ENGLISH FOR LANGUAGE TEACHERS

Features of language and communication

Sounds production in the English sound system

Accurate English sounds in discourse

Different types of morphemes and word-formation processes

Knowledge of semantics and pragmatics in different contexts

 

REFERENCES

Fromkin, V., Rodman, R. & Hyams, N. (2003). An Introduction to Language. (7th. ed.) Massachusetts: Thomson Heinle

 

Kuiper, K. and Allan, W. S. (1996). An Introduction to English Language: Sound, Word and Sentence. Basingstoke: Macmillan



Roach, P. (2001). English Phonetics and Phonology: A Practical Course. Cambridge: Cambridge University Press.

Additional References

Baskaran, L.M. (2005). A Linguistic Primer for Malaysians. Kuala Lumpur. University of Malaya Press.

Bygate, M. (2000). Speaking. Oxford: Oxford University Press.

Celce-Murcia, M. (2001). Discourse and Context in Language Teaching; A Guide for Language Teachers. Cambridge: Cambridge University Press.

Yule, G. (1985). The Study of Language: An Introduction. Cambridge: Cambridge University Press.

"We Could **** Mr Birch"

Kee Thuan Chye (2004). "We Could **** Mr Birch". Singapore: Times Books International.

 

An interesting play written by Kee Thuan Chye. An honest insights into how Malaysians think, especially during this era.

Stories for Young Learners

Stories can be stimulating for children. In second language learning, stories can assist teachers to develop positive reading habits in young learners.

Features of children’s stories

• Character
• Storyline
• Time sequence
• Setting
• Diction
• Length
• Illustration

Types of stories

• Modern fantasy
• Realistic fiction
• Non-fiction
• Biography/Autobiography
•  Folk tales

REFERENCES

Cox, C. (2004). Teaching language arts: A student and response-  centred  classroom. (4^th Edition) Massachusetts: Allyn & Bacon

Brand, S. & Donato, J. (2001).  Storytelling in emergent literacy – Fostering multiple intelligences.  Albany, NY: Delmar Publishing.

Smyth, J.  (2005). Storytelling with young children.  Watson, ACT: Early Childhood Australia.

Selection of stories for young learners

·         Appropriate language level

·         Content

·         Visuals

·         Language learning potentials

Craft of storytelling

Exploring Language through Stories

Principles of English Language Teaching

Learning areas:-

Language Acquisition and Language Learning

Theories of Second Language Acquisition

Teaching Approaches, Methods and Techniques

Classroom Skills , Multiple Classroom Teaching and Classroom Management

General Principles in Teaching Language Skills

Remedial and Enrichment Activities ; Materials Selection, Adaptation and Simplification

Syllabus Study and  Lesson Planning

 

REFERENCES

Brown, H.D. (2000)  Principles of Language Learning and Teaching (4th^. ed.).  New York: Longman.

Brown, H.D. (2001)   Teaching by Principles: An Interactive Approach to Language Pedagogy (2nd  ed.).  New York: Longman.

Chitravelu, N., Sithamparam, S. & Teh S.C. (2005).  ELT Methodology: Principles and Practice (2nd^. ed.). 

Shah Alam: Fajar Bakti.

Additional References

Campbell, C.  & Kryszewska, H. (1992)  Learner-based Teaching..  Oxford: Oxford University Press.

Celce-Murcia, M. (ed.) (2001).  Teaching English as a Second or Foreign Language.  (3rd ed.) Boston: Heinle & Heinle.

Ellis, R. (1997).  Second Language Acquisition.  Oxford: Oxford University Press.

Krashen, S.D. (1992).  Fundamentals of Language Education. Chicago: McGraw Hill.

Larsen-Freeman, D (1986). Techniques and Principles in Language Teaching. New York: Oxford University Press.

Mackay, S. (2002).  Teaching English as an International Language.  Oxford: Oxford University Press.

Maley, A. (2000).  Beating Around the Bush. In Watcyn Jones P. (ed.) Top Class Activities.  Harlow: Longman Pearson Education.

Nunan, D. (2004).  Task-Based Language Teaching. Cambridge: Cambridge University Press.

Nunan, D. (ed.) (2003).  Practice of English Language Teaching. New York: McGraw Hill.

Richards, J.C. & Rodgers, T. S. (1986). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.

Shameem, R.G. (ed.) (2004).  ELT Teaching Materials: Theory and Practice. Petaling Jaya: Sasbadi.

Towndrow, P.A. & Vallance, M. (2004).  Using IT in the Language Classroom. Singapore: Longman.

Wong, B.E. (ed.) (2005).  Second Language Acquisition: Selected Readings. Petaling Jaya: Sasbadi.

Wright, T.  (2005).  Classroom Management in Language Education. Hampshire Palgrave: Macmillan.

Tone

"Is that what you mean? Your tone of voice indicates something else. You are being sarcastic, aren't you?

To know a person's feeling or attitude towards what is said (subject matter) is easier  when it is spoken. How do we know of a writer's or a poet's attitude towards the subject matter? Most of the times, through his/her word choice or diction.

In understanding literary works, identifying writer's/ poet's mood and tone of voice is as important as giving it a name. Is this a sad tone? Is it a happy tone? What other words can we use to describe tone besides 'happy' and 'sad'.  Tone of voice can be described in many ways, depending on the intensity of the feeling that the writer/persona/poet wishes to convey to the readers.

