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English in Malaysia
Abstract
This article seeks to lay out the use and importance of English in Malaysia from the time when the British ruled what was then Malaya to the present moment. When the British came to colonize the country, they brought with them their culture, their language and their beliefs. They introduced the English language as the medium of instruction in the primary and secondary schools. After Independence, nationalistic sentiments arose and in 1970, Bahasa Malaysia was introduced as the medium of instruction in the schools. With the advancement in science and technology and the advent of globalization, English regained part of its lost status. It is now taught in the schools both at the primary and secondary school level and it is also used to teach Science and Mathematics. Besides, it is the medium of instruction in the private colleges. Currently, the mastery of the English language is much encouraged at all levels of education—from the primary to the tertiary level. Moreover, English is much needed in the commercial and business sectors and as a result, besides the government-sponsored schools, many private and commercial institutions have mushroomed and English is taught for specific purposes.
... constitution declared Malay as the national language with special provision for the official use of English (Foo & Richards, 2004). ...
... Nonetheless, the upper secondary (Forms 4 and 5 or Grades 10 th and 11 th ) English language Curriculum used the Communicative Language Teaching approach or also known as Communicational Syllabus (Abu Samah, 1983 (Richards & Rodgers, 2001). Foo and Richards (2004) contended that the three different syllabi for primary schools, lower secondary and upper secondary schools were created in isolation therefore disregarding the importance of integrating the syllabi as parts of a whole English language curriculum. In addition, the development of the syllabi did not take into account students from non-English speaking backgrounds especially in rural areas (Rajaretnam & Nalliah, 1999). ...
This case study examined the overarching approaches to second language (L2) reading instruction reflected in the Malaysian EFL secondary curriculum and how well this curriculum prepares students for tertiary reading in EFL. The Malaysian context was chosen because it highly values EFL instruction and has many similarities with other English as Foreign Language (EFL) countries, in terms of EFL reading issues at the tertiary level.
The research questions for this study included: What types of reading tasks are reflected in the Malaysian EFL secondary reading curriculum? What types and length of reading passages are used in the Malaysian Form Five English language textbook? What levels of cognitive demand of the reading tasks are reflected in the Malaysian EFL secondary reading curriculum? What types of learner roles are reflected in the Malaysian EFL secondary reading curriculum?
This explorative study used document reviews as the primary data collection and analysis method. The Malaysian EFL Secondary Curriculum and the EFL secondary textbook were analyzed using a revision of Richards and Rodgers’s (2001) framework for analyzing EFL teaching. The findings indicate that the Malaysian EFL secondary reading curriculum frequently uses reading as an explicit skill to achieve the listed learning outcomes in the EFL Secondary Curriculum. Nonetheless, the curriculum is developed based on the cognitive information processing theory of SLA, Top-Down theory of L2 reading reflecting Non-Interactive Whole Language instruction as well as learner roles that are primarily in the form of individual tasks. The findings on passage analysis show that the EFL textbook primarily uses narrative passages with the majority of passages below grade-level length. The curriculum, however, emphasizes reading tasks that require high cognitive demand as well as important types of reading tasks.
... The bind between English and the Malaysian context is, historically, a consequence of the (Foo & Richards, 2004) and to the fact that English was almost exclusively associated with the small elite that dominated the business and administrative sectors rather than the majority of the populace (Gill, 2014;Pennycook, 1994). ...
Since its publication by the Council of Europe in 2001, the Common European Framework of Reference for Languages (CEFR) has become truly global language policy instrument. While originally intended for the European context, it has been widely used by governments across all continents, in countries like Japan, Colombia and Taiwan. Furthermore, CEFR has also become a key way for institutions involved in the development and marketing of English tests and textbooks to rank their products in order of difficulty, to express scores and to provide a means of comparing scores between different tests.
The spread of CEFR across the globe has, however, inevitably led to the framework being reinterpreted in various ways. As a policy text, CEFR has been transferred (recontextualized) between numerous different contexts, in each context becoming part of different discourses and being used to achieve different policy aims. For instance, while it was initially embedded in the Council of Europe’s agenda for the promotion of plurilingualism/pluriculturalism, which had mainly a cultural focus, it was soon after appropriated by the European Union for its own multilingualism policy, which tends to focus more on the economic benefits of language learning. Uses of CEFR beyond European borders have, on the other hand, mainly focused on English language teaching and learning, a stark contrast from the European context but an agenda which puts the framework in contact with both local and global discourses surrounding English.
