'English is treated like a boring art class'

The traditional way of teaching, that emphasises the mother-tongue and having teacher-centred rather than student-centred classrooms were some of the obstacles to learning English in higher secondary classrooms said students at the Fifth English Language Teaching in Schools conference (ELTS), held last week at the Higher Colleges of Technology in Al Ain and Fujairah.

Held over two days, first at Al Ain Women's College (AAWC) and then at Fujairah Men's College, the conference was titled Beyond Boundaries: Extending Excellence.

It is aimed at supporting and providing professional development and training to teachers in English language classrooms and other curriculum areas in both public and private schools.

More than 25 breakout sessions were given by more than 28 presenters from both the UAE and abroad, and the conference was attended by teachers, university professors, students and other educators.

Notes attended the conference on both days and spoke to students and delegates about their views on how English language training at the government school level can be improved so that students can make a smoother transition from an Arabic-oriented medium of education in school to an English-oriented one at university.

Speaking in Arabic

"As high school students we have faced problems with teachers speaking Arabic most of the time, even during English sessions. Our studies were all based on memorising," said said Asma Abdul Rahman, an education major student at AAWC.

Maha Al Shamsi, also from AAWC, had a similar view. She said: "Most of the subjects are taught in Arabic. English should be used more often in communication. Teachers translate English words into Arabic and this makes learning dependent on Arabic."

Other impediments

Lack of proper motivation and treating English lightly were among the others reasons students cited as roadblocks to learning English.

"Lots of students are not able to understand what the teacher is trying to convey or they are afraid to express their opinion because they cannot use the langauge," said Noor Kamali, a business major at AAWC.

"In government schools they don't focus on English as a main language, so students get the idea that it is not really important and they start taking it lightly," said Salamah Al Daheri, a student majoring in education at AAWC.

"There is no motivation. English is treated lightly, which makes learning it very hard and seemingly unneccessary," said Saba Al Massaabi, education, AAWC.

The change from school to college

Students with a private school education said that using English was not a problem in college. However, for those who attend government schools, using the language proved difficult.

Maha Al Ka'abi, business, AAWC, highlighted her friends' experience. She said: "My friends who went to local schools found it challenging to cope with the English language and professors because of their weak command of the language.
The obstacles in learning the English language are a lack of good communication in English. Besides most of the subjects such as mathematics, science are taught in Arabic, unlike in college where the medium [of instruction] and emphasis is on English."

Khulood Al Kindi, education, Fujairah Women's College, blamed "using lots of Arabic in the classroom" as a major factor. "In college, you can only speak in English with professors and even on campus."

So what are the solutions?

Students, future teachers and the plenary speakers at the conference, all agreed that creating a more English language environment and integrating skills, touching students' interest and more extracurricular activities are the key factors in making English language learning a fun experience.

"Learning should take place outside the classroom, with fun extracurricular activities, so students will be motivated and encouraged to love and learn the language," said Asma Abdul Rahman.

Noor Kamali, business, AAWC, added: "Students should be encouraged to use English outside the classroom, they should also be given the chance to watch movies to learn the proper accent and pronunciation."

According to AAWC education students Salamah Al Daheri and Saba Al Massaabi, the curriculum should be made more interesting and the focus should be on students' creativity.

As future teachers

Notes asked the students what they as future teachers would do to help facilitate English language learning?

"I will try my best not to use punishment, instead I will use the rewarding technique. I will emphasise on communication between the students and teacher and among students themselves. I will try to integrate the lesson with fun activities," said Shaikha Saif Al Mqbali, education, AAWC.

"As a teacher I would like to have more English clubs and activities. As well as, organise competitions in English," said Asma Al Mulla, education, Fujairah Women's College.

"As a teacher I want students to like the subject, by using materials that appeal to them. I would also expose them to more reading and exercises, so they would develop their proficiency and be able to communicate using the language outside the school community," said Shaden Al Zahmi, education, Fujairah Women's College.

Teachers elaborate on the main reasons why they feel students don't pick up English.

"I think students' have preconceived ideas that learning English is hard. So they have no motivation to learn it and their parents also do not motivate them. They feel they should just pass the class and the course. That is, in a class of 30 students, one would only find two or three students who are seeking top grades.

Moreover, students find using Arabic an easy way to communicate," said Shukri Hassan, English language teacher, Al Raefa High School, Umm Al Quwain.

Abeer Ramadan, English teacher at Omrah Bint Abdul Rahman High School, Ruwais western Educational Zone added: "The problem is that students don't have the basic English language proficiency.

That is, because at the earlier levels they were taught mostly in Arabic. Moreover, testing criteria is based on memorising what is in the book. Students also think that learning English is only to pass the course. In addition to this, some students are not motivated to learn and are lazy."

