Professional Documents
Culture Documents
Introduction
Teaching of Science and Mathematics in English TeSME, more frequently referred to as PPSMI
(Pengajaran dan Pembelajaran Sains dan Matematik dalam Bahasa Inggeris) is a policy involving
the change of medium of instruction for these two subjects from Malay which is the National
Language of Malaysia to English. The implementation of PPSMI seems to have resulted in several
issues and problems that have required attention. This article reports on part of an on-going study
that focuses on the demographic profiles and perceptions of learners with limited English
proficiency.
PPSMI was implemented in stages beginning with the 2003 schooling session with Year 1 (primary
school), Form 1 and Lower 6 (secondary school) learners. The scale by which this policy has
impacted on the education system is considerable with approximately 5 421 158 learners in the
primary and secondary schools (EPRD, 2007) directly involved.
Several reasons underpin this major change in the language policy. The ability to compete in the
era of globalization; the governments concern about the nations human resource capital in the
knowledge economy society; the knowledge and information explosion in science and technology
with English as the most important global lingua franca (Gill, 2005); and the nations quest to
become an education hub in the region, were some of the pressures to which the government was
responding in 2002. Gill (2007) quotes former Prime Minister Tun Dr Mahathir Mohamad on the
reasons for the change in policy:
We need to move from the extreme of nationalism which concentrates on
being a language nationalist only, not a knowledge nationalist, not a
development oriented nationalist. I feel that we should be a development
oriented nationalist. We want our people to succeed, to be able to stand tall,
to be respected by the rest of the world. Not to be people with no knowledge
of science and technology, very poor, very backwards, working as servants to
other people. If we have no knowledge we will be servants to those with
knowledge.
(Gill, 2007: 119)
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Research Project
The focus of this study on LEP learners follows comments made by educators that one outcome of
PPSMI is the existence of a group of learners who find their classroom experience
incomprehensible because they fail to cope adequately with the use of English as the vehicular
language. The question arises if it is the English language, or other factors, which affects their
understanding of science; and consequently if they would learn more successfully if Malay were the
vehicular language.
To understand this phenomena, a research grant for the year 2007 entitled Content and Language
Integrated Learning (CLIL): Teaching Science for Understanding to Limited English Proficient (LEP)
Pupils (Malaysian LEP CLIL project) was approved by the Ministry of Higher Education. One of the
objectives of this research project is to identify and develop exemplary programmes that can offer
LEP learners access to the same kinds of challenging curricula and learning as are available to
pupils already proficient in English.
Content and Language Integrated Learning (CLIL)
PPSMI can be considered as a type of CLIL. CLIL is an educational methodology which has been
developed throughout the European Union. This development has mainly focussed on raising levels
of multilingualism. New working educational models have often involved a shift from fragmentation
towards integration, resulting in examples of integrated curricula. For example, some topics within
the sciences have evolved as cross-disciplinary curricular subjects such as the environmental
sciences, which draw on a range of previously fragmented separate subjects such as mathematics,
physics, biology, and chemistry, amongst others.
At the same time the influence of constructivism has become increasingly significant in relation to
teaching and learning methodologies. Although for many years it has been recognized that
transmission of knowledge from adult to child represents a very poor educational model, this
remains a typical teaching approach found in many countries. The principles of the constructivist
approach, drawn largely from cognitive psychology, are summarized by Bruner (1973: 44):
Instruction must be concerned with the experiences and contexts that make the
student willing and able to learn (readiness).
Instruction must be structured so that it can be easily grasped by the student
(spiral organization).
Instruction should be designed to facilitate extrapolation and or fill in the gaps
(going beyond the information given).
CLIL is one example of curricular integration which is heavily reliant on learning by construction
rather than primarily through instruction. It is a dual-focused educational approach in which an
additional language, such as English, is used for the teaching of both content and language. It
specifically focuses on reducing the language burden which can seriously harm concept formation,
and which is a common feature of classroom life where children learn through the medium of a
language where individual linguistic competencies may be low. It does this through simultaneous
focus on content, language, and thinking skills (cognition). In terms of language development it
involves ensuring that learners can use the types of language structures required for achieving
higher order thinking skills even if their overall linguistic competence is restricted.
The introduction of CLIL methodologies, which now extends beyond Europe, is directly relevant to
the Malaysian context. In theory, the introduction of teaching Science and Mathematics through
English in 2003 was based on achieving the type of systemic change which would be of benefit not
only to the learning of Science and Mathematics, but also English. But as in Europe, sometimes
what may be a sound educational blueprint for achieving constructive change may not permeate
through to the interface between policy and practice, namely the classroom.
