Sie sind auf Seite 1von 5

The English Language Teacher Development Project is a British Council Project, funded by the Malaysian Ministry of Education, which

aims to provide a sustainable development and support system for Malaysian primary teachers of English in Malaysia Project Aim This project aims to enhance primary English teachers ability to plan and deliver uality English lessons based on the new !ational English "anguage Curriculum in #$$ schools across East Malaysia and to set up support structures that will facilitate the teachers continuing professional development%

Sharing: An English mentoring programme empowers teachers and enhances their research capabilities
)E!*+E, -ndrew Bugat recently hit a wall at wor. after eight years of teaching English at /0 -bang Moh in /essang, a small town in /arato., /arawa.% 1hile she loves teaching her 2ear Three, +ive and /i( pupils, she admits to feeling overwhelmed and jaded% /he ac.nowledges that it is normal for teachers to feel that way 3especially when dealing with pupils with low English proficiency and handling other non'teaching responsibilities in school4% But )enifers passion for teaching was rejuvenated when the English "anguage Teaching &evelopment Programme 5E"T&P6, a mentoring programme for teachers, was introduced at her school two years ago% 3* get lots of benefits from it because there is a mentor with whom * can discuss my wor.,4 she says%

Project Approach E"T&P is different in that it involves one'to'one mentoring )enifer is one of the 78 teachers who attended a three'day symposium for teachers involved in the teaching development programme in to help teachers e(plore and reflect on their own 0uching, /arawa. recently% professional practice% They will develop approaches themselves, which they own in order to bring about long' 9rganised by the British Council, the symposium themed Teachers as term change% ,esearchers was a platform for participants to share the teaching and learning methods derived from the mentoring scheme% Project Objectives Objective 1 To improve classroom teaching and learning as E"T&P director Tricia Thorlby says: 3*t aims to help develop new perceptions of teacher development, learning and change% This

demonstrated through classroom observations, mentor' and self'assessment% symposium, which is part of the process, will showcase the wor. of teachers and mentors from across East Malaysia%4 Objective To improve the English language proficiency of the "aunched in <$;;, the scheme comes under the Education Ministrys participating teachers as shown through mentor and self' Penutur )ati Bahasa *nggeris 5English "anguage !ative /pea.er6 assessment% programme, an initiative to uphold the national language and strengthen English language% Objective ! To improve the participating teachers ability to source, The project specifically targets <,$$$ teachers in #$$ primary schools assess, develop and utilise a range of appropriate teaching in /arawa., /abah and "abuan% and learning materials that can be used inside and outside the classroom for both students and teachers% /ome ;<$ trained mentors > who are English language educators themselves > were assigned to teachers to guide them in reflecting on Objective " their teaching practices and ta.ing ownership of their professional To sustain ongoing development by encouraging development% participation and relationship building amongst pupils, teachers, parents, the wider school community and The mentors are native spea.ers of English from the ?nited 0ingdom, education authorities% -ustralia and Canada who are handpic.ed by British Council% Empowering teachers through community engagement in teaching and learning, and enhancing their research capabilities lie at the core of English teaching development% The scheme is much needed in the three areas% The fact that they are home to ethnic groups with uni ue identities and dialects poses a challenge to English "anguage teachers posted there% +or e(ample, students in East Malaysia commonly have an ethnic #acts and #igures language 5such as *ban or 0ada@andusun6 as their first language, The project employs ;<$ mentors wor.ing with ;<$$ which is then followed by Bahasa Malaysia% teachers in #$$ schools across /arawa., /abah and "abuan% English is not widely spo.en at home% "ast 2ear the project mentors delivered over =$,$$$ hours of professional development input to project teachers%

Towards Sustainabilit$ Timothy Aughes > who mentors up to ;# teachers from five schools Aaving supported a cohort of Malaysian teachers and in 0uching, /ri -man and "ingga > finds that English proficiency trainers to deliver high uality Primary English and among teachers is not a major concern in /arawa.% "iteracy education in challenging conte(ts, the project aims to then facilitate s.ills development and mentoring within 3-ll the teachers * wor. with have an English proficiency level that is the wider teacher population% The long term goal is to more than ade uate to teach% 1hats stri.ing is how unduly shy and improve the uality of English language education to the nervous they are about it,4 says Aughes, who previously taught pupils particularly in /tage ; of primary education 5years ;' English in the ?nited 0ingdom, )apan and Thailand% B6% *t is the mentors responsibility to ma.e regular visits to the schools to give teachers the encouragement they need to be confident spea.ers and find solutions to problems they face in their line of wor.% Cynthia )ames, who teaches English at /M0 0una. < in 0una., /abah says that mentoring helps her in administering and ensuring the success of her schools reading project% Cynthia, who presented a paper entitled Changing Childrens Perception 9f ,eading Through Parental *nvolvement says: 3* organised a series of reading wor.shops at my school and * was so happy to find positive response from parents%4 /he began her study with the aim of raising parents awareness of childrens perception of reading% 3Based on my pre'interviews, * find that most of them dont have the concept of reading for pleasure% They associate reading with studying% * then did the research on intervention and why parents need to be involved,4 she says% /he believes challenges will remain as teachers, for instance, need to cater to various classes when teaching%

3But *m happy that at least the parents are involved in the process,4 she says% )enifer, on the other hand, was inspired to e(periment with ideas to ma.e her lessons more e(citing from interactions with her mentor% -t the symposium, she spo.e animatedly about a game she introduced to her pupils in which they ta.e turns to use a 3fishing rod4 to 3fish4 for letters on the floor% 3* use it to teach phonics% 1hen * call out a phonic sound, the pupils have to Cfish for the letters to denote that they understand my instruction,4 she says% The loo. of enjoyment on her pupils faces is motivation enough for her to wor. harder% 3*t is a great feeling and * feel that a burden has been lifted,4 she says% /he considers the symposium a celebration of what teachers can achieve with help from an e(perienced mentor% 3*t is with the help of my mentor that * am able to help other teachers% 1hen * learn something new through my teaching 5from the mentoring process6, * share what * learn with other teachers,4 adds )enifer%

"is da ,ocha, an E"T&P mentor from "imbang, /arawa., shows a puppet she made to participants in a mentee wor.shop% ,ead more: TE-CAE, &EDE"9PME!T: *t ta.es a village ' "earning Curve ' !ew /traits Times http:EEwww%nst%com%myEchannelsElearning'curveEteacher'development' it'ta.es'a'village';%<B#;;BFi(@@<G<M7EM8C