Reshantini a/p Rajendran

TESL G PISMP JUN 2018

1. As a future teacher, how do you ensure that bilingual proficiency is achieved?
As a future English teacher, I believe that it will be challenging for most of the pupils in the
classroom to acquire English as the second language, especially if they come from non-
English speaking family background. Hence, I will provide opportunity for the pupils to
practise the language in the classroom so that I can guide them to use the English language
effectively. For example, I will integrate role-play in my English lesson so that the pupils get
to speak and also achieve mastery of the language. In my opinion, I feel that bilingual
proficiency is achieved when the pupils are able to communicate in English efficiently.

2. a. Explain with examples the meaning of learning to know and learning to do as

underlined in UNESCO Pillars of Education.

Learning to know refers to acquisition of knowledge as lifelong learners that can be enriched
by all forms of experience. This includes the development of memory, imagination,
reasoning, problem-solving, and the ability to think critically. It is ‘a process of discovery’,
which takes time and involves going more deeply into the knowledge delivered through
subject teaching. For example, Teachers design their lesson plans with content refinements,
techniques that they will apply and the activities that the students will do carry out during the
lesson. Learning to do implies application of what learners have learned or known into
practices. It refers to the ability to communicate effectively with others, aptitude toward team
work, social skills in building meaningful interpersonal relations, adaptability to change in
social life and a readiness to take risks and resolve conflicts. This results in education
requirements to go beyond routine work, for technical and professional training, adaptation
to collective teamwork, that requires creativity, initiative and are prone to challenges. For
instances, the educators when interacting with their students, emphasizes learning to put
their own ideas such as using various resources available to teach a particular topic or
content.
2.b. Describe how teachers can fulfil the two UNESCO Pillars of Education, learning to
live in harmony and working together among the multiracial students.

Learning to live together refers to the discovery of others and on another, experience of
shared purposes throughout life. Specifically, it implies the development of qualities such as
knowledge and understanding of self and others, appreciation of the diversity of the human
race empathy and cooperative social behaviour and respect of other people and their
cultures. Teachers in the Malaysian classroom can fulfil learning to live in harmony by
introducing various races in Malaysia and their culture to the pupils. For examples, if a
teacher is teaching the topic food, he or she can introduce pupils to the traditional foods of
different races and also show them how to value the aspects and cultures of other races.
Through this, teachers can instil mutual respect among pupils of multiracial in the Malaysian
classroom which eventually leads to living in harmony. Besides that, teachers can implement
groupwork during the lessons by assigning pupils of different races as one group to do a
particular task especially tasks that related to different ethnic and cultures. This provides
opportunity for the pupils to learn about other races and their cultures at a young age, which
allow the pupils to have good understanding about multiracial which enhances learning to
live in harmony. Other than teachers can also share cultural stories with the pupils and
decorate a multiracial classroom with cultural elements of different ethnics. This is to help
the pupils understand that all races are equally important to live in harmony and it is
essential for the pupils to embrace the diversity of human race in the classroom as well as
the community.