ELTC Update - Issue 4

ConteConntetnsts
ISSUE 4 FEBRUARY 2011

12
20

5 10

6
14

18 9

Editorial Board Welcome to the fourth issue of eltc UPDATE! 4 The Director’s Note
In this issue, there are fact-filled pages about 5 The School Experience
Chief Editor the programmes and activities that ELTC 6 English for Early Childhood
Ellen Drabble engaged in from late 2009 up till January
2011. In particular, look out for the pages Education (EECE)
Editors which feature our signature programmes - 8 Trainer Training for English Lecturers
Elaine Pang Ling Ling Training of Trainers for English Lecturers in
Institutes of Teacher Education (ELITE-TOT), in Institutes of Teacher Education
Jasvir Kaur English in Early Childhood Education (EECE), (ELITE-TOT)
Jayanti S. Sothinathan the Malaysia - UNESCO Cooperation
Mohd Razali b. Mat Zain Programme (MUCP), the Certificate in the 10 Action Research
Practice of ELT (C-PELT) and the Structured 11 Educational Tours
Photographer Reading Programme. 12 Snapshots
Ahmad Radzi b. Mat Nawi Also highlighted in this issue are ELTC’s 14 Continuing Professional
various training models as well as our
Graphic Designer collaborations with a number of our training Development (CPD)
Mohammad Hidayat b. Hasan partners. 16 Supplementary
Do enjoy this issue!
Ellen Drabble, Editor Reading Programme
17 Malaysia - UNESCO Cooperation

Programme (MUCP)
20 Certificate in the Practice of English

Language Teaching (C-PELT)
22 Innovation Day
23 TED-ELTC Conference

Director’s Note

Congratulations to the Editorial Board for the fourth issue participants from eleven UNESCO member countries, the
of eltcUPDATE! successful implementation of this programme marked the
beginning of the internationalization of ELTC’s training
An eventful 2010 saw ELTC spearheading many programmes.
programmes designed to develop the capacity of English
language teachers and trainers at national as well as ELTC also successfully implemented the Training of
international levels. These initiatives were intended to Trainers for English Lecturers in Institutes of Teacher
develop participants’ knowledge and competencies so as Education (ELITE-TOT) programme. ELITE-TOT is a
to enhance the quality of delivery in their English collaborative effort between the University College of St
language classrooms as well as to empower them with Mark and St John, Plymouth, United Kingdom and the
the skills needed to facilitate their own professional Ministry of Education, Malaysia, represented by ELTC.
development. As has been our practice from the outset, This five-year programme is designed to enhance the
all of these initiatives and programmes were designed professional development of ELT teacher trainers in the
and developed at ELTC. Drawing on established 27 Institutes of Teacher Education throughout the
research-based best practices, these initiatives and country.
programmes updated participants with the latest and
best in English language teaching and learning. ELTC is also a lead agency for developing ELT training
programmes for teachers at all levels throughout the
Many of our programmes were implemented through nation. In 2010, ELTC responded to the Ministry of
collaboration and partnership with other institutions and Education’s MBMMBI initiative by developing the
agencies. In June 2010, the Ministry of Education Certificate in the Practice of ELT (C-PELT) programme.
entrusted ELTC with the mandate to develop and This programme is intended to develop the pedagogical
implement the curriculum for the inaugural Malaysia - skills and competencies of non-option English language
UNESCO Cooperation Programme (MUCP). Involving teachers in primary schools. Upon successful completion
of the programme, participants are certified as trained
4 four English language teachers. To date, 70 participants have
successfully completed the programme while another
103 are currently in the programme. Similarly, the English
for Early Childhood Education (EECE) programme was
developed to assist the Ministry of Education in
addressing the NKRA for education.

As 2011 unfolds, ELTC’s involvement in developing and
designing programmes and initiatives to enhance the
professional development of in-service English language
teachers and trainers continues unabated. The highlights
of our continuing efforts will be showcased in the next
issue of eltcUPDATE!