This complex series of recontextualizations calls for a detailed examination of how CEFR is interpreted in contemporary policies. This study investigated the way CEFR was appropriated in the language policies of two ASEAN members, Thailand and Malaysia. These countries, while different in in terms of their sociolinguistic history and ecology, decided to begin using CEFR at approximately the same time, around 2013-14.
... Oleh karena itu hanya anak laki-laki saja yang banyak bersekolah, sedangkan anak perempuan hanya diajar di rumah dengan adat dan kepercayaan tradisional oleh ibu mereka yang juga buta huruf (Boserup, 2007). Sehubungan dengan itu, menjelang tahun 1920 hanya ada dua orang anak perempuan Melayu yang masuk sekolah beraliran Inggeris, yaitu Sofiah binti Abdullah di Sekolah Convent Bukit Nanas, Kuala Lumpur pada tahun 1907 dan Zainun binti Munshi Sulaiman di Sekolah Perempuan Rebecca, Melaka pada tahun 1920 (Foo & Richards, 2004;Samah, 1960). ...
... Students are being prepared to use English language from the early years and are expected to increase their proficiency in the language (Ministry of Education, 2002). However, this policy has been under heavy scrutiny from public and also scholar [12][13][14][15], resulting to the reversal of these policies in 2012 by the Deputy Prime Minister, Tan Sri Muhyiddin Yassin. ...
English has become one of the important languages in the era of globalization. In order to compete well in the world demand, Malaysia has put lot of efforts to make sure that young Malaysian are prepared with the English language as medium of communication. As such, an investigation on the factors that affect the level of English proficiency among university students is being conducted in this study. Exploratory factor analysis was used to analyze the data. Our findings recommend that there are three main contributing factors that affect the English proficiency among Malaysian university students, which are Language, Cultural and Education.
... Therefore, the Education Ordinance (1957) proposed the Malay-medium and the National-type Chinese and Tamil primary schools with English taught as one of the language subjects. The 1957 constitution declared Malay as the national language with special provision for the official use of English (Foo & Richards, 2004). ...
... Upon such realization, the Malay medium and vernacular Chinese and Tamil primary schools were implemented with the maintenance of the English language subject in the curriculum as proposed by the Education Ordinance (1957). Upon independence, Malay was declared as the national language while English was still used officially as stated in the 1957 constitution (Foo & Richards, 2004). ...
Hailed as a lingua franca, the English language maintains its significance at the global level and due to such status, it
has been made a mandatory subject at the elementary, secondary and tertiary institutions in Malaysia. This paper
presents the review of English literacy in terms of its historical path and its status as a second language (EFL) issues
within the Malaysian educational context. Document review was conducted for the study to find out the Malaysian
English literacy historical path. A library research on mainstream journals was carried out to find out EFL literacy
issues in Malaysia. The historical review reveals that the mandatory inclusion of the English literacy in the school
and higher institutions’ curriculum could be traced back as a linguistic culturalization effect of the British
colonization. The review also indicates that the pattern of inclusion of the English literacy in the Malaysian
educational system seems to be developmental in nature but with some patterns of consistency at the initial stage of
its inclusion. With regards to the EFL literacy issues, the review shows that the shifting from the English to the
Malay medium in public schools could be inferred as one of the root causes of the emergence of issues in the EFL
literacy amongst Malaysian learners. The outcomes of the review have implications on English literacy policy, future
revisions of English literacy curriculum to alleviate the current EFL literacy issues and to increase its effectiveness in
EFL teaching and learning in the Malaysian context.
Keywords: English literacy; EFL; curriculum; Malaysian educational policy; historical review
... English in Malaysia is gaining more cognition and has reached almost every house whether in the urban or rural areas. As stated by Foo & Richards (2004), "English is here to stay for a long time until another language takes over as lingua franca of the world". Therefore, despite that Mandarin and Tamil are the highly spoken languages among the ethnics, Malaysia was ranked with the highest level of English proficiency in the Asian region (Thirusanku & Yunus, 2014) which has proven that the language is a medium of communication within the various cultural group. ...