'It is not taken seriously'

According to education students who have taken observation courses in various schools, English is treated like "a boring art class, where creativity and activities are not involved".

"The English language learning process doesn't involve creativity and individual effort, but is based on memorising and recitation. Also speaking the language is limited to English classes," said Asma Al Mulla, education, Fujairah Women's College.

Reem Saeed, education, Fujairah Women's College, said: "In many schools English is considered like music or sports. The teacher treats it like a subject that needs to be taught and not as a main language. So students tend to forget the language the minute they leave class."

Pressure on finishing the course book

Yet another issue raised by education students, training to be teachers in future, was that English language learning is dictated by the textbook.

"There is no authority for the teacher. That is, they can't change anything or add anything. They have to follow the course book, which makes the subject and lessons that are taught uninteresting," said Sameira Al Abdullah, education, Fujairah Women's College.

Fatima Al Abduallah, education, Fujairah Women's College, said: "A teacher's focus is finishing the course book."

Abeer Al Rawahi, education, Fujairah Women's College, blamed the English language curriculum. "I think it is not interesting, and most of the communication takes place in Arabic, which makes it difficult for students to like and learn the language," she said.

Expert opinion

Gareth Dewar, educational consultant, Pearson Education, who was at the ELTS conference had this to say about the issue:

• Course books set pressure on teachers to finish it … . [But] they should be a resource, students should be the starting point.
• Unsuitable materials should be skipped and may be replaced by activities.

Dr Andy Hargreaves, Thomas More Brennan Chair in Education at the Lynch School of Education in Boston College, USA:

• How can English language learning be improved?
• A dominant usage of the English language inside and outside the classroom should be applied;
• Connecting English and the topics to the students' own culture;
  

Terry Philips, a freelance writer and author of UAE Skills in English.

• "The English and Arabic languages have completely different codes, so students must learn the differences between them in order to differentiate and learn the language better," he said.
• "Ninety-five per cent of the course books do not take into account the students' first language, that is why the teachers' role is to teach the student how to cope with these differences," said Philips.

Tips to learn English …

• Read newspapers, novels — books other than your textbook
• Work outside the classroom— homework, assignments and practise what you have learnt;
• Change the idea and mentality of learning only to get grades.
• Listen to the news on TV and the radio;
• Watch movies and use the internet;
• Take extra courses in English;

— Provided by English teachers Shukri Hassan and Abeer Ramadan

Obstacles and solutions

"Learning English is not about assignments and grades, it is about communication. The teacher should help a student express his/her opinion without a fear of committing mistakes."
— Asma Abdul Rahman, education, Al Ain Women's College (AAWC)

"The focus is on memorising and everything is supplied by the teacher; students have no role in the learning process. This makes it hard to fully grasp the English language."
— Salamah Al Daheri, education, AAWC

" Learning English is a teacher-centred process. Learning is just based on the course book, which makes it boring. Teachers should encourage more interaction."
— Mariam Al Maamary, education, FWC

"Teachers should use more computer games and technology in the classroom, so learning English is fun rather than an obligatory thing. Moreover English should be used more often between students and faculty members."
— Khulood Al Kendi, education, FWC
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"Classrooms should have more English print materials, and students should be given the chance to communicate freely and without being worried about committing mistakes. There should be more extracurricular activities."
— Shaden Al Zahmi, education, FWC

"Reduce the number of textbooks; have more extra-curricular
activities to help you acquire practical English. Teachers should create a student-centred classroom."
— Fatima Al Abduallah, education, FWC

"Reward and reinforcement methods should be used. Also, materials from outside the classroom and the course book should be used to familiarise students with spoken English."
— Reem Saeed, education, FWC

"New and modern topics that touch students' personal lives, should be treated as a lesson; the syllabus should be flexible, so as not to pressure the teacher or the students."
— Sameira Al Abdullah, education, FWC

"Teachers should emphasise communicating in English inside and outside the classroom. It is important that the teacher goes to the level of the students and breaks out of the daily routine."
— Abeer Al Rawahi, education, FWC

"Students should not feel embarrassed if they make mistakes; they should be encouraged to speak the language; English should be treated as a main language so students feel they have to acquire it."
— Noor Kamali, business, AAWC

"Students need a more English language environment inside and outside the classroom, for example posters, bulletin boards, directions, and so on. And simple dictionaries should be an aid for them."
— Maha Al Shamsi, education, AAWC

"All the subjects should be taught in English except the Arabic sessions; English should be used more often especially outside the classroom. Students should be given psychological support."
— Maha Al Kaabi, business, AAWC