Cover not available

Article published In: Journal of Asian Pacific Communication
Vol. 24:1 (2014) ► pp.41–59

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload PDF
authorization required

A post-mortem on the Malaysian content-based instruction initiative

 | Universiti Utara Malaysia
Published online: 18 April 2014
DOI logo with link
https://doi.org/10.1075/japc.24.1.03lee
This is a post-mortem on Malaysian TeSME (Teaching of Science and Mathematics in English) program based on its comparison with Canadian immersion programs. Malaysia and Canada have some common sociological aspects such as the size of population, the ratio of indigenous people and immigrants, and multilingual contexts. It also has in common various core elements in the set of criteria proposed by Swain and Johnson (1997) to define a prototypical immersion program. Thus, the lessons Canadians have learned from immersion may be seen as significant guiding light for TeSME and other attempts of content-based instruction programs. Canadian immersion has been different from TeSME at least in terms of three core features: overt support exists for the L1; the teachers are bilingual; and the classroom culture is that of the local L1 community. These differences made four issues more prominent: Learning outcome of TeSME; mainstay of TeSME; judicious use of L1; and function of TeSME. Finally some suggestions are proposed: give higher priority to promoting concept development across languages for now; make English classes more effective; promote bilingualism in TeSME; and extend TeSME’s function to understanding and integrating other cultures and languages.
References (28)
Auerbach, E. (1993). Reexamining English only in the ESL classroom. TESOL Quarterly 27(1), 9–32. Google Scholar logo with link to Google Scholar
Bae, J. (2007). Development of English skills need not suffer as a result of immersion: Grades 1 and 2 writing assessment in a Korean/English two-way immersion program. Language Learning , 57(2), 299–332. Google Scholar logo with link to Google Scholar
Bonabente, C.L. (2007). Teachers’ English proficiency poor. Inquirer . Retrived March 8, 2009, from [URL]
Chan, S.H., & Tan, H. (2006). English for mathematics and science: Current Malaysian language-in-education policies and practices. Language and Education , 20(4), 306–321. Google Scholar logo with link to Google Scholar
Chow, P., & Cummins, J. (2003). Valuing multilingual and multicultural approaches to learning. In S.R. Schecter & J. Cummins (Eds.), Multilingual education in practice (pp. 32–61). Portsmouth, NH: Heinemann.Google Scholar logo with link to Google Scholar
Council for Cultural Co-operation, Education Committee, Modern Languages Division, Strasbourg. (2001). Common European framework of reference for languages: Learning, teaching, assessment . Cambridge: Cambridge University Press.Google Scholar logo with link to Google Scholar
Cummins, J. (1998). Immersion education for the millennium: What have we learned from 30 years of research on second language immersion? In M.R. Childs & R.M. Bostwick (Eds.), Learning through two languages: Research and practice. Second Katoh Gakuen International Symposium on Immersion and Bilingual Education (pp. 34–47). Katoh Gakuen, Japan.Google Scholar logo with link to Google Scholar
Dalton-Puffer, C. (2007). Outcomes and processes in content and language integrated learning (CLIL): Current research from Europe. In W. Delanoy & L. Volkmann (Eds.), Future perspectives for English language teaching (pp. 139–157). Heidelberg: Carl Winter.Google Scholar logo with link to Google Scholar
Davison, C., & Williams, A. (2001). Integrating language and content: Unresolved issues. In B. Mohan, C. Leung, & C. Davison (Eds.), English as a second language in the mainstream: Teaching, learning and identity (pp. 51–70). Harlow, Essex: Longman & Pearson Education.Google Scholar logo with link to Google Scholar
Dupuy, B.C. (2000). Content-based instruction: Can it help ease the transition from beginning to advanced foreign language classes? Foreign Language Annals , 33(2), 205–223. Google Scholar logo with link to Google Scholar
