Individual report on Transitional Bilingual Education (TBE)
A framework organises and manages content in systematic ways. It also
provides a set of parameters within which the content is to be developed. Moon (A
framework is not a set of rules but it offers flexibility by giving different variation in
implementing the framework, providing that the underlying principles and standards
are adhered to. When a framework is applied, it should be organise, control and
regulate the content of the curriculum. Developing a framework therefore is expected
to be beneficial for all parties.
Our group and I were assigned to develop a framework of bilingual programme
or model for Malaysia, hence we have come out with Transitional Language
Programme (TLP). This model was developed based on transitional bilingual
education. A transitional bilingual education focuses on two main roles. First, to ensure
that students are able to master well their primary language then only assist them to
master their L2.
The vision of TLP is to provide an outstanding education through dual language
instruction in English and Malay language whereas the mission for the programme is
to nurture English language proficiency and to ensure the acquisition of English
language. We plan to improve bilingual learning in young children so as to create a
stronger foundation for language learning in their later years.
We planned to begin implementing TLP from pre-school level to lower primary
four. Transitional of language (Malay) to L2would happen gradually. The process of
using L1 and then translated it into L2 will be done progressively. The usage of the L1
in teaching will be slowly decreased throughout the progress in order to increase and
strengthen the L2. Therefore, the amount of L1 usage is the highest in pre school
level to boost their understanding towards L2. Later, the students will be fully exposed
to L2 learning in Year 4 as we believe that throughout the transitional process, the
students will be able to eliminate L1 and fully utilise L2.
We also designed several school activities and as well as in class activities
throughout the implementation of TLP. Among them are biblio corner, a word a day
and informative board, scavenger hunts, bilingual shop role-play and etc. The activities
are first carried out using dual languages (Malay and English). Then slowly, the usage
of L1 will be diminished accordingly and finally only focuses on L2.
Students will be evaluating via CEFR ranging from A1 to C2. Assessment will
be
Individual reflection on Transitional Bilingual Education (TBE)
Developing the framework opened up new ways to view the importance,
challenges and things to be considered when developing and implementing bilingual
education in Malaysia from different perspectives. As a teacher who has always
implemented changes made by Ministry of Education without much in-depth
knowledge of how and why certain programs were introduced, the task of developing
this framework brings out the challenges and issues that need to be taken into
consideration.
First, one’s teaching and learning experiences made a huge impact and greatly
influenced how an individual approaches a problem or issue. For example, beginning
the English teaching profession in a rural, low enrolment school with combined
classrooms, most pupils did not even have the basic English language vocabulary at
the beginning of the school semester. Half of the students were also influent in Bahasa
Malaysia since they are from rural area that mainly use Chinese as the main medium
of communication. Thus, teachers lastly resorted to the usage of the primary language
at the beginning of the semester in order to ensure students understood the
instructions before fully transitioned to English instructions.
Since the task is a group task, it brings out the discussions about each other’s
teaching background. This brings the realization that the developed bilingual
framework will not work perfectly for all. Due to the differences of students’ mastery of
their first language and English language, the suitability of implementing this
framework differs. Thus, it would be good if the school can be given the opportunity to
choose which framework or programs from a list of suggested programs to be
implemented at the schools instead of one-program-fit-all approach which is currently
being used in Malaysia education system. This will allow educators who have the first
in hand knowledge about the students’ level and needs to carry out the framework that
suits the most.
The Transitional Language Program is aiming to exterminate the dependency
of using first language to acquire English language after a period of time. This is to
encourage students to be able to fully able to use English without much dependency
on their primary language later on. Many debates are not keen to the extermination of
first language due to the concern of the risk of losing the first language. However,
being a teacher myself, it is my belief that the extermination of first language to teach
will not hugely affect the usage of primary language as it is teach as another subject
at school. On the other hand, the usage of primary language will greatly influence
students’ English language acquirement, especially for rural schools and low profiency
students.
