Philosophy of Education Essay

Intro No doubts that the with regard to English vocabulary proficiency can be high because Malaysians your international industry. Ergo, the objective of this daily news is to talk about on one of the hottest problems that perturbs the country – low English vocabulary proficiency among Malaysian college students.

In order to appreciate more about the issue, all of us sought to dig the basis causes of the issue and in doing this we learned that the instructing methods used by professors because of the factors are adding to the issue as well. In other words, the factors will be interrelated for the reasons why this sort of ill instructing methods happen to be being used and all these are resulting in low production great English audio speakers in Malaysia. First of all, low English dialect proficiency is definitely the unsatisfactory capability of an person to speak or perhaps perform in English.

The overriding anxiety about this issue is definitely not silly as we need the language to thrive in this 21st century. However, teaching technique refers to some different concepts and strategies that are used to teach students within a teaching and learning environment. In the educational settings, it is rather important to cause the peak efficiency from the learners.

This simply means that, we need to conquer the deterrent (i. e. the factors in the issue), if we change them or we eliminate them. Like any other problems, there is no this kind of theory because “one-size-fits-all” answer to handle it. Therefore , we, as the near future English teachers want to get forth several possible advice as approaches to overcome this problem in hopes these approaches can easily truly always be implemented and make a difference inside the history of British Education in Malaysia.

Issue The pressing issue with low British language proficiency among Malaysian students has become revolving inside the ministry of Education. Most students had no problem coping The english language Language during preschool whereby they were just exposed to the alphabet and incredibly simple words. The real difficulty began to are present in the elementary level the moment most of the pupils were unable to follow the lessons.

Students who are unable to master English language basic skills in this primary level will breed even more problems throughout the secondary and tertiary level in universities. In major education, learners are not being placed in an extremely conducive English language learning environment in which they will be provided bountiful in order to use the vocabulary (Ali, 2003). Students fail to use English on a daily basis and once they are forced to use English to speak, they speak pejorative English which in turn causes the stream of communication to be stymied.

This is probably the main reason why students speak in their own mother tongue often than they do in British. In the modern age of technology, learners with low English dialect proficiency will never make the most from the internet mainly because most of the websites are in English. In the event they cannot understand English used in the websites, they will have a hard time trying to utilize the system.

Not only that, the need of high English language skills is around the world. We can endure here in Malaysia with national language (i. e. Bahasa Malaysia) and our proud dialects but we need English language Language if we want the whole world to be aware of us. With out a good knowledge of the English language language, college students will be starving of many chances in life seeing that English is the international dialect. Hence, if we like to make a difference in this condition, we will have to start with the principal education. We feel that this concern shall not anymore haunt the Malaysians when the root concerns have been improvised or rather, resolved.

Factors The matter with the low English language proficiency between Malaysian learners has arisen because the educators are not aware of the manipulative causes of this tragic scenario. From this section, we all will check out these contributory factors. To start with, the number of students is crucial in determining the quality of teaching and learning process. In Malaysia, most of the universities place 30-40 students in a single class. Regardless of the level of English language standard of every student is unique, teacher attempts to teach college students in the same way.

Just for this large number of learners in one school, the educator often is without choice but for apply the boring method – spiel method. To a certain extent, lecture technique is appropriate but since that is the only method the teacher is going to apply in class, it will cause dullness and inefficiency. In addition , the large quantity of students prevents the tutor to give focus on every single pupil thus unaggressive learning develops.

Another factor of messing up the students’ ability in English vocabulary is that students themselves are unsuccessful of effort and engagement in the classroom (Juhana, 2012). Students show simply no interest in a so-called language and hence incredibly reluctant to find yourself in the educating and learning session. They may be inactive to put their own efforts in seeking knowledge. As an example, when a student does not understand a certain expression in an article, he or she desires the teacher to provide the meaning. So , instead of waiting for the scholars to take the initiative to evaluate the dictionary (which takes time), educator simply areas to spoon-feeding method (i. e. providing every materials for the students).

Eventually, only the tutor is learning and the college students will simply passively hold out on the teacher for answers. In an The english language class, the reason why students did not use English language effectively also attributes to the Eastern idea whereby a teacher has the tendency to criticize students’ mistakes incredibly harshly. This demotivates pupils, making them scared of speaking the next time and the most severe scenario, learners hate the topic and pass up the opportunity of learning. Educators are impatient with the students’ slips of tongue plus they consider these kinds of mistakes as being a sign of failure.

When the students do speak properly, the educators think it is just how it should be done and they almost never give virtually any words of encouragement or perhaps compliments (Hassan & Jamaludin, n. d. ). This tendency not directly renders the teacher to utilize autocratic instructing style which is not helpful for English language learning. This method stresses on the teacher’s authoritative id hence it is quite hard to get such strict-and-powerful autocratic image to laugh and give compliments. Furthermore, as a result of exam-oriented system, many professors rush through the year in order to push the scholars to take the exam (Ali, 2003).

In the English classroom, many teachers have zero time to concern with the knowledge of students relating to to the guidelines of sentence structure, the structures of the phrases and whatnot. For example , they provide students essays and require them to duplicate and memorize. The way to put together the students to get examination the teachers deem best is by drilling.