Idris, N., Cheong, L.S., Mohd. Nor, N., Abdul Razak, A.Z., & Md. Saad, R. (2007). The professional preparation of Malaysian teachers in the implementation of teaching and learning of mathematics and science in English. Eurasia Journal of Mathematics, Science & Technology Education , 3(2), 101–110. Google Scholar logo with link to Google Scholar
Lantolf, J. (2000). Introducing sociocultural theory. In J. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 1–26). Oxford: Oxford University Press.Google Scholar logo with link to Google Scholar
McKay, S.L. (1998). Teaching English in multilingual settings. Retrieved March 8, 2009, from [URL]
Mohamad Nor, F., Abd Aziz, M., & Jusof, K. (2011). Should English for teaching mathematics and science (ETeMS) in Malaysia be abolished? World Applied Sciences Journal , 121(Special Issue on Creating a Knowledge Based Society), 36–40.Google Scholar logo with link to Google Scholar
Nikula, T. (2007). Speaking English in Finnish content-based classrooms. World Englishes , 26(2), 206–223. Google Scholar logo with link to Google Scholar
Osman, K., Halim, L., & Mohd Meerah, S. (2006). What Malaysian science teachers need to improve their science instruction: A comparison across gender, school location and area of specialization. Eurasia Journal of Mathematics, Science and Technology Education , 2(2), 58–81. Google Scholar logo with link to Google Scholar
Pandian, A., & Ramiah, R. (2003). Mathematics and Science in English – Teacher Voices. Proceedings of the ELTC ETeMS Conference 2003: Managing Curricular Change .
Pica, T. (2002). The subject-matter content: How does it assist the interactional and linguistic ne Eds of classroom language learners. The Modern Language Journal , 86(1), 1–19. Google Scholar logo with link to Google Scholar
Rodgers, D.M. (2006). Developing content and form: Encouraging evidence from Italian content-based instruction. The Modern Language Journal , 90(3), 373–386. Google Scholar logo with link to Google Scholar
Stoller, F.L. (2004). Content-based instruction: Perspectives on curriculum planning. Annual Review of Applied Linguistics , 241, 261–283. Google Scholar logo with link to Google Scholar
Storch, N. (2002). Patterns of interaction in ESL pair work. Language Learning, 52, 119–158.
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235–253). Rowley, MA: Newbury House.Google Scholar logo with link to Google Scholar
. (1986). Two ingredients to the successful use of a second language as a medium of instruction in Hong Kong. Educational Research Journal , 11, 1–6.Google Scholar logo with link to Google Scholar
Swain, M., & Johnson, R.K. (1997). Immersion education: A category within bilingual education. In R.K. Johnson & M. Swain (Eds.), Immersion education: International perspectives (pp. 1–6). New York: Cambridge University Press. Google Scholar logo with link to Google Scholar
Swain, M., & Lapkin, S. (2005). The evolving sociopolitical context of immersion education in Canada: some implications for program development. International Journal of Applied Linguistics , 15(2), 169–186. Google Scholar logo with link to Google Scholar
Upton, T.A., & Lee-Thompson, L. (2001). The role of the first language in second language reading. Studies in Second Language Acquisition , 231, 469–495. Google Scholar logo with link to Google Scholar
Vygotsky, L. (1986). Thought and language . Cambridge, MA: MIT Press.Google Scholar logo with link to Google Scholar
Walker, C.L., & Tedick, D.J. (2000). The complexity of immersion education: Teachers address the issues. The Modern Language Journal , 84(1), 5–27. Google Scholar logo with link to Google Scholar
Cited by (1)

Cited by one other publication

Ruiz-Cecilia, Raúl, Leopoldo Medina-Sánchez & Antonio-Manuel Rodríguez-García
2023. Teaching and Learning of Mathematics through CLIL, CBI, or EMI—A Systematic Literature Review. Mathematics 11:6 ► pp. 1347 ff. DOI logo

This list is based on CrossRef data as of 13 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue