Ong , Saw Lan and Tan, May
(2008)
Mathematics And Science In English:
Teachers Experience Inside The Classroom.
The Asia Pacific Journal of Educators and Education (formerly known as Journal of Educators and Education), 23 (1).
pp. 1-10.
ISSN 2289-9057
Abstract
In 2003, the Malaysian government implemented a new policy in the national
education system; English is made the language of instruction in schools for the teaching
of Mathematics, Science and technology subjects. These subjects had formerly been
taught in the Malay language. The purpose of teaching Science and Mathematics in
English is to enable students to acquire proficiency in English while learning the content.
This study aims to provide more in-depth information concerning teachers’ experiences
and classroom practices in the implementation of the change in language of instruction
for Mathematics and Science. To gather information on teachers’ experiences with the
policy change, classroom observation and semi-structured interviews were conducted
with the four Mathematics and Science teachers. While teachers interviewed are
supportive of the policy, they are still struggling with the realities of implementing this
policy. Three factors appear to be salient in influencing how quickly a teacher can effect
the transition into teaching entirely in English. They are the prior educational background
of teachers, the linguistic environment in school and the linguistic abilities of their
students.
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