Dr. Choong Kam Foong AMN

THE SCHOOL EXPERIENCE

Combining the Worlds of

Theory and Practice

Opening Doors to Reality

B etween March and May 2010, the four of us - Muhamad
Hazrul Haris Fadzilah, Noor Azmira Amran, Syaliana
Jamaludin and Wong Lind Say - were sent to schools in
Selangor for a three-month school a achment. This school

a achment was an opportunity for us to
experience the teaching-learning
environment in real classrooms. The
classrooms provided us with the
context in which to discover the
teaching strategies that worked as
well as those that did not.
This school experience gave us a
greater awareness of the many
challenges that English language
teachers face in their classrooms.
One of these challenges is the need to
cater to the requirements of different

ability groups in a class by providing activities
and teaching materials that are pitched at
appropriate levels of di culty.
In addition, we learned that not all language
teaching theories are applicable in every
classroom. More importantly, we realized that a
successful lesson depends on the teacher’s ability

to change or adapt his or her teaching
strategies as and when necessary.

Our classroom experience
confirms the view that an
effective language teacher
must be creative and
innovative so as to ensure that
his or her learners are engaged
maximally and meaningfully in
their lessons.

by
Mu hamad H az ru l H ari s Fad z i lah, Noor Az mi ra Amran,
S y ali ana J amalu d i n and W ong L i nd S ay

5ve

EECE

English for Early
Childhood Education
(EECE)
“ a four - phase training course
specially designed for in-service

preschool teachers ”

A bout EECE

E n g lish f o r E ar ly C h ild h o o d ( E E C E ) is a four - p hase training course sp ecially designed for in-service p reschool
teachers. T he aim of the course is two-fold: to develop p reschool teachers who are able to imp lement the new
Malaysian Preschool Curriculum Standard effectively in their own classrooms, and to equip teachers with
pre-requisite skills to carry out professional development activities for fellow teachers in their districts.

C o u r se S t r u c t u r e

Course delivery is in four phases. Each phase involves face-to-face interaction followed by school-based assignments.
P h ase 1 A was a preparatory course that introduced the course participants to EECE. P h ase 1 B was a three-week
certificate course in collaboration with the Regional Language Centre RELC in Singapore. P h ase s 2 , 3 & 4 picked up
on some of the themes explored during the course in RELC. The course ended with an exhibition where the teachers
displayed their products from their teacher learning communities TLCs . The dates for all four phases are as below

Structure and Implementation of EECE

1APhase 27 – 29 October 2009 English Language Teaching Centre (ELTC), KL.

1BPhase 2- 25 November 2009 Regional Language Centre (RELC), Singapore.

2Phase 8 – 11 February 2010 English Language Teaching Centre (ELTC), KL.

3Phase 18 – 21 May 2010 English Language Teaching Centre (ELTC), KL.

4Phase 05 – 07 October 2010 English Language Teaching Centre (ELTC), KL.

6 six

O ecti es EECE

The ob ectives of the course are to Course participants
review and extend the teachers’
knowledge base of teaching and 2 qualified preschool teachers who
learning in p reschool were identified as state trainers
develop appropriate strategies for participated in this training. They
effective use of English in preschool came from 11 states including Sabah,
enhance the teachers’ skills in line Sarawak and the ederal Territories
with current best practices of Kuala Lumpur and Putra aya.
develop knowledge and skills in
teachers for facilitating professional
develop ment among colleagues

7seven

ELITE- TOT

ELITE-TOT
Trainer Training for English Lecturers in Institutes of Teacher Education