What is tone? According to the Kirszner and Mandell (2008), it is the "attitude of the speaker or author of a work toward the subject itself or the audience, as can be determined from the word choce and arrangement of the piece" (p. G10)

These are among the words that can be used to describe tone of voice.

Amused

Angry
Approving

Bitter

Compassionate

Concerned

Contemptuous

Critical

Cynical

Defiant

Disapproving

Disbelieving

Disdainful

Disgusted

Dispassionate

Disrespectful

Emotional

Hostile

Impassionate

Indifferent

Indignant

Insulting

Intolerant

Ironic

Light hearted

Malicious

Matter-of-fact

Mocking

Negative

Nostalgic

Objective

Pessimistic

Remorseful

Reserved

Sarcastic

Satirical

Scornful

Self-pitying

Sentimental

Serious

Skeptical

Solemn

Supportive

Threatening

Unemotional

Conceptualization of an Islamic Teacher Education Programme

I have presented this in my Issues in Education class with Prof. Rosnani Hashim last semester. It was indeed a very interesting, informative and eye-opening class. I would just like to share my ideas on this topic.

Considerations for an Islamic Teacher Education Programme

A teacher education programme which aspires to:

 integrate the Islamic philosophy and principles of education in the learning and practice of its teacher-trainees

 create an Islamic learning environment the teaching and learning in the classroom

 integrate Islamic perspectives into the formal and informal curricula of the teacher education

 produce prospective teacher with adequate knowledge and practice so as to enable them to be competent in the challenges of the globalization

An Islamic Teacher Education programme should equip teacher-trainees with

 the understanding of the Islamic philosophy of education and the Islamic (tawhidic) world-view

 the adequate knowledge of teaching methodology and pedagogy,

 subject-matter (content)knowledge,

 knowledge on learners’ characteristics,

 knowledge related to globalization of education


Important issues for consideration:

1. What is a murabbi (teacher) in Islam ?

2. What are the issues and challenges facing Muslim society and schools today?

3. What is the Islamic philosophy of Teacher education?

4. What are the guiding principles of an Islamic Teacher Education programmes?



Who is a “murabbi”?

• The term murabbi can be understood from the Arabic word of ‘’ rabba – yu rabbi – tarbiyah’’ which means as educating, caring, growing, and teaching with loving.

 The model of a ‘murabbi’ that is to be inculcated in this teacher education programme is the Prophet Muhammad s.a.w. for Allah has mentioned in the Qur’an that

We have sent thee (O Muhammad)

but as a universal teacher to all mankind,

to give glad tidings and warn (mankind) against sin.

but most men understand not.

(Al-Qur’an, 34: 28)

2. Issues and challenges faced by school and Muslim societies

• Dualism in education (primary and secondary)

• Learning environment does not portray an Islamic environment

• Educational emphases – producing good citizens/ knowledgeable workers – lack emphasis on Islamic value system based on tawhidic worldview

• Some Islamic schools emphasize the traditional Islamic curricula- students produced are less competent in meeting with the challenges of modern and globalization era

3. The goal of a Islamic TEP is to realize the Islamic Philosophy of Education

• Abu Umar Yusuf Ibn Abd Al-Basr Al-Namari- “learning is conducive to religion, awakens the intelligence of men, is companion in lonesomeness, is useful in social context and brings money”

• Al-Zarnuji- (religious factor of education) – ‘it is meet for the student in his quest for knowledge to strive for the good will of God, the future life, the removal of ignorance from himself and from the rest of the ignorant, the conservation of religion, and the survival of Islam’

• Al-Ghazali – goal of education is to produce God-conscious man who obey God’s commands, avoid his prohibitions and is useful to the community. “He is also concerned with the formation of good character (akhlaq), the cultivation of virtue, and the eradication of ignorance”

• Muhammad Iqbal – “individuals should be exposed to all kinds of formative and challenging experiences, otherwise his individuality will shrink and wither.” “A man should live ‘his life in the name of Allah’, there should be a harmony between the material and spiritual elements in man, and an individual should be able to use his intelligence to harness the forces of nature for his own good and to increase his knowledge and power.”

4. The guiding principles of an Islamic Teacher Education programme

1. Emphasis on tawhidic knowledge and understanding
2. Understanding of the Islamic worldview of knowledge
3. Practice the concept of ‘murabbi’ in being a teacher/ and educator
4. Competency in meeting the global and social challenges
5. Ability to contribute to the benefits of the society and the Ummah

REFERENCES

Abdullah Nasih Ulwan. (2004). Child Education in Islam. (2nd ed.) Cairo: Dar al-Salam.

Asad Abbas Rizvi, Muhammad Altaf, Muhammad Nasir. (2010). Integrated Model of Teacher’s Training for the Muslim Teachers. International Journal of Academic Research, 2(6), 224–229.

Bowering, M. (2007). A Cross-cultural Teacher Training Program for Singaporean Muslim Students. Australian Journal of Teacher Education. 32(3), 1-13.

Rosnani Hashim. (2004). Educational Dualism in Malaysia: Implications for Theory and Practice. (2nd ed.)Kuala Lumpur: The Other Press.

Rosnani Hashim. (1997). The Construction of Islamic based-teacher Education Programme. Muslim Education Quarterly. 14 (2), 57-68.

Thomas, E. (2006). Strategies for Teacher Education and Training in the Context of Global Change. Educational Awakening: Journal of the Educational Sciences, 3(1), 67-84.