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Bring back the fun in English

WHEN I asked some 30 children in class what was the most difficult
about learning English, they looked at me and said nothing. They
seemed lost.
It was early on a Saturday morning some weeks ago and it was my
first day as a volunteer to teach conversation English. The venue
was a study room in one of the mosques in Petaling Jaya. If I could
sense their command of English was suspect in urban Petaling Jaya,
imagine the rural areas. I am not an educationist nor a teacher, but
there is something not quite right about the teaching of English in
our schools.
The children have gone through at least five years of learning
English. They understand basic grammar and are quite aware of the
meaning of basic words. In short, they understand what is said, but
find it difficult to express themselves. The problem with our kids is
that they have little opportunity to practise the language. Or they
believe there is no necessity for English other than to pass
examinations, making it almost impossible for them to master the
language.
Like any other language, to be able to converse in English, you have
to practise instead of just learning grammar. We can teach them
conjunctions, the difference between a noun and a verb, force them
to memorise past and present tenses, and let them write down the
correct spelling but if they do not converse in English, they are not
actually learning it.
Speak to children in English or coax them to talk to you in English,
and you realise you have difficulties. More often than not, you have
to translate the words into a familiar language and explain each
meaning.
I did that. I let them hear their own voices saying the words. I
encouraged them to speak up regardless of how incorrect it might
be. Even broken English suits me for starters, as long as they
converse in English. I assure you it is not easy.
Most kids are embarrassed because they do not know the
appropriate words to express themselves. Many would rather remain
silent. It is up to me to create a comfortable and enjoyable
atmosphere to encourage them to speak up.
They found word games such as Hot Seats, Hangman and Chinese
Whispers fun and they took part enthusiastically. Baby steps,
indeed. Tongue twister games allow them to laugh at themselves
and at their peers and, later, will motivate them to get it right.

I spent a lot of time stressing pronunciation and intonation. I believe


if I can get the children to say the words correctly, sentence
structures will come naturally.
I made full use of popular English nursery rhymes. It doesnt matter
how old the children are, as long as they are beginners in English,
nursery rhymes provide the best introduction to English words and
sentence construction.
Children will learn to say rhymes aloud and get a feel of the words
and sentences. Not surprisingly, they enjoyed the rhymes. They
memorised them and became curious to know the meanings and
the stories behind the popular ones. I was told that was how the
earlier generation learned English by using nursery rhymes and
dramas.
At first, its just like singers who cant speak a word of English but
can sing songs in the language almost flawlessly.
I found that after a few sessions working with children using nursery
rhymes, they began to enjoy them completing the first step in
making them speak English. For many of them it was an eye-opener.
Many have never heard of Three Bags Full, Baa, Baa, Black Sheep,
Humpty Dumpty, Hickory, Dickory, Dock or Jack and Jill. These are
rhymes from an alien, faraway culture. But isnt English a foreign
language originating from thousands of kilometres away?
True, English is no more the language of the English. It has
developed into a truly global language, especially with the advent of
the Internet. Perhaps even native English speakers are spoilers of
the language now. Others are better speakers and writers of the
language. Native English speakers may have been taking the
language for granted, just like the Malays in this country take
Bahasa Malaysia for granted.
I learned something valuable: be generous with children. Do not
penalise them. They hate English because it is a compulsory
subject. They find English difficult just like Mathematics or
Science. They hate anything difficult.
I found out also that there is no joy in learning English. I called it
teaching English the straightjacket way. It bores them.
They seldom converse with their peers in English. Why should they?
They are comfortable in their ethnic enclaves, and with the reversal
of the policy of teaching of Science and Mathematics in English, they
dont find English useful anymore. English has overstayed its
welcome in national schools, at least that is the perception.

In fact, trying to coax their peers to speak English with them will
result in a backlash. Berlagak (showing off) is the dreaded word
levelled at English speakers in schools. My experience when I was in
school (also in Petaling Jaya) was that there were two classes of
students the English and non-English speakers. The divide is
evident even in urban schools. This is the reality most schools would
not want to address.
It is sad that the divide escalates into class wars and to the
detriment of integration among students. Little wonder that it is
difficult to address racial issues even in our multi-ethnic schools.
Learning a foreign language, English included, is always a tedious
task, especially when it is done unwillingly. Children must enjoy
studying the language. There must be a reason for their reluctance
to master the language.
It cant be that they are not aware of the importance of English.
They are not naive. I am sure they know we simply cant live without
the language. Their future depends on their having a good
command of the language.
I learnt another lesson. When I asked my pupils what was the
hardest thing about learning English, I realised that they stared back
at me not because they didnt want to answer my question but
because they didnt know how to.
Its time we teach them how.

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