BACKG RO U N D I n S t ag e 2 , these Key Trainers would then deliver the
The Training of Trainers for English Lecturers in Institutes of Postgraduate Certificate Trainer Development ELT course to
Teacher Education ELITE-TOT is a trainer certification ELT lecturers from the English Language Teaching Centre
p rogramme for English Language teacher educators from the ELTC and the 27 Institutes of Teacher Education, under the
Insititutes of Teacher Education. The programme is a supervision of UCP Mar on.
collaborative venture between the Ministry of Education,
Malaysia MOE and the University College St Mark and St A B O U T T H E P R O G R A MME
John, Plymouth, United Kindgom UCPMar on . In line with its S t ag e 1 : Trai ni ng of Key Trai ners for the P Cert Professional
role as an in-service provider for ELT, and its responsibility as a Development
trainer training institution, ELTC was designated as the local The training was carried out in four phases
partner institute by the MOE.
O B JE C T IV E S T e ac h in g B lo c k 1
ELITE TOT aims to train and certify Key Trainers who will Date to 2 November, 200 3 weeks
undertake the training and certification of about 200 English enue enting iew Resort , enting. Pahang
Language Teacher Educators from ELTC and the other Institutes Trainer Prof Dr Tony right
of Teacher Education in the country.
I MP L E ME N T A T I O N S e lf -Man ag e d S t u d y P e r io d ( 1 )
The ELITE-TOT programme is made up of two stages. In S t ag e 1 During this period, participants worked on their own in their
a group of Key Trainers are trained by UCPMar on staff for the respective institutions. There was online support from the
award of the Postgraduate Certificate Professional trainer and collaboration with other course participants.
Development .

8 eight

ELITE- TOT

T e ac h in g B lo c k 2 Details are as follows
Date 1 30 April 2010 2 weeks T e ac h in g B lo c k 1 ( Mo d u le 1 )
Date 22 November 3 December 2010 2 weeks
enue Awana enting Resort and Institut Aminuddin enue ELTC
Baki, enting,Pahang Trainers Prof Dr Tony right, Prof Dr Richard Kiely,
Er Eng Lee, Jasvir Kaur, Jayanthi Sothinathan
Trainer Prof Dr Tony right
S e lf -Man ag e d S t u d y P e r io d ( 2 ) Participants will work on their assignment for Module 1 at
ollowing teaching Block 2, participants returned to their their respective workplaces. Online support will be provided
respective institutions to work on their pro ects for submission by the trainers.
by 30 June 2010. Again, participants had online support from
the trainer, including feedback on dra s of the pro ect. The two-week Teaching Block for Module 2 is expected to be
A total of 11 participants successfully completed the P Cert held at ELTC during May June 2011.
Professional Development course.
S t ag e 2 : Trai ni ng of Teacher Ed u cators for the P Cert Trainer An impact study of the ELITE-TOT is underway. It is hoped that
Development the programme can be adapted and extended to include
There will be three intakes for Stage 2 of the programme. It is excellent teachers and MOE o cers in the near future.
hoped that 1 0 ITE lecturers will be trained and certified
between 2010 and 2013. As in the case of the P Cert
Professional Development for Key Trainers, the P Cert
Trainer Development comprises two modules, each module
consisting of a two-week face-to-face teaching block and a
self-managed study period.
The training for the first group began with the intake of 3
teacher educators from ELTC and 2 Institutes of Teacher
Education.

9nine

A CTION RESEA RCH

ACTION RESEARCH
for English Language Teachers
C lassroom practice needs to be informed by
classroom investigation. It is therefore vital that developed their word lists based on a word or picture
we inculcate a research culture among English provided on their mind maps. Then, they came together
teachers to enable them to become re ective in small groups where they compared their mind maps.
practitioners. The Action Research Course conducted at Each group then produced a new mind map by
ELTC supports participants in selecting significant areas of combining the words from the individual mind maps.
research in their own teaching contexts and offers Repeated words were erased and new word associations
guidance in the action research process. were added.

