TSLB3613 TEACHING

PRACTICE IN ESL
CLASSROOM
Lecture 1
 Aim and objectives
• The curriculum framework
• Curriculum focus
• Teaching and learning strategies
• Classroom assessment
• Overall performance level (CEFR-aligned)
• Content organisation

OVERVIEW OF THE ENGLISH

LANGUAGE SYLLABUS
 The English Language Syllabus for primary schools aims to equip with learners with basic
skills and knowledge of the English Language so as to enable them to communicate, both orally
and in writing, in and out of school.
 By the end of the primary school, learners should be able to
i. listen to and understand simple spoken English in certain given
contexts
ii. Ask and answer questions, speak and express themselves clearly to
others using simple language
iii. Write legibly and express ideas in simple language
iv. Show an awareness and appreciation of moral values as well as love for
the nation

AIM AND OBJECTIVES

 The English language curriculum is developed in line with the way English is
used in society in everyday when interacting with people, getting information
and when enjoying a good book or film. This is reflected in the learning
outcomes of the curriculum.
 The learning outcomes are based on the four language skills of Listening,
Speaking, Reading and Writing. These four language skills in turn also
incorporate the use of good grammar, the English sound system, and the use of
appropriate vocabulary. In addition, the curriculum also takes into account
other educational emphases such as thinking skills, ICT skills, values and
citizenship education.

THE CURRICULUM FRAMEWORK

 The English curriculum for primary schools is designed to provide learners with a
strong foundation in the English language. Learners will then be able to build upon
this foundation and use the language for various purposes.
 The development of learners’ linguistic ability is in keeping with the goals of the
National Education Philosophy and the Education Act of 1996 which seek to
optimise the intellectual, emotional, spiritual and physical potential of all students.
 In learning the English language, learners are taught the fundamentals of English
grammar and how to use it correctly in both speech and in writing.
 Learners are also taught the English sound system to enable them to pronounce
words correctly and to speak fluently with the correct stress and intonation so that
from these early stages, pupils learn to speak internationally intelligible English.

CURRICULUM FOCUS
 Listen to and enjoy the rhyme, rhythm and sounds of poetry, jazz chants and songs;
 Listen to and enjoy stories, fables and other tales of imagination and fantasy and predict outcomes, and draw conclusions at
a level suited to their ability.
 learners are taught how to ask questions politely when seeking information or clarification and to reply giving relevant
information. Learners are also taught to express their thoughts, feelings and ideas simply when talking to friends and older
people.
 Give relevant information politely in response to enquiries made: • to state • to identify • to disagree • to make comparisons
 Take simple messages and convey them accurately;
 Make and receive telephone calls using polite speech forms;
 Tell stories based on pictures and other stimuli, and recite simple poems;
 Talk about the people, places and moral values of the stories heard, read and viewed using simple language;
 Perform a variety of functions in a social context such as exchanging greetings, making introductions, inviting people, etc.;
giving simple instructions and directions;
 Respond to audio-visual materials such as cartoons on TV and suitable films by • giving opinions, and • relating the
material to personal experiences and previous knowledge.

TEACHING AND LEARNING

STRATEGIES
 Assessments in primary education consist of two components: formative and
summative
 Formative assessment, a school-based initiative, is a continuous effort on the
part of the ESL teachers and the school to ensure that ELT and learning (i.e.,
the learning of the fundamental language skills) takes place.
 The summative assessment, in the form of UPSR English language, aims to
assess “the attainment of an individual at the end of a course of study”
(Murphy and Broadfoot, 1995, p.36); at the end of the primary education.
 The UPSR English language paper aims to assess pupils' ability in the reading,
and writing.

CLASSROOM ASSESSMENT
 The CEFR proficiency scales are empirically validated and provide a valid
framework that describes what learners have to learn to do to use a language
for communication and what knowledge and skills.
 The language ability of learners in relation to listening, speaking, reading and
writing are described across the proficiency scale at six levels (A1, A2, B1,
B2, C1 and C2) ranging from A1 for elementary learners to C2 for those who
have mastered the language.
 The descriptors are not language specific and are context-free to allow users to
adapt them to fit the target language and their own specific contexts.

OVERALL PERFORMANCE LEVEL

(CEFR-ALIGNED)
 Scope
 • It refers to both the breadth and depth of content and includes all topics, learning experiences and organising threads found in the curriculum plan.
 For example, the scope of Kurikulum Standard Sekolah Rendah (KSSR) was broadened to include the 21st century skills in order to overcome certain
shortcomings within the older system, the Kurikulum Bersepadu Sekolah Rendah (KBSR). • It is hoped with this new restructured and improved curriculum,
our children would have the necessary knowledge, skills and also the values to face and overcome the challenges of the current times. • Therefore, KSSR has
been designed to go beyond acquiring communication skills, self-development and the child’s immediate environment as in the KBSR. • It is designed to
enhance and embrace the use of Science and Technology, develop values, understand humanitarian issues and also focus on the child’s physical and
aesthetical development.
 Sequence
 • It refers to the organisation of content and the extent to which it fosters cumulative and continuous learning (referred t as vertical relationship among
sections of the curriculum). • For example, in the KBSR, language content were sequenced based on the four language skills. The sound system and grammar
formed part of the language content. • However, there was too much emphasis on teaching reading and writing skills to enable pupils to pass public exams
that many teachers neglected to teach listening and speaking skills (Chitravelu, SIthamparam & The, 2005). • Grammar was also taught implicitly in the
context of a topic and pupils were found to lack accuracy in their speech and writing.
 • To overcome these problems, a modular-based system based on ‘Learning Standard’ was introduced in the KSSR. • In this new curriculum, there are set
standards of learning that our children have to achieve at the different levels of their schooling. • In KSSR Level 1, pupils are taught explicitly based on the
following: Module 1 (Listening and Speaking), Module 2 (Reading), Module 3 (Writing), and Module 4 (Language Arts). • At Level 2, grammar will be
added to the four modules taught in Level 1. • At specific times at each level these learning standards will be measured to ensure that no child gets left behind.
If a child fails to meet the required standard, the teacher is required to do more revision activities with the child until he or she eventually achieves the
required standard. 3. Integration • There also seems to be time allocated for Chinese and Tamil languages within the school timetable to ensure that students
need not remain in school for long hours. • The new curriculum also appears to be moving away from an exam-oriented system and the streaming of students
according to their academic ability is discouraged. • In the KSSR, students are encouraged to work together and help each other rather than being focused on
competing to being the best. • Although academic achievement is important, it is no longer everything. Character development and values are also given
prominence.

CONTENT ORGANISATION