However , such marque learning is only going to result in pressure instead of important learning encounter. Eventually, the scholars are drilled to become competent only about papers although failed completely in daily usage of English. All these factors are evenly pernicious in taking a toll for the second language overall performance among Malaysian students.

While educators, we have to generate the strategies to defeat these elements and make the impossible feasible. Solutions Previously, we have discovered many elements that not directly cause the teacher to implement incorrect teaching strategies and so cause low The english language language effectiveness. These elements sum up more simply: teacher-centered. This explains how come the professors are rarely implementing several innovative educating methods. Teacher-centered method used in today’s classroom is not effective anymore.

Rather than using teacher-centered method, student-centered method which in turn derived from the Modern and Traditional western philosophies ought to be implemented. Progressivists believe that education should focus on the whole child, rather than around the context or perhaps the teacher. Consequently, since the quantity of students can be large, the colleges should bring in more facilitators in a category to assist the students.

This will help the facilitator compensates close awareness of the students. While using assistance of facilitators in a classroom, you cannot find any reason why energetic learning simply cannot take place. For example , one leading teacher can carry out the group discussion and enable the children to try out hands-on learning.

A French thinker, Jean Paul Sartre, advised that for youth, the existential second arises when ever young people realize for the first time that choice is theirs, that they are in charge of themselves. The size of reality for Existentialists is definitely subjective, and it is within the individual. They have the freedom to take charge of their own learning as they are given the opportunity to deal with their own learning process. We as instructors are responsible to facilitate the students in their learning process rather than teaching these people what to do.

This kind of indirectly helps you to provide chance for the students to take control of their own learning procedure. As they are interested in what they have got chosen to read or learn, they will be those solve the challenge (e. g. meaning of the word) rather than being spoon-fed by the professors. In this way they shall be able to help to make progress inside their lessons and participate even more.

Western philosophers stress in active contribution on their scholars but to criticize and demotivate the students is not appropriate in the european philosophy. European education beliefs believes that providing enhances to the college students is an important task for a teacher as it will motivate the scholars to make an effort hard. For example , compliments provided to the students when they score well in their exam or do a good task in the job or projects given by the teacher. Yet , teachers should never only provide compliment if they excel yet also to provide encouragement when not doing so well in the assessment.

For instance, during an English course, teacher directs the test documents after the evaluation, it is not prompted for the teacher to learn out loud the score since it will demotivate and also embarrass the student. It is best that the tutor gives a word of encouragement so to press them to work harder next time. Furthermore, the education ministers really should abolish the exam-oriented system. Instead, the 50% schoolwork assessment should certainly enter the system. Coursework consist of all kinds of fun activities that want students to use the language learned.

This is to overcome the agonizing going method. Get back, Western beliefs that focuses on on learning the subject matter can be very handy from this scenario. For instance , the students should certainly learn simply by understanding the reasons why each element of speech in grammar offers different capabilities.

In a nutshell, based on the Western philosophy, students study by meaningful learning, they cannot memorize what they have learnt but rather know what they are learning. These philosophical resolutions are merely useful provided the government, educators, teachers, father and mother and pupils and community at large give their best assistance into making them a success. Whenever we are seriously interested in improvising the English dialect proficiency between Malaysian college students, nothing are able to stop us, not really the elements of the failure in the first place. Realization In conclusion, educating methodology leads to towards the efficiency and success of the teaching and learning process.

Because what we have got explored there are several factors that hinder the English Terminology proficiency between Malaysian college students. Among individuals contributory elements discussed are the number of students, students’ shortfall of inspiration, harsh criticism for students’ mistakes plus the exam-oriented education system. Each one of these factors are incredibly much hazardous in the process of second language acquisition (i. at the. English Language).

As such, we certainly have provided incredibly appropriate tactics as the solutions to conquer this issue. These are the implementation of student-centered teaching which targets the students’ – all their ideas and opinions, featuring more instructors as facilitators in class, hands on learning (Progressivism), place importance on specific choice (Existentialism), giving comments instead of critique (Western Philosophy), and learn through understanding rather than mere memory (Western Philosophy). Hence, through the use of all the several education sagesse in moderation which are Modern philosophies such as Progressivism and Existentialism, also both the Western approaches that concentrate on students as opposed to the teachers.

We strongly accept usage of the current Philosophies and the Western Sagesse according to the requires and appropriateness of class since what we have got discussed. We believe that we can produce an ideal education transformation to produce individual naturally and thus boost the English Vocabulary proficiency by applying and training appropriate educating methods to face the problematic factors. Recommendations Ali, Meters. S. (2003).

English Dialect Teaching in Primary Schools: Policy and Implementation Worries. IPBA E-Journal, 2-3. Hassan, A. & Jamaludin, And.

S. (n. d. ) Approaches & Values in Two Huge Educational Sagesse: East and West. Recovered on March, 22, 2013 from http://www. oerj. org/View? action=viewPaper&paper=7 Juhana, J. (2012). Psychological Factors That Impede Students via Speaking in English Course (A Example in a High school graduation in To the south Tangerang, Banten, Indonesia).

Diary of Education and Practice, Vol 3, No 12., 103.