Search

Teaching in today's classroom is technology-driven. For language teachers, computer-assisted language learning (CALL) is exciting yet challenging as they are required to possess appropriate skills and knowledge to teach in such an environment. Both technical skills and pedagogical knowledge are crucial for teaching and learning in a technologically-enhanced classroom (Hubbard & Levy 2006). Consequently, teachers must be provided opportunities to learn and develop these skills. Online interactive platforms like blogs and Facebook can expose teachers to this. Through interaction with peers, teachers are not only made aware of the skills but also learn how to integrate the skills in their instruction. This paper attempts to demonstrate that teacher involvement in a community of practice can assist them in this endeavor. It is based on a study involving Malaysian Smart School English language teachers who shared their knowledge and experiences with other members in their community of practice through blogging. The findings suggest that teacher collaboration via blogs can expose teachers to skills that are critical for computer-assisted teaching and help them to enhance existing competences.

Language practitioners at higher learning institutions are confronted with the dilemma on how to bridge the gap of English taught in the classroom and English in the world of work, and to understand the relationship between English for Specific Purposes (ESP) classroom practices against professional discourses, and professional practices. This paper deliberates on the approach and practices of the ESP teaching and learning in engineering the 'English' for workplace for engineering students at a higher learning institution in Malaysia. The method adopted is the investigation of the faculty needs and the course syllabus that are triangulated with student and instructor reflections. It highlights the approach to adopt an ESP collaborative syllabus that considers the specific needs of the students through a content analysis of their written reflection of the course in general and the focus on the project evaluation that should contribute to the potential characteristics of an ESP classroom. It draws one's attention to the understanding of ESP in a non-native English tertiary context and to the bridging of an English class for engineers to the demands and needs of real world Engineering English. [ABSTRACT FROM AUTHOR]

This article examines the online experiences of a group of Science teachers from five Smart Schools who shared their teaching practices via blogs. The study was undertaken to explore the effectiveness of this technology in improving teaching practices and promoting a community of practice. Data were elicited via blog postings of what the teachers' perceived as best lessons and comments and feedback posted by their team members. These postings were supported with data from a focus group interview. The findings revealed that blogging had to a large extent led teachers to share principles of teaching and practice but only partially succeeded in promoting collaborative efforts among the teachers as evinced by the lukewarm postings and feedback. On the whole, the teachers exhibited concerns related to their awareness, readiness and competency in embracing the changes expected of them. [ABSTRACT FROM AUTHOR]

Malaysia is a multicultural society. The survival of the nation very much depends on the peaceful coexistence among the various ethnic groups. Since independence in 1957, unity has always been on top of the government agenda. It can be considered as one of the most intricate social challenges. The educational system and the use of Bahasa Melayu as National language are among tools utilized by government to nurture unity. How united are Malaysian after 50 years of independence? Do the students have positive attitude towards unity after they have undergone the school and university system? Does the university succeed in playing its role as agents of unity? This paper is based on a case study conducted at one public university. The aim of this study is to identify the activities and learning experience at the university that can enhance or hinder unity. Data was obtained from a multiethnic, multi religious and multi lingual focus group. Initial findings showed that social programs that were organized by the university have succeeded in creating awareness and increased the students' motivation to interact and get to know the other ethnic groups. Besides that, the usage of different languages is not actually the stumbling block to realize unity. Last but not least, suggestions and recommendations to improve unity among the people will also be discussed. [ABSTRACT FROM AUTHOR]

The proliferation of the information and communication technology has provided university educators and e-learning practitioners with the technological tools that can be implemented as pedagogical instruments in the classrooms. This paper provides an account of how the blog was integrated as a pedagogical tool in the ESL classrooms and reports on the students' feedback and perception on the use of this social medium to enhance their L2 learning. Data was collected via a survey questionnaire involving a selected cohort of low proficiency ESL students at tertiary level. Using the proposed framework, the students carried out several stages of the blogging activities embedded in the English for Social Sciences Course that they were taking at the end of which the questionnaire was administered. Analysis of data in the main indicated positive responses from the students regarding the use of blogs in L2 their learning activities. They perceived that the use of blog had generally enhanced their L2 skills such as reading and writing, developed their self-confidence, improved their communication skills and reduced their anxiety when learning and using the language among their peers. The paper ends by highlighting the benefits that can be gained as a result of the implementation of the weblog in language learning classrooms. [ABSTRACT FROM AUTHOR]

Despite the increasing prominence of English as a world lingua franca, there is little research on how the use of English affects the identities of Malaysian speakers. Asmah Haji Omar observed that interest in language and identity seemed to be confined to studies on national identity. A doctoral study by Lee Su Kim of the identity of Malaysian speakers of English found that there was resentment in certain localized contexts amongst the Malay respondents in the study towards the use of English. Expressions of resentment and ambivalence towards the use of the English language were also prevalent amongst the non-Malay respondents within certain contexts. This paper presents the findings of a qualitative research study which sets out to investigate the impact of English on the identities of young Malaysian undergraduates in selected private and public universities in Malaysia. Using qualitative methods, this research study essentially takes off from Lee Su Kim's doctoral research study, and aims to explore on a larger scale the role of English in the identity construction of a younger Malaysian cohort from both public and private universities. The findings presented here are from a few selected case studies that provide the qualitative data. The discussion will focus on how different multilingual Malaysian undergraduates regard English vis a vis the other languages in their repertoire and how it has affected their identity constructions and everyday negotiations. Three dominant themes arising from the findings will be discussed, 1) Multilingualism with English emerging as the dominant language, 2) English viewed as a pragmatic language and a language of empowerment, and 3) Varying degrees of 'othering'. [ABSTRACT FROM AUTHOR]