The course is conducted in three phases. P h ase I assists indings
teachers in developing an understanding of the
theoretical basis and research procedures of action The most obvious finding was that the collective mind
research. At the end of Phase I, course participants return mapping technique enabled pupils to come up with more
to their respective schools to implement an action related words, as indicated in the table below.
research plan over a period of three months. P h ase I I , a
one-day face-to-face interaction, is conducted at about comparison of the num er of ords generated
the mid-point of the implementation of the action for the pre- and post- treatment
research plan. Participants are given opportunities to
clarify doubts and concerns relating to the study that Topics Pre Post
they are engaged in. P h ase I I I , which is at the end of the Sports 3 72
data collection phase, guides course participants in Occupations 7
writing up their report and communicating their findings. People 0 7
In 2010, two cohorts of teachers, from Perak and Transport
Terengganu, a ended this course. The study Using amily 0
collective mind maps to develop students’ vocabulary Animals 7
was conducted by Philomin Placida from SJK T Air Tawar,
Perak. 2

Udsiengecloopllepcutipielsmioncdamualpasryto Data from the questionnaire administered to the pupils
showed that 0 of the pupils en oyed the lesson and
( b y Phi lomi n Placi d a) found it more interesting and motivating when mind
S J K( T) Ai r Taw ar, Perak . maps were used. Eighty six percent of the pupils also
wanted their teacher to continue using the collective
This study was conducted with fi een pupils of low mind mapping technique in future lessons. All pupils
proficiency in a ear Six class. These pupils had a limited 100 believed that the technique helped them improve
vocabulary. They had di culty listing and associating their acquisition of vocabulary. The study suggests that
new words based on an existing word or picture given. the use of the collective mind mapping technique may be
Prior to the treatment, pupils worked on their vocabulary an effective tool for teaching vocabulary to low English
exercise individually. A topic and or picture was given to language proficiency primary school pupils.
each pupil as stimulus. It was found that this technique of
teaching vocabulary resulted in pupils generating a very
limited number of words.

To help the pupils build their vocabulary, a collective
mind map technique was used. Six topics - sports, family,
occupations, transport, animals and people - were
identified for the study. irst, the pupils individually

10 ten

ED U CA TIONA L TOU RS

CANTERBURY TALES:

My experience on the
Train the Trainer Course

D esp ite my many years T he session on coaching and mentoring
of exp erience as a provided some useful tips on how to
trainer, I found coach and mentor a trainer. I realize that
that I still had a lot to this is an asp ect of trainer training that I
learn from the sessions need to take on and move forward with.
which were very practical What struck me was the fact that as a
and hands on. The input was mentor and coach I should help teachers
delivered in the form of find solutions to their problems and not
activities anddUreNfrwoITmEDothueKtrIeNttGhheeDOMbpero ever ready to advise them. The
facilitator ect work gave new insights and
principles for training. The fresh ideas on activities which could be
session on multiple carried out for trainer training.
intelligence and
T hanks to the generosity of the learner styles made me more aware of The course was interesting and
different learning modes and how I enriching as we worked with course
British Council, Malaysia for can adap t my training to cater for participants from different countries
sponsoring Shobha, Jasvir and myself different learning modes especially for and training contexts.
for the T rain the T rainer C ourse at training adults. The session on working
Pilgrim’s, Canterbury in recognition of with di cult learners helped me learn by
our contribution to Primary Innovations. how I could use the pyramid levels DR . Y EO W PO H W H A
The course was from 2 th March to 2nd based on Life’s Logical levels of
April 2010. Thinking to analyze di cult cases and

to handle di cult course participants.

GOING DOWN UNDER : trainee teachers’ rep ertoire of teaching
Well, down and skills and competencies.
I a little to the right!was p leasantly surp rised when I was There were two things I observed from Oh, by the way, I didn’t see any sheep
informed by the D irector, D r C hoong the visit that I believe are worthy
by
DR . R ANJ I T S I NG H G I L L

K am Foong, that I was to rep resent the of emulation. irst, there are
Teacher Education Division on the very close links between N
Malaysian Delegation to the universities and the schools
Malaysia-New Z ealand Joint Working around them. Our 27 Institutes
roup Meeting in New ealand from 2 of Teacher Education ITEs must
November December 200 . The foster similar links with the
delegation of seven o cers was led by p rimary schools in their
the Secretary-G eneral of the Ministry of vicinity and support these
Education, Tan Sri Dr ulkarnain bin schools in implementing
Awang. NEW ZEALAND MoE initiatives. Second,
research-based data
The delegation made o cial visits to drives education
Auckland University, aikato University initiatives in New
in amilton and ictoria University in ealand. Similarly, our
Wellington before the Joint Working I T Es need to conduct
roup Meeting on 3 December. relevant research and
Delegation members also had the utilize research-based data
opportunity to visit several schools in in ensuring that current best
amilton. practices form the basis of our