The social networking sites are widely used among the users all over the world. University students use these sites for various purposes, such as for entertainment, communication, and discussions using their own mother tongues and English language. The purpose of this study is to investigate the use of English language varieties in the social networking sites (SNS) among the students of a university in Selangor. A survey was conducted to figure out the choice of English language varieties used by these students. The results of the study showed that majority of the students agreed that they mostly used the Standard English in their social networking sites to convey messages and express their thoughts and opinions. Their choice of English language variety to be used is heavily influenced by the formality of a situation as well as their social role when they are interacting with other people. Therefore, this study has shown that the different English language varieties play their own roles in certain situations in the social networking sites.
... Although it has been 'said' in literature on English in Malaysia that English is a second language (ESL) in Malaysia (Thirusanku & Melor 2011, p.2); other examples are Foo & Richards, 2004;Murugesan, 2003), the reality is not very straightforward such that not everyone is able to converse in English and not every place is English-friendly. English is learnt and used instrumentally (Lee Su Kim et al. 2010, Mohamed Amin 2000) for example to excel in exams and land a good-paying job. ...
The importance of environment in students’ language learning process should not be undervalued. This research, underpinned by the Sociocultural Theory by Vygotsky that centres on the tenet of mediation, looks at how the environmental conditions assist and hamper the English learning of a group of international students. The research questions that guide this study are (1) What are the elements in the environment that assist/hamper the English language learning of international students learning English in an institution in Malaysia? (2) How do the conditions in one of these elements assist and hamper the English language learning of international students learning English in an institution in Malaysia? The participants for this study were nine international students studying English in an institution in Malaysia. Data were gathered through observations, interviews and document analysis. Data were analysed thematically and managed by ATLAS.ti. The data revealed that firstly, there were three themes emerging from the data – situations, people, and things/media. Secondly, further deliberation presents two sides of a coin to the ‘situations’ - where on one side, there are, for example, situations that promote English, while on the other side, there are situations which do not. All in all, the findings further enhanced the importance of conducive environment to promote learning.
... A full conversion was achieved in 1983 (Gill, 2005). Other impacts of such a change include a reduction of time in the teaching of English language and a decline of the mastery of the language (see David, 2004;Foo & Richards, 2004;Gaudart, 1987;Gill, 2002;Vethamani, 2007). However, the liberalisation of higher education industry in 1996 (see Education Act, 1996) which aimed at creating Malaysia as an education hub saw a resurgence role of the English language in higher education institutions. ...
... Although it has been "said" in literature on English in Malaysia that English is a second language (ESL) in Malaysia (Thirusanku & Melor, 2011, p. 2); (other examples are Foo & Richards, 2004;Murugesan, 2003), the reality is not very clear cut such that not everyone is able to converse in English and not every place is Englishfriendly. English is learnt and used instrumentally (Mohamed Amin 2000; Lee Su Kim et al. 2010) for example to excel in exams and land a good-paying job. ...
This conceptual paper addresses the information lacuna in the amalgamation between the areas of language learning strategies and international students in Malaysia. Malaysia is considered a hybrid or mixed setting environment where English as a Second Language (ESL) meets English as a Foreign Language (EFL). Thus in dissecting the big areas of language learning strategies and international students in relation to Malaysia, it gives rise to four notions – hybrid environment, agency, out-of-class language learning strategies and acculturation strategies. Underpinned by tenets derived from four flagship theories/model – Experiential Learning Theory by Kolb, Sociocultural Theory by Vygotsky, Social Cognitive Theory by Bandura, and Second Language Acquisition Model by Ellis – a framework is conceptualised. The conceptual framework elucidates the interplay of the four notions and their connections which will inform the main purpose of the study that is to explore the English language learning experiences of the international students in Malaysia.
... After independence, although Bahasa Malaysia replaced English as the medium of instruction in 1970, English has retained its status as a second language, and it is taught as a compulsory subject in all primary and secondary schools even today. (Foo & Richards, 2004) Nowadays, with the extensive development and expansion of science and technology and the advent of globalization, English has slowly regained its importance in a country like Malaysia. Considering the status of English as not only an international, but a global language which links people all over the world, the mastery of this language is encouraged at all levels of education in Malaysia, especially in tertiary education, where English has become the medium of instruction at private universities and colleges. ...
... According to Foo and Richards (2004) and Pandian (2004), when Malaysia was a British colony, English was introduced as the medium of instruction in the primary and secondary schools. With national independence, Bahasa Malaysia was used as the medium of instruction in all schools. ...
