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Reading the World for
TESOL in Remote and
Rural Communities
Misnaton Rabahi
Faculty of Management & Economics
Universiti Pendidikan Sultan Idris,
Tanjung Malim, Perak, Malaysia
Prof Dr Arif Jawaid
Head of Teaching and Learning Centre &
Head of Research and Development,
Linton University College, Mantin,
N. Sembilan DK Malaysia
Overview
Issues
Aim
Rationale
Motivation
Process Based TESOL
Competent TESOL Teacher
Conclusion
Rural Life and Educaon
!
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#$Village life in Pakistan (%&'%()*+
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Issues
Schools in remote and rural communities are generally
underserved, characterised by weak curriculum, lack of
trained teachers and inadequate resources.
Families in these communities are marked by poverty,
focused on eking a living.
Learning resources for education are not at the fore of
parents’ concern.
In remote communities, English has marginal use, except
inside school and when in contact with the wider world
Aim
Train teachers to exploit
the world around the
children for TESOL
Raonale
012
23
!
1
A study involving indigenous students in Malaysia
indicated that children were attracted to the English
language for special reasons of their own.
Based upon this study, and our experience in
implementing TESOL good practice in rural setting, the
authors propose a novel approach for TESOL in rural and
remote communities.
Process Based TESOL
Observe,
Think
about it
Talk
about it Do Write
about it
Read it
to others
Competent TESOL Teacher
4
5
1
6
1
3
7
6
2
7
1
5
8
Reading the world is about helping children to make
meaning of their environment, through task based dialogic
(dialogue based) learning process.
The learning process is active and interactive, using real
resources and functions indigenous to the community.
Teachers can be trained to exploit the approach not only
for TESOL but also to enhance students’ learning at
minimum or no additional cost to schools and parents.
Conclusion
References
'79)&&.+A framework for the improvement of TESOL curriculum in Lahore, Pakistan, based upon a
comparative analysis of TESOL in Birmingham, U.K964:+6 6
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'79%()*+TESOL quality audit framework: benchmarking for curriculum improvement;$6<!57#
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D7Procedia - Social and Behavioral Sciences%))9%()C+&*-)(/
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52AB=579%()C+Leading learning: A grounded theory perspective of
Orang Asli parental involvement and engagement4%3@
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52AB=579%()C+Model of hope: Leading learning among the
Indigenous Orang Asli students.4%!35
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References
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Thank You
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Abstract:
Worldwide, schools in remote and rural communities are generally underserved, characterised by
weak curriculum, lack of trained teachers and inadequate resources. While families in these
communities are marked by poverty, focused on eking a living. In these communities, learning
resources for education are certainly not at the fore of parents’ concern. This paper highlights
concerns for the education of children in such communities with focus on Teaching of English to
Speakers of Other Languages (TESOL). In remote communities, English has marginal use,
except inside school and in context with the wider world. However, a study involving
indigenous students in Malaysia indicated that children were attracted to the language for special
reasons of their own. Based upon this study, and our experience implementing TESOL good
practice in rural setting, the authors propose a novel approach for TESOL in remote and rural
communities. The approach is underpinned by the precept that the world around the
communities is an open book, an environment rich in learning resources. Reading the world is
about helping children to make meaning of their environment, through task based dialogic
learning process. The learning process is active and interactive, using real resources and
functions indigenous to the community. Teachers can be trained to exploit the approach not only
for TESOL but also to enhance students’ learning at minimum or no additional cost to schools
and parents.