11eleven

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CONTINU ING PROF ESSIONA L D EV ELOPM ENT

Meeting Trainers’ Needs:

making a difference
through CPD

ELTC lecturers demonstrating Paired Reading and Choral Reading
during an induction to the C-PELT curriculum.

Continuing Professional Development CPD
addresses the need for continuing, life-long learning. CPD improves
and updates knowledge and also enhances the professional competence and

skills of a person throughout his working life.
ELTC recognises the importance of CPD and its role in ensuring the professional
development of its staff. A wide range of CPD activities and programmes have been

made available to ELTC staff to ensure that they are equipped with the latest
knowledge, skills and competencies to effectively fulfill the
vision and mission of the institution.

Jayanti Sothinathan at an Online Teacher Training Course, Roger Chin a ending a Specialist Course in
Bangkok The ornby School Asia Initiative Oral Communication Skills,
200 2010
RELC 22 November - 10 December 2010
14 fourteen

CONTINU ING PROF ESSIONA L D EV ELOPM ENT

ELTC’s Doctors-to-be
The Quest for Knowledge

As s u nta Caroli na Antony s amy Az li na Ahmad Kamal
U niversity : V ic t o r ia U n iv e r sit y o f W e llin g t o n U niversity : The Institute of Education U n iv e r sit y o f
( V U W ) , N e w Z e alan d Lo n d o n ,U K

Sp onsored by : The Ne ealand International Sp onsored by : Pu lic Ser ices epartment
D o c t o r al R e se ar c h S c h o lar sh ip f u n d e d
y the Ne ealand o ernment Area of R esearch : H o w H e ad s o f E n g lish L an g u ag e P an e ls
Exp ected Y ear of construct and mediate their identities as
Area of R esearch : Mediating orlds Teaching and Completion su b j e c t le ad e r s w it h in t h e Malaysian
Learning Mathematics in a Second education conte t
L an g u ag e 2013
C9 C9
B8 B8

Exp ected Y ear of 2011
Completion

Er Eng L ee J as v i r Kau r 8B ME100
cc cc
U niversity U niversity
Sp onsored by 8B ME100 Sp onsored by
Area of R esearch cc cc Area of R esearch
Exp ected Y ear of
Completion : U n iv e r sit y o f Malaya, Malaysia Exp ected Y ear of : U n iv e r sit y P u t r a Malaysia8B cc B8
: S e lf - sp o n so r e d Completion : S e lf - sp o n so r e d C9
: Teacher Education : The E ects of

2012 Socratic Maps in
C9 D e v e lo p in g
B8 Creati e riting ME100 cc
S k ills

: 2011

8B ME100
cc cc

J ay a Pu s hani a/ p Ponnu d u rai Jayanti S. Sothinathan
U niversity : International Islamic Uni ersity of U niversity : N o v a S o u t h e ast e r n U n iv e r sit y, F lo r id a,
Malaysia U SA

Sp onsored by : S e lf - sp o n so r e d Sp onsored by : S e lf - sp o n so r e d

Area of R esearch : T e ac h e r s’ K n o w le d g e o f Area of R esearch : e elopment of 8B
ssessment Multiliteracies through cc
T e c h n o lo g y in an O n lin e
Exp ected Y ear of B8 Learning En ironment C9
Completion C9 B8

2015 Exp ected Y ear of ME100
Completion cc

2012

8B cc ME100 cc

J oy Q u ah Y i en L i ng R oger Chi n Chu an Ngok
U niversity : T h e S t at e U n iv e r sit y o f N e w Y o r k , U niversity : U n iv e r sit y S c ie n c e Malaysia, P e n an g ,
A lb an y, U S A Malaysia

