Teachers' Challenges in Implementing the Highly Immersive Programme (HIP) in the Classrooms

Autor/inn/en	Saminathan, Catherine; Yin, Lim Pei; Mustafa, Zarina; Abdullah, Amelia
Titel	Teachers' Challenges in Implementing the Highly Immersive Programme (HIP) in the Classrooms
Quelle	In: LEARN Journal: Language Education and Acquisition Research Network, 13 (2020) 2, S.194-207 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2630-0672
Schlagwörter	Immersion Programs; Language Proficiency; Second Language Learning; Second Language Instruction; English (Second Language); Self Efficacy; Self Esteem; Case Studies; Parent Participation; Teacher Attitudes; Student Interests; Language Usage; Teacher Motivation; Program Descriptions; Foreign Countries; Student Role; Administrator Role; Elementary School Teachers; Program Implementation; Elementary School Students; Malaysia + Suchen Sie Ihr Suchwort? Immersionsprogramm; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Self-efficacy; Selbstwirksamkeit; Self-esteem; Selbstaufmerksamkeit; Case study; Fallstudie; Case Study; Elternmitwirkung; Lehrerverhalten; Studieninteresse; Sprachgebrauch; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	The Highly Immersive Programme (HIP) was introduced into the Malaysian education scenario with the aims of involving and immersing students in an English environment. Through HIP, it is hoped that students will have better opportunity and platform to use the language confidently, thus improving their English proficiency. HIP is aimed to foster positive behaviours towards the learning of English. Teachers play the main role in the planning, implementation and creating interests amongst the students. At the same time, teachers are also encouraged to develop tools and aids for the activities and organise school events in the English language. This study is conducted to find out the challenges that teachers face in creating a highly immersive English environment. A qualitative case study involving three teachers was conducted to obtain the data through in-depth interviews. The findings illustrated that teachers encounter several challenges in the implementation of HIP in the classrooms, including lack of parental involvements; teachers' attitude and motivation; lack of adequate time; teachers' self-confidence and self-efficacy; and lack of resources and cooperation. Therefore, in order for HIP to be fully successful, the challenges need to be addressed seriously through various solutions which can come from the school, parents and the community. (As Provided).
Anmerkungen	Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01