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English Remedial Instruction in Malaysian Primary Schools (I) REFERENCES…
English Remedial Instruction in Malaysian Primary Schools
A) BACKGROUND OF STUDY/ INTRODUCTION
Remedial education in Malaysia.
The importance of English language in Malaysia
The drawbacks of LINUS 2.0 program
Autonomous intervention given to English language teachers
Lack of support
Inadequate resources
Inconsistency in remedial interventions
Time constraint
Teacher readiness
B) PROBLEM STATEMENT
The absence of English remedial instruction leads to the following problems:
i) English Language teachers face difficulties in conducting English lesson catering to both high achievers and remedial students simultaneously.
ii) The struggling students are deprived from obtaining optimal learning prospects in English language according to their needs and abilities in a mainstream class.
D) RESEARCH QUESTION
What is the best form of English Remedial Instruction to be implemented in Malaysian Primary Schools?
E) SIGNIFICANCE OF STUDY
Remedial instruction for English Language is significant due to the following matters:
Students are able to receive more attention from remedial teachers.
Remedial students will be able to learn in a mainstream class after a period of remedial instruction intervention.
English language teachers would not have to juggle between enrichment and remedial activities in a lesson.
F) LITERATURE REVIEWS
one out of five students has great difficulty in reading acquisition. (Therrien 2004)
Reading difficulties among children started in their early reading instructions. As this problem was not detected right away, it worsen over time (Graney 2000).
Early investigations into the effectiveness of the literacy intervention program for English literacy found that the English teachers, unlike their Bahasa Melayu and Math counterparts, have to double up as remedial teachers as well (Azman 2016)
Early literacy skills are crucial for children asthese skills can help the learning progress of children
in future. (Luyee et. al. 2015)
The implementation of such an intervention programme (LINUS LBI 2.0) seems to have a positive impact on pupils' literacy performance and learning behaviour. (Bokhari et. al. 2015)
G) DISCUSSION/ IMPLICATIONS
English remedial courses should be introduced in IPG.
Existing English language teachers should undergo the courses for English remedial teaching.
H) CONCLUSION
Special Remedial Education for English language should be introduced in order to assist weak pupils in their mastery of basic English language skills.
I) REFERENCES
Rosselilah Bokhari, Sabariah Md Rashid & Chan S. H. 2015. Teachers’ Perception on the Implementation of the Literacy, Numeracy and Screening (LINUS LBI 2.0) Programme among Lower Primary ESL Pupils. Malaysian Journal of ELT Research 11(1) : 108 - 121text
Hausheer, R., Hansen, A., & Doumas, D. 2011. Improving reading fluency and comprehension among elementary students: Evaluation of a school remedial reading program. Journal of School Counseling, 9(9), 1-20.
Kasran S.B. , Toran H. , Amin, A.M. 2012. Issues and Trends
in Remedial Education: What do the eachers say? Procedia - Social and Behavioral Sciences 47 ( 2012 ) 1597 – 1604
Ozma Siddiqui & Fatimah M. A. Alghamdi (2017). Implementing Differentiated Instruction in EFL Remedial Classes : An Action Research. Journal of Education and Linguistics Research 3(2) : 89-100
Luyee, E. O., Roselan, F. I., Anwardeen, N.H., & Mustapa, F.H.M. 2015. Suitability of the Literacy and Numeracy Screening (LINUS) 2.0 Programme in Assessing Children's Early Literacy. The Malaysian Online Journal of Educational Science 3(2) : 36-44
Azman, H. 2016 Implementation and Challenges of English Language Education Reform in Malaysian Primary Schools.
3L: The Southeast Asian Journal of English Language Studies - Vol
22 (3): 65 -78
C)PURPOSE
To propose a suitable English Remedial Programme to help the mastery of basic English skills among weak pupils.