Sp onsored by : Pu lic Ser ices epartment Sp onsored by : S e lf - sp o n so r e d

Area of R esearch : Curriculum and Instruction Area of R esearch : Computer ames as a 8B
S e lf -L e ar n in g T o o l cc

Exp ected Y ear of 2013 B8 Exp ected Y ear of C9
Completion C9 Completion B8

2013 ME100
cc

8B cc ME100 cc

15fteen

SU PPLEM ENTA RY REA D ING PROG RA M M E

The MOE – UNICEF / OGFICE

Supplementary Reading (SRP)

And Capacity Building Programme

T h e S u p p le m e n t ar y R e ad in g an d C ap ac it y B u ild in g had the opportunity to learn how to use the
P r o g r am m e , funded by the United Nations teaching resources meaningfully and maximally in
Children’s und UNICE and Osaka as oundation their classrooms. On the other hand, we, the
for International Cultural Exchange O ICE , was facilitators, were able to experience, firsthand, the
specially designed to benefit marginalized primary challenges that the teachers and pupils in the
schools in the remote areas of Sabah and Sarawak. schools that we visited have to grapple with on a
This included schools with small enrolments, those daily basis.
with Special Education Integrated Programmes as
well as island schools. or 2010, the monitoring visits N O T E : Special thanks to Mr Supramaniam
covered five schools in Sabah and another four in Karuppiah former ead of the Assessment and
Sarawak. Evaluation Department, ELTC for lending his
expertise in
designing and
developing the
module.

The Capacity Building Programme, an extension of
the S u p p le m e n t ar y R e ad in g
P r o g r am m e , was designed to enhance
the knowledge and skills of teachers
from the participating schools in
maximizing the use of the
materials and resources
supplied. The module focused
on enhancing the teachers’
repertoire of strategies for telling
stories, teaching of phonics, and
reading aloud.

ELTC lecturers, Pn urina Mohamed
ashim and Pn Er Eng Lee, served as
facilitators for the programme. The
delivery system for the three-day
course included interactive
lectures, demonstrations,
modelling and workshops
which offered teachers
opportunities to design activities
and produce materials which they
trialled with their peers and pupils.

The programme was a worthwhile
and enriching experience for the
course participants as well as the
facilitators. The course participants

16 sixteen

M U CP

MA L A Y S I A - U N ES CO

CO O P ER A T I O N P R O G R A MME ( MU CP )

TELTC COURSES FOR ELT PROFESSIONALS Ma l a y s i a
he Malaysia - UNESCO Cooperation identified to develop and conduct two Ca m b o d i a
P rogramme ( MU C P ) was formulated to courses for the period beginning June July
enhance South-South cooperation for 2010, for English Language Teaching G a m b ia
K ir ib a ti
capacity building in education through the Professionals whose work is related to the
Laos
cooperative exchange of experience, teaching of English in primary elementary L e s o th o
L ib e r ia
knowledge and best practices for the benefit schools. The two courses were C h ild r e n ' s

of the Least Developed Countries LDCs , L it e r at u r e in t h e P r im ar y S c h o o l ( C L iP S ) and

Small Island Developing States SIDS and in Enhancing English Language Proficiency

support of the Priority Africa agenda. This through Online and O ine Technologies

programme re ects the Malaysian (ELPTech). CLiPS was a four-week course and

overnment’s belief in the ideals of UNESCO’s it ran from 2 June 2010 till 23 July 2010 while

mandate to bring peace and development ELPTech was conducted over a period of three

through education. The Ministry of Education, weeks. It ran from 2 June 2010 till 23 July

Malaysia MOE has been entrusted with the 2010. A total of forty participants - from

responsibility to coordinate all initiatives Cambodia, ambia, Kiribati, Laos, Lesotho,

under the auspices of the MUCP. Liberia, Malawi, Malaysia, Maldives, Samoa,

ietnam and ambia a ended the two

or the inaugural programme, the English courses.

