INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

COURSE OUTLINE

Kulliyyah / Institute Institute of Education

Department / Centre N/A

Programme B. Ed. (TESL)

Name of Course / Mode Issues in TESL

Course Code EDC 3212

Name (s) of Academic staff / Instructor(s)

Prof. Dr. Ratnawati

Rationale for the inclusion of the course / module in the programme

This course is important to the trainee teachers in this programme as it provides a backdrop to the present scenario of teaching English Language in Malaysia. This would create consummate teachers who not only have the knowledge and skills of teaching the subject but also the understanding of social implications in the teaching of English.

Semester and Year Offered Every Semester

Status Specialized

Level Three

Total Student Learning Time (SLT)

Face to Face

Independent Learning

Formal Assessment

(Final Exam)

Total Guided &

Independent Learning

Lec

ture

Ora

l P

rese

ntat

ion

Gro

up W

ork

&

Dis

cuss

ion

Ter

m P

aper

&

Pro

ject

30 12 38 37 3 120

Credit Value (hours) 3 credit hours

Pre-requisites (if any) None

Co-requisites (if any) None

1

Course Objectives

The objectives of this course are to:1. expose students to the impact of English on

Malaysian society 2. discuss the role and importance of language policy in

Malaysia.3. describe the relationship between language and

power, language and culture, and language and identity, and their implications for teaching English as a second language in Malaysian classrooms.

4. enable the students to appreciate the importance of using Standard English

Learning Outcomes

Upon completion of this course, students should be able to:1. describe the impact of English on Malaysian society; 2. identify and explain the role and importance of

language policy in Malaysia;3. describe the relationship between language and

power, language and culture, and language and identity, and their implications for teaching English as a second language in Malaysian classrooms;

4. dicscuss the importance of using Standard English

Transferable Skills

1. Analyze relevant reports in history concerning the status of English Language in Malaysia.

2. Develop presentational and argumentative skills3. Develop self-regulated learning leading towards personal

and intellectual anatomy.

Teaching-Learning /assessment strategy(Appendix C)

Teaching-learning strategy/ Type of

Assessment

Description

Teaching-learning strategy Co-operative learning

Assessment strategyCombination of coursework evaluation and final written examination

Course Synopsis Overview of the major topics to be covered in the course.

Mode of Delivery Lecture, Forum, Discussion, Debate

Assessment Methods and Type/Course Assessment

2

LO Method %

2,3, 4 Forum 20

1, 2, 3, 4 Term Paper

20

2, 3 Oral Presentation 20

1, 2, 3 Final Examination 40

TOTAL 100

Mapping of course / module to the Programme Learning Outcomes

Learning Outcome of the course Programme Outcomes01 02 03 04 05 06 07 08

1. Describe the impact of English on Malaysian society

√ √ √ √

2. Identify and explain the role and importance of language policy in Malaysia

√ √ √ √ √

3. Describe the relationship between language and power, language and culture, language and identity, and their implications for teaching English as a second language in Malaysian classrooms

√ √ √ √ √

4. Discuss the importance of using Standard English √ √ √ √ √ √ √

Content outline of the course / module and the SLT per topic

Weeks TopicsLearning

HoursTask/Reading

(author/page)

1 Introduction to the course Setting expectations Discussion: Why study English?

7Discussion

2 The History of English in Malaysia (Group 1) English as a colonial language Colonial language policies What are the implications of these policies on

attitudes towards English?

Present attitudes towards English: Is it still considered a colonial language? (Group 2)

How is English perceived among Malaysian students? How is it perceived among Muslim students?

Is English still perceived as a colonial language? What is the Islamic view towards English as a

second or foreign language?

The National Language Policy (Group 3) What are the reasons for the national language

policy? What were the implications of the language

policy on the teaching of English?

Gaudart, 17-36http://www.melta.org.my/ET/1987/main2.html

Ratnawati Mohd Asraf, 103-118(See English and Islam: A Clash of Civilizations)

Asiah Abu Samah, 52-65

3

3The Role of English in Malaysia (Group 4)

What are the reasons for the national language policy?

