English Language Journal Vol 3, (2009) 83-101 ISSN 1823 6820

REFERENCES
Borg, M. (2001). Key concepts in ELT: Teachers beliefs. ELT Journal Volume 55/2 April 2001. Oxford University Press. Ernest, P.(1988). The impact of beliefs on the teaching of Mathematics. Paper presented at 6th International Congress of Mathematical Education, Budapest, August 1988. Downloaded on March 24, 2004 from http://www.ex.ac.uk/-PErnest/impact.htm Ernest, P. (1989). The knowledge, beliefs and attitudes of the Mathematics teacher: a model. Journal of Education for Teaching. 15 (1), 113 33. Knaus, W. J. (2000). Take Charge Now! Powerful techniques for breaking the blame habit. Wiley. Richards, J.C. and Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge: Cambridge University Press. Yero, J. L. (2002). Teaching in mind: How teacher thinking shapes education (1st Ed.). Hamilton: Mindflight Publishing.

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APPENDIX A TEACHER BELIEFS - TeSME Top of Form Bottom of Form Teacher Beliefs TSELS Directions: Please indicate your opinion about each of the questions below by marking any one of the five responses in the columns on the right side, ranging from (1) None at all to (5) A Great Deal as each represents a degree on the continuum. This questionnaire is designed to help us gain a better understanding of the kinds of things that create challenges for teachers. Your answers are confidential. Please respond to each of the questions by considering the combination of your current ability, resources, and opportunity to do each of the following in your present position.

ACRONYMS AND TERMINOLOGY USED IN THE QUESTIONNAIRE TeSME - Teaching Science and Mathematics in English ETeMS - English for the Teaching of Science and Mathematics Buddy Support System - A set up in schools to aid Science and Mathematics teachers in changing their medium of instruction. Through this system, teachers who are proficient in the English language are appointed to guide teachers of Mathematics and Science to help them improve their language skills in teaching Mathematics and Science.

What form do you teach Mathema tics and Science in English? Form 1 2 3 L6 U6 (Please circle the years that you teach.) How many years have you taught Mathematics/Science in both years

Bahasa Melayu and English?

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Modified version of questionnaire Teacher Beliefs TSELS designed by Denise Johnson and Megan Tschannen-Moran, The College of William and Mary http:// faculty.wm.edu/cdjohn/TSELS

Some degree

PERSONALITY FACTORS
1. How much do you enjoy teaching Mathematics and Science in English? 2. How much can you motivate learners who show low interest in learning Mathematics and Science in English? 3. How much can you do to help weak learners to cope with the change in medium of instruction? 1 2 3 4 5

1 1

2 2 2 2

3 3 3 3

4 4 4 4

4. How much can you do to make good learners of 1 Mathematics and Science become more involved in your lessons? 5. How much have you done to improve your English language proficiency to teach Mathematics and Science? 1

BELIEFS ABOUT LANGUAGE USED TO TEACH MATHEMATICS AND SCIENCE

6. To what extent do you think the use of English to teach Mathematics and Science would help develop students ability to use the language for study? 7. To what extent do you think that Mathematics and Science should be taught in Bahasa Melayu instead of English? 8. To what extent do you switch to Bahasa Melayu when you are teaching Mathematics and Science in English? 9. To what extent do you think using English to teach Mathematics and Science would make the learners think creatively? 10. To what extent do you think your learners are able to perform well in Mathematics and Science tests that are set in English? 1 2 3 4 5

1 1 1

2 2 2

3 3 3

4 4 4

A great deal 5 5 5 5 5 5 5 5

Quite a bit

Not at all

A little

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English Language Journal Vol 3, (2009) 83-101 ISSN 1823 6820 PERCEPTIONS ABOUT THE SUPPORT SYSTEMS/MATERIALS USED IN TESME 11. To what extent is the EteMS programme helpful in preparing you for the medium change to English? 12. To what extent are the support materials (software, textbooks, modules) supplied by the Ministry of Education enough in helping you to teach Mathematics and Science in English? 13. To what extent do the Buddy Support System provide help and advice in teaching Mathematics and Science in English? 14. To what extent do you think using computer technology in Mathematics and Science lessons will improve the learners understanding of the subjects in English? 15. To what extent do you think that more training courses are needed to equip you with the skills to use English to teach? 1 1 2 2 3 3 4 4 5 5

1 1

2 2

3 3

4 4

5 5

CORRESPONDENCE OF BELIEFS TO STIPULATIONS OF NEW MATHEMATICS AND SCIENCE SYLLABUS 16. To what extent do you agree with the TeSME policy to use English for teaching Mathematics and Science in schools? 17. To what extent do you think the implementation of the TeSME policy will bring about an improvement in the learners command and proficiency of the English language? 18. To what extent do you think the TeSME programme will be successful in helping your students become better learners of Mathematics and Science? 1 1 2 2 3 3 4 4 5 5

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Some degree

19. To what extent do you think the use of English to teach Mathematics and Science will help students become better learners of Mathematics and Science? 20. To what extent do you think the implementation of the TeSME policy will bring about an improvement in your command and proficiency of the English language?