Language Teaching Centre ELTC was

Courses for ELT
Professionals

June - July 2010

under

Malaysia - UNESCO Cooperation Programme (MUCP)

English Langguage Teaching Centre Malaysia

Ministry of Education Malaysia

Z a m b ia V ie tn a m S am oa Ma l d i v e s Ma l a w i

17seventeen

M U CP

MU C P C O U R S E S

Two courses, namely Children’s Literature in the Primary School
CLiPS and Enhancing English Language Proficiency through online
and o ine Technologies ELPTech were selected to start off the
MUCP initiative.

C ourse : C h ild r e n ’ s L it e r at u r e in t h e P r im ar y S c h o o l ( C L iP S )

T he C hildren’ s Literature in the P rimary School Areas covered in the course include:
CLiPS is an innovative and sustainable model for the key literary genres
ongoing teacher develop ment. T his course is the meaning and scope of literature for young
designed to enhance teacher comp etencies to learners
create effective and exciting learning experiences the value of using literature in the language
based on contemporary children’s literature. class
Additionally, CLiPS also helps participants to best practices in the teaching of literature to
establish learning communities based on the children
concept of follow-up and follow-through, to establishing and supporting Teacher Learning
facilitate and support professional sharing with Communities TLCs
other teachers.
C LiP S is designed to:

enhance teachers’ personal knowledge and
skills in the key literary genres
help teachers develop a coherent
literature-based programme to enrich the
teaching of English to young learners
provide teachers with the knowledge and skills
for engaging children meaningfully in reading
and responding to literary texts
enable teachers to develop the competence
for establishing Teacher Learning Communities
to support the continuous professional
development of the participants themselves
and that of their colleagues.

18 eighteen

M U CP

C ourse : Enhancing English Language Proficiency through
Online and O ine Technologies (ELPTech)

This course explores various online and o ine Areas covered in the course include:
resources available to teachers to enhance the basic practices the role of technology in the
teaching and learning of English. Teachers are language classroom
given the op p ortunity to discuss issues and pro ect-based learning approaches
challenges in integrating technology in their pro ect evaluation tools and assessment
classrooms, as well as to share their experiences. rubrics
The ubiquitious nature of technology has opened listening and speaking with podcasts
new and exciting opportunities for teachers to reading in the hypertext
create innovative language learning activites. digital writing
Through a pro ect-based learning approach, this higher order thinking skills and the 21st
course enables teachers to explore ideas for century learner
integrating language skills to enhance their
students’ languge proficiency in authentic
learning environments.
ELPTech is designed to

enable teachers to discuss the integration of
I C T in language lessons
evaluate language learning activities using
evaluation tools and rubrics
plan and design language learning activities for
Listening, Speaking, Reading and riting
through a pro ect-based learning approach
integrate 21st Century Skills and igher Order
Thinking Skills in classroom applications

