Stephen J Hall
Now an independent writer and qualified wine enthusiast, Professor (Rtd.) Stephen J Hall was Head, Centre for English Language Studies, Sunway University, Malaysia for 16 years. Stephen was an INSETT nation-wide Project Manager for four years working with the Mmalaysian Ministry of Education. Previously, he was a Singapore based corporate trainer with clients including Changi airport, SIA counter staff, VISA Asia Pacific and HBO Asia. He managed Language and Communication, Temasek Polytechnic, Singapore for four years and developed the international student programme and a multi-media language learning environment.
Stephen trained teachers regionally for ASEAN based RELC and has consulted for English for Banking in an Indonesia wide project. He has published over 50 articles and authored several books, including two English for Tourism books co-published in China. He has presented in over eighteen countries, and taught at tertiary, secondary and primary levels. His Doctorate examines the early phases of in-service teacher education in rural Malaysia. More at www.stephenjhall.com
Supervisors: Emeritus Professor Paul Nation
Stephen trained teachers regionally for ASEAN based RELC and has consulted for English for Banking in an Indonesia wide project. He has published over 50 articles and authored several books, including two English for Tourism books co-published in China. He has presented in over eighteen countries, and taught at tertiary, secondary and primary levels. His Doctorate examines the early phases of in-service teacher education in rural Malaysia. More at www.stephenjhall.com
Supervisors: Emeritus Professor Paul Nation
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Papers by Stephen J Hall
Language policy within the Malaysian educational system is highly
centralised, yet tensions are evident in the complexity of varied community
languages, the unifying use of the national language, and the advocacy of
the English language as an expanding lingua franca for global business. The legacy of the past sets the scene for national language planning in Malaysia. Often, views of local identity are presented as a contest between the national language and the English language, linked to expressions of subtractive bilingualism. On an interactional level, there is widespread plurilingualism (Hall, 2018) in which speakers code-switch. Yet, this is often downplayed in educational policy and practice, while lessons may be missed from pastinitiatives, such as English for Teaching Mathematics and Science (ETeMS). Educationalists possibly miss opportunities for motivation through linguistic inclusivity, which could involve the multiple identities of Malaysian learners (Lee et al., 2010). Such choices involve starting from the National Philosophy of Education (NPE) (Ministry of Education [MOE], 2001, 2017) and the Malaysian Educational Blueprints (MOE, 2013, 2015) to develop educational leaders’ and practitioners’ sense of linguistic self. It will be suggested that one can draw on lessons from the past to develop linguistically inclusive language education in educational sectors, which feed into higher education. This
overview will show how the recent history of a bilingual centralised planning.
Language policy within the Malaysian educational system is highly
centralised, yet tensions are evident in the complexity of varied community
languages, the unifying use of the national language, and the advocacy of
the English language as an expanding lingua franca for global business. The legacy of the past sets the scene for national language planning in Malaysia. Often, views of local identity are presented as a contest between the national language and the English language, linked to expressions of subtractive bilingualism. On an interactional level, there is widespread plurilingualism (Hall, 2018) in which speakers code-switch. Yet, this is often downplayed in educational policy and practice, while lessons may be missed from pastinitiatives, such as English for Teaching Mathematics and Science (ETeMS). Educationalists possibly miss opportunities for motivation through linguistic inclusivity, which could involve the multiple identities of Malaysian learners (Lee et al., 2010). Such choices involve starting from the National Philosophy of Education (NPE) (Ministry of Education [MOE], 2001, 2017) and the Malaysian Educational Blueprints (MOE, 2013, 2015) to develop educational leaders’ and practitioners’ sense of linguistic self. It will be suggested that one can draw on lessons from the past to develop linguistically inclusive language education in educational sectors, which feed into higher education. This
overview will show how the recent history of a bilingual centralised planning.
12 varied articles on Quality Assurance. part of occasional reports published online to provide the wider academic community with rapid access to the results of research or technical studies conducted by the staff or associates of Sunway University, as well as to the proceedings at Sunway University.
Sunway Academic Reports can be freely downloaded from:
https://university.sunway.edu.my/periodicals/academic-reports
Online learning platforms with their limitations and strengths have pushed us into exploring new approaches to fostering interactive language learning. But has the pushed change really extended our capabilities, or are we prodded into revisiting core principles, as we deal with rapport, interpretation, text exploration and engagement. A RITE of passage is explored drawing on the presenters COVId 19 teaching and learning and that of earlier experiences of being housebound in a cyclone.
Digital natives and the Facebook/Instagram/Snapchat generation may want a culture of learning which embraces information flows, while providing tools for English language learning and use in the modern era. Suggestions for engaging learners with contemporary techniques will be shared, even for classrooms in which there is not readily available connectivity. Interactive tasks are part of this paper.
Paper Presented at The 6th Undergraduate Conference on ELT,Linguistics and Literature. Sanata Dharma University, Yogyakarta. May 12 2018
The development of ones digital presence is often not reflected on or seen as a crafted construction of a public identity. Yet everyday, billions are positioning their digital presence through social media by creating a digital footprint. Our digital footprint is created by choosing and following while are being followed and tracked. Few are conscious of how much tracking and data mining is going on and many in education do little to acknowledge the need for digital literacy in creating and searching for information. This workshop will address these concerns and
# share reflective approaches to our own digital footprinting
# provide critical analysis tools for websites and Facebook
# outline a working grammar for online searches
#suggest techniques for incorporating digital literacy skills into language learning programmes
# model a loop input approach aimed at deconstructing teacher transmission dominance
When game and language learning phone application designers create their popular aps they depend on learners making their own choices as autonomous learners. The designers understand developing self-driven learning and draw on understanding vocabulary acquisition. They exploit how we learn, internalise and gain productive concepts and vocabulary. Some research-based principles may be very evident in online learning tools, yet neglected in classrooms in which the teacher is the front and centre controller who often may not focus on the autonomy which many teenage learners crave. This paper will argue that we can apply the underlying systems and pedagogy of augmented reality games, such as Pokemon Go Gen 2 and widespread language learning applications such as Duolingo, Busu and Memrise to motivating our learners. Vocabulary learning techniques which can work even in lo-tech, large class environments will centre on principled vocabulary learning to develop learner ownership of learning.
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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.
How the story can be used: To preface either sessions on learning style preferences or to introduce discussion on how previous educational experience may influence perceptions of teaching and learning.