... The communicative approach to teaching English has been introduced in the Malaysian school syllabus with the aims of meeting the short-term and long-term manpower needs in the business and commercial sectors (Foo & Richards, 2004). The Ministry of Education handbook for English Language Teaching (ELT) outlines the communicative teaching approach to English based on the integration of the four main skills: reading, writing, listening and speaking (Malaysian Education Ministry, 1989). ...
Despite broad acceptance of the importance of English language in academic and professional contexts in Malaysia, a continuing difficulty persists even at the university level. Malaysians' proficiency levels remain below the intended benchmark, and a variety of reasons, ranging from motivation to familial effects, contribute to this problem. While external factors have been recognized, the learning process remains slow and difficult. This necessitates a research of intrinsic factors, notably those related to the language faculty, in order to understand the underlying reasons that have influenced second language learning. Surprisingly, research on intrinsic variables influencing second language learning difficulty are few in Malaysia, particularly among adults. This literature review seeks to address this gap by providing insights into potential studies focusing on internal factors and emphasizing adults as a critical demographic in understanding and addressing these challenges.
The Athletic Religious Faith Scale (ARFS) is an instrument measuring religious faith in a sporting context. This study validated the ARFS using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to reach a final version of the scale. Using the EFA, seven domains were classified: religious coping (9 items), religious psychological effects (5 items), dependence on faith (5 items), religious mental healing (6 items), flow (4 items), athletic identity (4 items), and religious dietary practices (7 items). Using CFA, all construct factor loadings were over 0.5. Composite reliability and Cronbach's alpha values indicated adequate reliability (0.81-0.94) for all ARFS domains. The convergent validity and discriminant validity of all constructs were also established. Overall, the ARFS is a reliable and valid assessment tool for measuring religious faith in athletes. The ARFS could potentially be used with athletes of various religious affiliations in different countries, cultures, and sporting contexts.
The purpose of this study was to examine the role of religious faith (i.e., a mediation effect) on the motivation for and participation in physical activity (PA) among adults. The participants consisted of 689 volunteers (390 males, 299 females) aged 18 to 65 years (mean age = 25.67; SD = 8.92) from various ethnic groups. Participants identified their religion as Islam (77.4%), Christianity (12.2%), Buddhism (6.8%), Hinduism (3.5%), or Catholicism (0.1%). They completed the Malay version of the International Physical Activity Questionnaire, the Physical Activity and Leisure Motivation Scale, and the Santa Clara Strength of Religious Faith Questionnaire. To explore the factorial structure of PALMS, exploratory factor analysis (EFA) with varimax and Kaiser normalization was conducted. The construct reliability, convergent validity, and discriminant validity were also established. The results showed that the direct effect of extrinsic motives on PA participation was positive and significant (β = 0.256, p < 0.001) and the intrinsic motives for PA participation were also positive and significant (β = 0.115, p < 0.05). However, there were no mediated effects between intrinsic and extrinsic motives and PA participation. The results indicate that religious faith did not play a mediating role in PA participation. A possible explanation for this might be that there may be unobserved mediators such as religious activities (e.g., attending worship services) acting between motives and PA participation. Therefore, future studies are needed to examine religious activity as a potential mediator for better understanding the role of religious faith in PA participation.
This study examined students’ problems in learning English as a second language in higher learning institutions. This paper reports on the results of an interview of 30 randomly selected MDAB students of Diploma in Office Management and Technology at UiTM Melaka. The aim of this paper is to identify the factors that contribute to the decreasing of students’ achievement in the English language. The discussion revealed the different reasons that students face in speaking, listening, reading and writing skills. In learning a second language, it is of utmost importance that learners receive maximum support in terms of a supportive and conducive learning environment as well as an adequate and meaningful language experience. This research hopes to enlighten students in learning the English language so that they may strive to improve their English skills, thus making language teaching and learning more effective and meaningful for both lecturers and students.
Abstrak Seiring dengan perkembangan semasa, bahasa Arab telah menjadi bahasa yang penting selepas bahasa Inggeris dan Mandarin. Pencapaian bahasa Arab para pelajar di IPTA Malaysia masih ditahap sederhana kerana bahasa Arab memerlukan kefahaman yang menyeluruh dalam pembelajarannya. Antara faktor yang dikaitkan dengan pengajaran dan pembelajaran bahasa Arab dalam kalangan pelajar IPTA adalah tahap motivasi mereka terhadap subjek bahasa Arab yang ditawarkan masih kurang berkesan. Dalam konteks ini, subjek bahasa Arab merupakan satu subjek bahasa yang ditawarkan kepada para pelajar peringkat ijazah sarjana muda di Malaysia. Artikel ini bertujuan untuk melihat sejauh manakah aspek motivasi intrinsik dan ekstrinsik dalam kalangan pelajar terhadap subjek bahasa Arab serta sejauhmanakah hubungannya dengan tahap pencapaiaan pelajar. Bahagian kedua artikel ini memberikan fokus kepada kepentingan motivasi dalam proses pdp bahasa Arab di Malaysia. Oleh itu, diharap kajian ini dapat berperanan sebagai satu maklumat tambahan yang dapat membantu mana-mana pihak dalam mempertingkatkan usaha masing-masing demi meningkatkan penguasaan pelajar terhadap bahasa Arab pada masa hadapan.
The implementation of education policies which have been prescribed at all levels should be in line with the National Philosophy of Education (NPE). However, most of the issues debated and practiced in Malaysian Higher Learning Institutions (HEI) usually were not directly associated with National Philosophy of Education. University student, for instance, should be able to relate the effective learning outcome with NPE as it had guide towards that. Student's efforts and contributions were really needed to improve on learning outcome with the implementation of NPE. Therefore this study was carried out that involve students in selected public universities in Malaysia and being operated on sample by using self administered questionnaire which will be circulated in residential colleges. This study focused on the effect of NPE elements implementation in public universities in Malaysia. 80 students from various faculties have been identified as sample by using purposive sampling method. The findings of the study revealed that almost all respondents (86%) had good and very good knowledge level of the NPE respectively. The findings carried out also showed that all NPE's elements that had been identified suitable to be applied in public university's context were successfully achieved in students' perspective with an average rating of more than 3.5 in an increasing 1-5 scale measured (least to most). Qualitative data also been obtained to support the level of knowledge and student's perception of NPE's achievement. This qualitative data is in the form of stating the strength and weakness in achieving NPE.
The study examines the factors that shape Malaysian learners’ academic self-concept in a specific subject, academic writing (in L2). Data were generated through a mixed methods approach, with an initial survey of 170 students, followed by two semi-structured interviews with each of eight student participants. The quantitative phase of the study identified that there were different self-concepts involved in the formulation of self-concept in academic writing (e.g., self-concept in English and self-concept as a writer). The qualitative findings from four student participants (selected from the eight) further expanded on these and identified interrelated internal and external factors that shape the L2 learners’ self-concept and engagement in academic writing. The study proposed that that there is a complementary relationship between multiple internal and/or external factors that are available to students, and that this may influence the nature of their actions in the academic writing class. Overall, this study demonstrated that an L2 learner’s self-concept in academic writing is complex and multifaceted and that Malaysia’s socio-historical setting tended to have a direct impact in the formulation of this academic self-concept. In light of these findings from the study, it is recommended that institutions provide a supportive educational environment (i.e., appropriate student-teacher ratio, writing support) in order to develop a positive foundation for self-concept enhancement and student engagement in academic writing. © 2015, Asian Association of Teachers of English as a Foreign Language. All rights reserved.
This article sets out to give a historical account of English language in Malaysia. The language background of Malaysians is very much tied up with the historical and education background of the country. English language continues to be taught as a compulsory language in schools despite the evolution of the Malaysian education system. Communicative language teaching is an approach to engage learners in interaction and meaningful communication. However, differences between the school and university classrooms differentiate the language learning process. Language learners who still have to learn English in universities need to develop a positive attitude for meaningful learning to occur.
This paper will discuss two issues related to Japanese retirees adopting Malaysia as their second home. The first is that of the preferred language choice of the retirees. To collect data for language choice a self-report questionnaire was administered and an interview was conducted. The findings suggest that the majority of the retirees chose English for both informal and formal interactions in Malaysia. It may be inferred that they are not motivated to learn the local language although quite clearly that would facilitate intercultural communication with the locals. Based on these findings we examine the ethical considerations underlying their language preferences. We assume that they have positioned themselves as sojourners who have come to reside in Malaysia principally to enjoy their retirement, rather than as settlers. We have named this unique situation – contemplation – based on an observation of their emotional adaptation to the new environment since their personal needs are taken care of by Japanese agents or by locating a ‘little Japan’ in Malaysia for themselves. The MM2H programme hosted by the Malaysian government focuses on economic aspects of the partnership and does not seek to provide intercultural opportunities or benefits which implicate issues of ethics and equity.
This case study of four B.Ed TESL Overseas Link Degree trainee teachers was undertaken with the intention of discovering what goes on in the classroom in terms of the trainee teachers’ classroom interactions in relation to their questioning techniques and responses. This is looked at how much of thinking is being encouraged and how much of the learners’ affective domain is being tapped through the teachers’ questionings and responses during the Contemporary Children’s Literature (CCL) lesson. Three methods of data collection; verbatim transcriptions of the video recorded observation of the respondents’ lessons, interviews with the respondents and the respondents’ reflections of the observed lesson were analysed and managed using NVivo 2.0, a qualitative data analysis software package. The findings show that the trainee teachers questions and responses in the CCL classroom falls under five categories closed/display, inferential. open/referential. affective and other non- related questions and responses.
This on-going study analyses Malaysian engineering studentspsila oral presentations in relation to communication competencies during their 20 to 25-week Industrial Training Program. Students from four engineering faculties of two universities in Malaysia participated in this study. They were located at various industries sites in four states. The study adopts a blended approach of engineering oral presentation genre and a competency model in analyzing the data. Six main components, three from each approach are dealt with, namely introduction, body, conclusion and knowledge, skill and motivation respectively. The videotaped presentations and recorded interviews were transcribed and used to depict the actual performance. Based on the competencies that arise from the analysis, this study unfolds studentspsila difficulties in communication and presentation skills. This set of skills is critical in determining a graduatepsilas success or failure.
The rapid growth of computer technologies creates a plethora of ways in which technology can be integrated into one of the alternatives to facilitate essay marking. Automated essay marking systems developed from the late 1960s have attempted to prove that computers can evaluate essays as competently as human expert. Several computer-based essay marking (CBEM) systems have been developed to mark students' essays and they can be divided into semi-automated and automated systems. This paper illustrates the development of an Automated Tool for Detecting Errors in Tenses (ATDEiT™). The first phase analysed the errors found in 400 essays written by 112 English as second language (ESL) learners at tertiary level using Markin 3.1 software. The results showed that the most common errors were found in tenses. This finding led to the second phase of the research, which was the design of an automated marking tool. Consequently, the techniques and algorithm for error analysis marking tool for ESL learners were developed. An initial testing was conducted to evaluate the results of the marking tool using 50 essays. Findings showed that ATDEiT™ achieved a high level (93.5%) of recall and an average level (78.8%) of precision. This proves that ATDEiT™ has the potential to be used as an automated tool for detecting errors in tenses for ESL learners.
Past decades have seen a growing assumption worldwide that national governments should provide ‘English for Everyone’ (EFE) as a core component of their school curricula. Personal and national benefits expected from such English provision are generally expressed in terms of developing learners’ abilities to communicate in English. Despite enormous financial and human investment, actual outcomes are often disappointing.
One reason for this, in many contexts, is policy makers’ wholesale appropriation of ‘native speakerist’ (Holliday, A., 2005. The Struggle to Teach English as an International Language. Oxford University Press, Oxford). EFE curriculum rhetoric and teaching-learning outcomes, without adequate consideration of the demands made on English teachers’ existing professional understandings and practices.
A new phase of international activity is urgently required in which national EFE curriculum outcomes are readjusted to more closely ‘fit’ existing contextual realities and priorities, and teacher educator capacity is developed in a manner that will enable most classroom teachers to help most learners feel that their language-learning efforts are worthwhile.
From the Publisher:
"Are you interested in using the Internet in your classroom but don't know where to start? This book introduces teachers to the Internet and provides a collection of activities for classroom use." "The first part of the book discusses different facets of the Internet (software, modes of communication, finding and classifying resources) and gives clear guidance on the practicalities of using the Internet as a resource and classroom tool. The second part provides a range of practical activities grouped by theme and level. The final part of the book looks at how to create simple web pages and offers guidelines on how to set up and run global projects such as email and cultural exchanges."--BOOK JACKET.