What is the official role of English in Malaysia? What effect has the National Language Policy

had on the role of English in Malaysia? What were the implications of the language

policy on the teaching of English?

Improving Malaysian students’ proficiency in English (Group 5)

Teaching mathematics and science in English What are the reasons for teaching mathematics

and science in English? What are some problems associated with the

teaching of mathematics and science in English?

Will the teaching of math and science in English help to improve students’ English proficiency?

The English language syllabus (Group 6) The aims and features of the current English

language syllabus Would the current English language syllabus

help to improve students’ proficiency in English?

To what extent does a syllabus help to improve a student’s language proficiency?

To what extent should teachers teach according to the syllabus?

Asmah Hj. Omar, 82-102

See:Letter to the editor:http://thestar.com.my/education/story.asp?file=/2011/12/4/education/9918860&sec=education ANDResponse:(See “Don’t confuse the BM and English Issue”)

Ratnawati Mohd Asraf, 1-19http://www.melta.org.my/ET/1996/main1.html

4

4 Teaching English in rural schools(Group 7)

The use of English in the rural school context The proficiency of students in rural schools What are the implications, for these students, of

not being proficient in English? What are the issues teachers should consider

when teaching students in rural schools?

Promoting English language development and the reading habit among students in the Rural Schools (Group 8)

What is extensive reading? How would extensive reading help students in

rural schools?

Ratnawati Mohd Asraf, 78-96(See “The Teaching of English in Rural Schools”)

Ratnawati Mohd Asraf, 83-102

http://www2.hawaii.edu/~readfl/rfl/October2003/mohdasraf/mohdasraf.html

Required references supporting the course

Asiah Abu Samah (1994). Language education policy planning in Malaysia: Concern for unity, reality, and rationality. In Abdullah Hassan (Ed.), Language planning in South East Asia (pp. 52-66). Kuala Lumpur: Dewan Bahasa dan Pustaka.

Asmah Hj. Omar (1992). The linguistic scenery in Malaysia. Kuala Lumpur: Dewan Bahasa dan Pustaka.

Gaudart, H. (1987). English language teaching in Malaysia: A historical account. The English Teacher, 16, 17-36.

Mohd Asraf, R. (1996). The English Language syllabus for the year 2000 and beyond: Lessons from the views of teachers, The English Teacher, XXV, 1-19.Ratnawati Mohd Asraf (1997). The cultural implications of teaching English as a second or

foreign language. Muslim Education Quarterly, 14(4), 4-19.Ratnawati Mohd Asraf. (2004). Learning English in Malaysian rural schools: Attitudes,

motivation, and anxiety. In David, M. Ed.), Teaching of English in Second and Foreign Language Settings (pp. 78-96). Frankfurt: Peter Lang Publications.

Ratnawati Mohd Asraf. (2005). English and Islam: A clash of civilizations. Journal of Language, Identity, and Education, 4(2), 103-118.

5

By the end of the programme, students are able to (MQA sample):Keyword

1. Demonstrate familiarity with established knowledge in the field of Teaching English as a Second Language and awareness of current development therein.

Knowledge

2. Use relevant skills learnt in Teaching English as a Second Language for professional and personal development.

Practical Skills

3. Cooperate with others and apply knowledge in a socially responsible manner for the progress of the nation and the ummah.

Social skills and Responsibilities

4. Demonstrate commitment to ethics, autonomy and professionalism in the workplace and everyday life.

Value, Attitudes and Professionalism

5. Analyse issues and demonstrate skilfulness in planning, executing and evaluating strategies and action plans.

Problem Solving and Scientific Skills

6.Use the necessary learning skills in information management and apply effective strategies for lifelong self-improvement.

Information Management and Lifelong Learning

Skills

7.Apply basic managerial and entrepreneurial skills in relevant fields.

Managerial and Entrepreneurial Skills

8. Use and integrate Islamic principles to analyse and evaluate ideas and theories in the field of Teaching English as a Second Language

Islamicization

6