19nineteen

C- PELT

Ce r t i f i ca t e I n T h e P r a ct i ce O f

C-PELTEn g l i s h L a n g u a g e T e a ch i n g

BACKG RO U N D It is intended that upon completing the Methods in Teaching ESL riting
course, participants will be able to 3 credits
T his course aims at addressing the issue apply their skills and competencies in Contemporary Children’s Literature
of the large number of teachers the language classroom to provide 2 credits
teaching English without a T ESL effective and e cacious instruction in The Teaching of rammar 3
qualification in the primary schools. It is the English language. credits
an intensive 14 -week course conducted Trends and Issues in Language
through face-to-face interaction. At the A IM Teaching 1 credit
end of the course, teachers will be Assessment and Evaluation in ESL
certified as fully trained English T he aim of the course is to offer 3 credits
language teachers. non-option teachers of English in Technology in the Language
primary schools, the opportunity to Classroom 3 credits
The course focuses on developing the acq uire the req uisite skills and
pedagogic knowledge, skills and competencies as a professional English CO U RSE STR U CTU R E
competencies required of English language teacher in line with the
language teachers so that participants National Education Philosophy and the The eight components are taught over
can function as competent and philosophy of Teacher Education. two phases
effective teachers of English. To this
end, the course has a heavy emphasis CO U RSE CO N TEN T PH A SE 1 CET08 CET01 Methods in Teaching ESL 1
on ESL methodology to ensure that eeks 1 7 T echnology CET02 Listening and Speaking
participants have a sound grasp of the C-PELT is a 21-credit course. Course PH A SE 2 CET03
principles that underpin effective participants are required to complete eeks 14 in the Methods in Teaching ESL 2
classroom practice. The course the following papers Language Reading
curriculum leverages on the C lassroom
participants’ prior teacher education Methods in Teaching ESL 1 Methods in Teaching ESL 3
training and classroom experiences by Listening and Speaking 3 credits riting
relating this training and experience to Methods in Teaching ESL 2
the teaching of English. Reading 3 credits CET04 Literature for Y oung Learners
CET05 The Teaching of rammar
CET06 Trends and Issues In Language Teaching
CET07 Assessment and Evaluation in ESL

20 twenty

C- PELT

Ne sC le-P E eL rT

21twentyone

INNOV A TION D A Y

The 2010 ELTC
Innovation Day

The 2010 ELTC Innovation Day was organized in response to a directive
from the Malaysia Administrative Modernisation and Management
Planning Unit in the Prime Minister’s Department. This is part of the

overnment’s initiative to inculcate a culture of innovation and
development to continuously improve and upgrade the quality of the civil
service. The ELTC Innovation Day, on 1 November 2010, was organized by
a steering commi ee headed by the Director, Dr Choong Kam oong. This
commi ee coordinated the event and selected the eight innovative
practices that were shortlisted for presentation on the day of the
event.

The eight finalists were Presenters
Management
No Name of Inno ation
1 admin ELTC uality Assurance
2 Of uality and Standards Pedagogy
3. eedback Card Language and Technology

. Less is more Converting ELTC into a CPELT Listening and Speaking Team
Paperless Institution ELT Management
Micro Teaching Pushing Boundaries CPELT riting Team
orget No More Reminder Cube . CPELT Language and Technology Team

7 oices
e-Collaborative

The Best Innovative Practice Award was won by the e-Collaborative team comprising
Jayanti Sothinathan, Sheila Adelina and Dr Ramesh Rao. In addition, two other
categories were contested. Ms Irene Cheok, ead of the Language Technology
Department, and Mr erman Salehuddin, from the Management Department,
won the Best A endance Awards. Ms Logeswari Arumugam M. Pillay of the
Pedagogy Department and Ms ouri from the Management Department
were winners of the Neatest orkspace Awards. The event ended with an
inspiring speech from the Director. In her speech, the Director highlighted the
culture of quality in ELTC and noted the many firsts’ that ELTC can be proud of.
She also urged all staff to intensify the efforts to develop ELTC as a learning
organization and to instill the culture of innovation in all aspects of ELTC’s role and
function.

22 twentytwo

TED - ELTC CONF ERENCE

D ate conference
5 - 7 July 2011
2011
V enu e
Royale Bintang Hotel
S e r e m b a n , N e g e r i S e m b ila n

F or additional details,
email:
[email protected]

or

vi sit ou r w ebsite at Strengthening
www.eltcm.org English

C A L L fo r P A P E R S Language
(MBI) Through
Them e
Teacher
Strengthening English Language ( MB I ) T hrough Professional
T eacher P rofessional D evelop ment Development

S u b -t h e m e s 23twentythree

Upskilling EL teachers through MBI Programmes
un learning through Language Arts
KSSR curriculum implementation and issues
School-based assessment
Current Pedagogical Approaches in ELT
ICT in ELT
Children’s Literature

Presentation ormats

a ntation
30-minute formal presentations and 10 minutes
for A

o ho
0-minute demonstrations requiring audience
participation