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Content matter is not only about acquiring knowledge and skills. It is about the
learner constructing their own knowledge and developing skills;
Against this background, the research project was designed to help educators effectively integrate
language and content in the Malaysian context. The focus of CLIL towards content mastery and
language development with a third aim on the development of learners thinking skills is reported as
a key success factor in contexts similar to those of Malaysia (see Marsh, 2008). As a
methodological approach, CLIL is directly relevant to the teacher professional development goals
identified through the Malaysian LEP CLIL research project.
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clause in context.
Grade D: major grammatical errors, incorrect or inappropriate use of vocabulary and clause.
Based upon the descriptors used to measure different language proficiencies given on each
construct, LEP pupils are identified as having grades C or D for SBOA in English language and A or
B for Malay language, and vice-versa for NLEP pupils (refer to Table 1).
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English language
NLEP
LEP
C or D
A or B
Malay language
A or B
A or B
English language
Below 40th
Percentile
Above 40th
Percentile
Above 40th
Percentile
Above 40th
Percentile
Malay language
Data Collection
Prior to administering the questionnaire, class teachers from the schools in the zones identified
completed the data on respondents performance on the SBOA and SBA for both Malay and
English language. Once the class teacher had identified respondents that meet the criteria in Table
1, a date was set to administer PATSIE.
The questionnaire was administered by a team of researchers from 13 September - 7 November
2008. Respondents in this study were Year 4 pupils drawn from 16 different schools randomly
selected to represent four different zones of Peninsula Malaysia (Table 2). These respondents
were pupils enrolled in the national primary schools representing diverse backgrounds. Even
though respondents were drawn from different zones, they followed the same content of the
Primary Science Integrated Curriculum specified by the Curriculum Development Division. A total
of 1 048 respondents were sampled as LEP and NLEP pupils. The significance of studying LEP
pupils is considerable. For example, in the Malay majority state of Kelantan there are more LEP
than NLEP pupils.
No. of
Schools
3
No. of
Classes
7
LEP
NLEP
Total
116 (52.5%)
105 (47.5%)
Melaka
13
103 (33.9%)
201 (66.1%)
Kedah
12
122 (41.2%)
174 (58.8%)
Perak
11
84
(37.0%)
143 (63.0%)
221
(21.1%)
304
(29.0%)
296
(28.2%)
227
(21.7%)
Total
16
43
425 (40.6%)
623 (59.4%)
Kelantan
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1048
(100%)
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Factor Loadings
1
2
3
4
.75
.71
.68
.65
.62
.44
.70
.68
.58
.54
.45
.45
.74
.67
.54
.52
.50
.79
.74
.68
4.54 1.93 1.37 1.21
22.70 9.63 6.83 6.03
0.76 0.67 0.61 0.62
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Results
Demographic Profiles of LEP and NLEP Pupils
2
The results in Table 4 indicate that group was a significant factor in relation to gender ( = 4.77, p =
0.029). There were more female respondents in NLEP as compared to LEP. Group (LEP vs.
2
NLEP) was also a significant factor in relation to the number of languages used ( = 60.90, p <
.001). More NLEP respondents use more than one language as compared to LEP respondents.
2
Equally, group was a significant factor in relation to the use of a bilingual dictionary ( = 7.82, p =
2
0.020) as well as solely an English dictionary ( = 8.86, p = 0.012). More NLEP respondents use a
bilingual dictionary and also solely an English dictionary as compared to LEP respondents.
2
In relation to English tuition, group was a significant factor ( = 16.51, p < .001) where there were
more LEP respondents who take English tuition as compared to NLEP respondents. Finally, group
2
was also a significant factor in relation to the use of computers in learning English ( = 24.47, p <
.001). Here, more NLEP respondents use a computer to learn English as compared to LEP
respondents. In summary, there were markedly more NLEP students as compared to LEP students
in terms of using more than one language; using bilingual (English and Malay) and English-only
dictionaries; and using computers to learn English. While there were more females amongst the
NLEP respondents, more LEP respondents take private or out-of-school English tuition as
compared to the NLEP respondents.
Item
Gender
Home Language
Male
Female
205
220
48.2
51.8
258
365
41.4
58.6
4.77
.029
1 Language
>1 language
352
73
82.8
17.2
375
248
60.2
39.8
60.90
.000
79
341
5
18.6
80.2
1.2
107
516
0
17.2
82.8
0
7.82
.020
252
168
5
59.3
39.5
1.2
350
273
0
56.2
43.8
0
8.86
.012
Yes
No
No response
274
146
5
64.5
34.4
1.2
348
275
0
55.9
44.1
0
16.51
.000
No
Yes
No response
297
123
5
69.9
28.9
1.2
362
261
0
58.1
41.9
0
24.47
.000
No
Yes
No response
No
Yes
No response
Use Computer
NLEP
623
(59.4%)
N
%
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The analysis of the dataset, which was accessed from the school records, indicates that the NLEP
students scored significantly higher than the LEP students in terms of science achievement
(t=19.20, p < .001), English proficiency (t=10.82, p < .001), and Malay proficiency
(t=41.65, p < .001).
