Teaching Mathematics and Science in English in Malaysian Classrooms: The Impact of Teacher Beliefs on Classroom Practices and Student Learning

Autor/inn/en	Tan, May; Lan, Ong Saw
Titel	Teaching Mathematics and Science in English in Malaysian Classrooms: The Impact of Teacher Beliefs on Classroom Practices and Student Learning
Quelle	In: Journal of English for Academic Purposes, 10 (2011) 1, S.5-18 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-1585
DOI	10.1016/j.jeap.2010.11.001
Schlagwörter	Exit Examinations; Foreign Countries; Writing Ability; Science Teachers; Teacher Attitudes; Mathematics Instruction; Indonesian; Student Attitudes; Language of Instruction; English (Second Language); Second Language Learning; Interviews; Bilingualism; Surveys; Observation; Classroom Techniques; English for Academic Purposes; Teaching Methods; Second Language Instruction + Suchen Sie Ihr Suchwort? Final examination; Abschlussprüfung; Ausland; Schreibkompetenz; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Mathematics lessons; Mathematikunterricht; Schülerverhalten; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Interviewing; Interviewtechnik; Bilingualismus; Survey; Umfrage; Befragung; Beobachtung; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht
Abstract	In 2003, after more than thirty years of using Bahasa Malaysia (BM) as the medium of instruction for all subjects, the Malaysian educational system switched to using English to teach Mathematics and the Sciences in its schools. This new policy is known by its BM acronym, PPSMI. To ease transition, bilingual high-stakes exit exams are being used as an accommodation measure, with the objective of eventually having English-only exams. This paper examines the perceptions and beliefs of upper secondary Math and Science teachers (MST) whose students are the first and second cohorts to learn Mathematics and Science in English. Results from surveys, teacher interviews and classroom observations illustrate how MST perceptions and beliefs influence classroom practices. The data shows that exam policy, teacher perceptions and their beliefs interact to encourage the use of translation and an emphasis on keywords during teaching. These practices enhance the learning of academically and linguistically strong students but negatively impact the content and language development of weaker students. These methods may also increase the content comprehension of students over the short term, but limit the development of their speaking and writing abilities. In closing, measures to improve students' learning of EAP are proposed. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10