ATTITUDE TOWARDS TEACHING MATHEMATICS AND SCIENCE IN ENGLISH 21. To what extent do you like teaching Mathematics /Science in English? 22. To what extent does the idea of teaching Mathematics /Science in English scare you? 23. To what extent do you prefer to teach Mathematics and Science using Bahasa Melayu? 24. To what extent are you prepared to teach Mathematics/ Science in English? to English? 25. To what extent do you think you will have problems using English in explaining difficult concepts to your students? 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 4 4 4 4 4 5 5 5 5 5

A great deal 5 5

Quite a bit

Not at all

A little

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APPENDIX B ELTC CHECKLIST Name of Teacher: School : Subject : Topic : Date observed : Use this scale: 1 strongly agree 3 disagree
Items The teachers language is clear and easy to understand The teacher links the different steps with appropriate language Teacher asks questions to elicit students understanding The language used is accurate Correct technical terms are used The teacher is fluent The teacher hardly uses Bahasa Melayu Language used in the teaching aids is accurate 1 1 1 1 1 1 1 1

Class : Time : 2 agree 4 strongly disagree

Rating Scale 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4

No 1 2 3 4 5 6 7 8 9

Teacher is able to use appropriate language to respond to students 1

Interesting expressions used:

General comments:

Based on ELTC Malaysia, ETeMS Phase1 - Checklist for peer feedback

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APPENDIX C INTERVIEW QUESTIONS Pre Interview Questions for Classroom Observation 1. What language proficiency level are the pupils in the class? 2. What is the aim (teaching focus) of this lesson? 3. What kind of learning difficulties do the pupils in this class have? 4. How interested are the children in the learning of Mathematics and Science in English? 5. What are the most common problems you face teaching Mathematics and Science in English? 6. How do you overcome the problems mentioned in question 5? 7. Do you have problems with (lack of pupil) participation in activities? 8. Do you think the ETeMS programme is sufficient to prepare you to teach Mathematics and Science in English? Post Interview Questions for Classroom Observation 9. What is your general feeling about the lesson you have just taught? 10. Did the lesson go the way you planned? 11. How did you decide on the teaching materials (e.g. diagram, worksheets, etc.) for the lesson? 12. Do you think the learners fully understood the concepts and ideas on science or mathematics that you were trying to deliver? 13. How do you usually help the weaker pupils who have problems with mathematics/science and who are very weak in English? 14. Is there anything that you would have liked to do in the lesson that you were not able to? 15. Do you find that using the English language to teach science/ mathematics present a problem to you as a teacher? 16. Do you prefer to teach Mathematic/Science using Bahasa Melayu or English?

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Interview Questions for Master Trainers 1. How long have you been a trainer for ETeMS? 2. Can you please comment on the levels of language proficiency of the teachers attending the ETeMS courses that you have conducted? 3. In general, for the cohorts you have trained, how prepared are they to go back to schools and teach mathematics and science in English? 4. What are the most problematic aspects of your work as a master trainer? 5. What are the most common language problems that you see in your trainees? 6. During the training for ETeMS, there is a stand and deliver session. What are the problems that your trainees usually have when they are teaching Mathematics and Science in English that you have observed during Stand and Deliver. 7. As a master trainer, what is your opinion of the ETeMS programme? Do you think it is going to be very useful for education in the long run? 8. Can you comment on how the teachers beliefs and attitudes will have any effects on their teaching? 9. Have you gone to any of the classes of the teachers that you have trained to see them teaching?

10. How do you find those teachers that are attending the EteMS Programme? What is your opinion about their attitudes? 11. Have you found any of the trainees to be reluctant to attend or against the implementation of the teaching of Maths and Science in English? 12. So, in the case of EteMs, if you put into percentage, roughly how many percent of the trainees are not for this programme? 13. For the secondary school teachers, they will be teaching science using higher levels of thinking skills. Do you forsee any problems that the teachers might face while explaining complex scientific and mathematic concepts? 14. For the teachers whose language proficiency is not that good, they their language deficiencies might be passed on to their students? 16. So can you give me some of your thoughts about this ETeMs programme? (Its benefits. The effects it has on education).

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Interview Questions for Manjung Education Officer in Charge of ETeMS 1. Can you please tell me some of the programmes or activities that have been organised by your department to promote TeSME in the district? 2. I know that you keep a record of their English language qualifications in your files. Can you please comment on the levels of language proficiency of the teacher attending the ETeMS courses that you have conducted? 3. As the education officer in-charge of the teaching of Mathematics and Science in the district, what is your opinion of the ETeMS programme? Do you think it is going to be very useful for education in the long run? 4. I know that you and some of the officers here have gone and observed some of the teachers who have attended the course. Can you tell me more about what you have observed? 5. Can you comment on the progress of the teachers in teaching Mathematics and Science in English from what you have observed during your visits to schools? 6. How do you find those teachers that are attending the EteMS Programme? What is your opinion about their attitudes? 7. Have you found any of the trainees to be reluctant to attend or against the implementation of the teaching of Maths and Science in English? 8. In your opinion, do you think that the implementation of TeSME is successful in Manjung? 9. What are the problems that you have encountered in helping to implement the teaching of Mathematics and Science in English in this district? 10. Can you tell me about the teaching materials that are supplied by the CDC to complement the implementation? ** Please note that the questions above serve as a guideline for the researcher to interview the respondents. According to Bogdan and Biklen, (2003, p. 95) ), Even when an interview guide is employed, qualitative interviews offer the interviewer considerable latitude to pursue a range of topics and offer the subject a chance to shape the content of the interview. When the interviewer controls the content too rigidly, when the subject cannot tell his or her story in his or her own words, the interview falls out of the qualitative range.

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