Saturday thoughts in Malaysia

I know that there are many followers  here, in Malaysia and I hope they take this post to heart. I intend to make my time here a positive change to the education system, and as English is my area, then when I leave, I want English to remain as strong a component as it is now. Some mentors, wellmeaningly, want pretty rooms to learn English in. A pretty room does not make an English speaker. Here are my thoughts on this matter, and written here because I have found an ally in this who expressed herself without influence from me.

What I witness, as a Westerner, is the gift of focus, self-discipline, and the incredible ability to replicate anything they can see. These students are extremely talented in each of those areas. Where they need to expand their abilities is in the critical thinking and imagination aspect of their lives. I have been fortunate in having a mentee in one of my schools who is Malay, but can see this lacking in the students and wants to work with me to develop the shortfalls they have. She is a wonderful teacher – and loved by all her students. A bit of an anomaly here – a Chinese school, which is not funded by the government, with a staff of Chinese teachers, and she alone is the English teacher for the school for all grades.  She is incredible. She is Malay, was educated in a Chinese school, grew up in Singapore, and then moved back to Malaysia as an adult. She speaks fluent English and Mandarin as well as her native language of Malaysia.  Not only this, but she is very culturally aware of all three cultures.  Three cultures plus myself thrown into this mix, and in my opinion, she is miles ahead of all the other schools in regard to her students mastering not only English but also all the nuances of English.  She joins me in the belief that internet and computer generated material is not the route to go. She wants hands on experience, writing journals and reading books in English to be the focus of their English experience. I cannot claim any kudos for the journal writing. She thought of this herself and incorporated it into the class. A huge step in this part of the world, and the result is these children ask if they can write in their journal when they have finished their assignments for the day. Just like a Canuck! Once again, very Western. Once again a big step for a collectivism mindset.  The journal writing develops a sense of self, apart from the collective culture. Their cultural background is one of collectivism, and working toward self-expression, without losing their heritage is what we intend to do together.  The children are like any children in the world. Given a book, and the ability to read it, opens the doors to this approach to life. They can think for themselves, be who they are, and explore a whole new world through books. She expressed her concern regarding the rooms that are being offered through paint and décor. She has said on many occasions that the children can read a book on the floor, outside on a stair, or anywhere they find themselves. But if there is only a pretty room, the books are not available. Her students have been displaced from the classroom they had. The building has been torn down, and a temporary structure has been built while the new classrooms are erected. These students are jammed into makeshift plywood classrooms, but the spirit of the class goes on. They beam when the library cart is pulled into the ‘room’ and each dives into the cart to choose a book. They perch on the floor by the cart, outside the room on a stair, and in the middle of the concrete covered area near the canteen.

Where in this mixture do you see a pretty room?  Where in this mixture do you see the influence of books? If funding is available, should it not be spent on something sustainable? A book is timeless. Where do you think money should be spent in order to deliver our mandate?