As shown in Table 5, the MANOVA indicates that there was a significant main effect for
group (p = .000) on the overall perceptions and attitudes towards the teaching of science
through English (i.e., the linear combination of four factors in PATSIE). The proportion of
variance on the four-factor scores that can be accounted for by group is 7.3%. However,
there was no significant main effect for gender (p = 0.07) on the combined factors. The
two-way group and gender interaction was not significant (p = 0.239). Accordingly,
discussions on the gender and its interactional effects on each of the factors could be ruled
out.
Table 5 MANOVA Summary of PATSIE by Selected Variables
Among LEP and NLEP Pupils
Effect
Pillais Trace
Value
Hypothesis
df
Error
Df
0.073
0.008
0.005
20.56
2.16
1.38
4
4
4
1041
1041
1041
.000*
.072
.239
.073
.008
.005
Group
Gender
Group x Gender
Table 6 Means and Standard Deviations of PATSIE as a Function of Group and Gender
Group
Attitude
Towards
Science in
English
M
SD
Problems in
Using English
Usage of
English
Support in
Learning
English
SD
SD
SD
LEP
Males
Females
Total
NLEP
Males
Females
Total
205
220
425
13.87
13.68
13.77
2.41
2.34
2.34
11.52
11.20
11.35
1.96
2.07
2.02
10.54
10.71
10.63
2.21
2.32
2.27
6.31
6.26
6.29
1.52
1.51
1.51
258
365
623
14.37
14.60
14.50
2.36
3.16
2.86
12.55
12.52
12.54
2.16
2.15
2.15
11.29
11.41
11.36
2.04
2.27
2.18
6.62
6.27
6.62
1.68
2.05
1.91
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Dependent Variable
Attitudes towards Science in English
Usage of English
Support in Learning English
Problems in Using English
df
1
1
1
1
F
17.72
79.24
26.42
2.04
2
.017
.071
.025
.002
P
.000*
.000*
.000*
.153
Gender
1
1
1
1
0.01
1.76
1.11
3.14
.000
.002
.001
.003
.920
.185
.292
.077
Group x Gender
1
1
1
1
1.51
1.20
0.04
1.79
.001
.001
.000
.002
.219
.274
.835
.182
Conclusions
The study sought to document the experiences of learners and to ascertain their perceptions
towards the teaching of Science through English in Malaysia. Perceptions were solicited from 425
and 623 Year Four pupils identified as LEP and NLEP respectively. Results of the present study
have important implications from an instructional and social viewpoint for teachers, administrators
and parents. The significance of this study also lies in the provision of insights into factors
associated with LEP learners.
The analysis provides strong evidence to support the multidimensionality of learners perceptions
and the factorial validity of PATSIE. The data reduction of factors in PATSIE is used as a basis for
further analysis in this study. PATSIE, as a valid instrument, can also be used to shed light on
relationships that may exist between variables. Its user-friendly format gives PATSIE potential as a
diagnostic tool, or an evaluative tool, in the identification and instruction of LEP and NLEP learners.
This survey is part of an ongoing Malaysian LEP CLIL research project on learning Science through
English. The PATSIE, developed and validated in this study, is part of an effort to discern how
learners perceive their experience at the end of their fourth year of learning Science through
English in Malaysia.
The significant results among LEP and NLEP on questions related to respondents home language,
use of dictionary, computers, and English-tuition, are useful criteria to better understand LEP
students and how to support them.
Being the first of its kind in developing an instrument to gather Malaysian learners perceptions, this
study also provides a method for identifying LEP learners. Besides increasing the validity of LEP
classification, the use of learners background variables can be used as a guide in crafting lessons
for increased participation and success in learning (Abedi, 2004). A significant percentage of
learners belong to the LEP group, and it is hoped that the findings from this research may help
educators not only understand them better, but also appreciate the complex influences
underpinning appropriate educational solutions.
Results from the comparison of perceptions between LEP and NLEP pupils are significant. NLEP
learners have significantly more positive attitudes towards Science in English, greater parental
support, and experience of using the English language than LEP learners. However, both groups
faced similar problems in using English.
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