom has to have its own intrinsic motivation. This paper will argue that the way language learning is fostered creates intrinsic motivation. Even in large rural classrooms, interaction, well chosen tasks and greater use of spoken English are tools to counter the sense that` the aliens have landed’. The presenter will share a framework for avoiding alienation to create learner- centered enjoyment of language acquisition by drawing on ASEAN and Malaysian classroom and teacher training experiences. The nationwide CfBT  Malaysian Schools project will be referred to.

Change towards an interactive classroom is often blocked by lack of acceptance of new techniques which require changes in a teachers’ role away from step-by-step sequences or `recipes’. Such ‘recipes’ while useful for novice teachers may not work in all contexts. This paper describes how culturally based perceptions of a teacher’s role impact on acceptance of classroom innovation and suggests teacher reflective practice. Building acceptance of differing methodologies in the early phases when first impressions count is therefore linked to reflection and lessons from in service teacher education. This paper uses rural in-service doctoral data and links research findings to classroom practice, focused on developing cross cultural acceptance of change. Techniques are suggested for bridging cultural gaps with reflective tools. These techniques drawn for research are presented by examining the roles we play as either teachers or teacher educators who wish to ‘cook up’ learning in interactive classrooms.

Older paper but still relevant.
Teachers in large class environments may have status as the dominant source of knowledge and language. When provided with tools for empowering learners through interactive language learning, teachers may feel challenged as roles change and language demands expand.  Language development tools to create an interactive learner- centred class room include teachers’ own language learning, the use of specific task types, and  class room techniques which build  English language confidence.  To build confidence to change from the `guru’ fronted environment requires cultural sensitivity, techniques and tailored approaches in teacher education. This paper will draw on research and experience in rural Malaysia and wider settings to suggest a framework for developing interactive language acquisition within a nationwide teacher education project.

Malaysia has invested heavily to develop education and language competencies for national and transnational needs, including English for international communication. Any attempt to meet English language needs of ASEAN partners could benefit from lessons from the past and a focus on productive multilingualism, especially in a linguistically diverse nation There is a history of addressing the urban and rural divide with various projects to build English language skills for a knowledge-based economy, yet there may not always be synthesis from these initiatives when policies change. The most recent aspirations in the form of eleven shifts in the Malaysian 2013-2025 Education Blueprint are presented as transformation and they address many possibilities. Challenges in moving Malaysia up from its PISA ratings for literacy and reading skills are also made complex with a multilingual educational system and questioning of the position of English vis-a-vis the national language. This chapter will argue that capacity building for ASEAN integration, through developing English for effective international communication, depends on long-term strategies built on recognizing linguistic complexity in classrooms. An in-service teacher education project will be used as a case study of the challenges in aligning top-down planning with classroom-based development.

'Proven Practices’ is a compilation of lesson plans to help teachers develop effective ways of creating enjoyable teaching and learning in stimulating classrooms. ‘Proven Practices’ help with the challenges of varied levels of learners and provide tools for reflection in the form of questions. It also provides links to the changes in English in other subjects. In a section called ‘Apply’ there are ideas for linking the skills in the book to contnet areas. Proven Practices in English Language for Malaysian Primary Schools’ was produced by the Centre for British Teachers (CfBT) Malaysia in collaboration with the Curriculum Develoment Centre. ‘ as part of an earlierr nation wide project.
This is a publically distributed collection of practical lesson strategies.  Teachers and teacher educators contributed and are listed here, The focus is practical low tech for rural classrooms. The editor thanks all and hopes you are all still teaching.

There is little point in teachers arguing for the good old days of copperplate writing and the perceived decay of the English language through SMS and on-line modes. We have little choice but to embrace change, Facebook reality and consider the role of new media so as to avoid being caught in a widening digital awareness gap. Language materials development then needs to align with digital literacy and related skills which are arguably developing more rapidly than the rate of print information. Once we define ‘digital literacy’ one can argue that our role as facilitators of education is to provide learning which is not seen by the Net generation or ‘digikids’ (Merchant, 2007) as fossilized. Drawing on an overview of rapidly changing uses of written and symbolic representation, it is suggested that new literacies link to sourcing information, in both senses of the word, and in understanding differences in spoken and written modes. Understanding the changed roles of formal and informal language in digital literacy, as well as differences between oral and written messages can inform learners’ choices and classroom practice.

Presenting competently needs language awareness and non- verbal skills which can be difficult to assess. This paper presents a framework for understanding the demands of presentation speaking and suggest approaches to scoring and giving feedback with attention to sub-skills. The framework draws on research and the presenters experience in South East Asia. Guidelines for classroom practices which move beyond an assessor’s intuitive response are suggested.

Pronunciation teaching of the segmental aspects needs to be

balanced with the inclusion of learner awareness of stress, rhythm, intonation and meaningful production. Yet many formats for pronunciation teaching do not place these skills and an awareness of the suprasegmental
features in either a communicative format or a specific speaking situation.

Learners' reasons for improving pronunciation may, however, be quite specific. For many ESL and EFL learners skilful pronunciation is linked with effective presentation in an international context of developing globalization. The paper presents a case for the application of pronunciation development to the needs of learners who are undertaking presentation skills courses or speech communication training. A range of pronunciation skills applicable to presentation speaking courses are presented within a framework of integrating accuracy skills with fluency development. Evidence of the importance of the links between suprasegmental awareness and production is discussed. Secondly, the practical application of speech production approaches will be linked to the growing marketplace demand for presentation skills in both EFL and ESL situations.

The limited adoption of task- based teaching in Malaysia can be attributed to constraints common to other settings in which English is but one of the many language choices. Challenges include teacher- fronted teaching and little community support for English, particularly in rural environments. Adoption of task- based approaches is rarely effective when prescribed by the syllabus, as once the teacher closes the classroom door she will do what she is comfortable with. This is especially so when numerous curriculum changes are centrally implanted (Kabilan, 2007). In some cases teachers adopt new approaches to classroom tasks. It is therefore useful to describe a case study in which there was acceptance of tasks as primary and secondary teachers experienced the loop input approach (Woodward, 2003) during teacher education courses. This chapter will therefore draw on data from the early interaction of in- service courses to suggest approaches to building positive responses to tasks for rural classrooms. Data and participant refl ections suggest that deconstructing transmission teaching can occur when tasks are productive and relevant. It is suggested that task- based approaches may need to work with the realities which Canagarajah (2011) and others describe as ‘plurilingual’ classrooms. This chapter argues that transferable tasks and an awareness of methodologies beyond monolingualism may build acceptance of change.

Academic work is often seen as producing written text as the result of intensive thought. The text is readily assessable and available for analysis, so it is not surprising that there are a range of EAP writing and reading courses available. However, academics and students face other demands in the current growth of the international education marketplace.

Digital literacy means more than using digital tools or platforms for the delivery of teaching and learning. Information and communication choices are being made for us by learners and if not embraced, classrooms will run the risk of fossilisation.  In reality, digital literacy skills is a borderless and valued skill set, but acquiring such expertise is often undercut by classroom practises. It will be argued that cogent teaching and learning approaches through questioning, learner-centred tasks and layered multi-modal techniques are needed. A framework embracing digital literacy and critical thinking approaches will be suggested based on techniques applicable to varied levels, in both technology- rich and lo-tech situations.

Academic work is often seen as producing written text as the result of intensive thought. The text is readily assessable and available for analysis, so it is not surprising that there are a range of EAP writing and reading courses available. However, academics and students face other demands in the current growth of the international education marketplace.