B.I.L.A.S - English Back to Basics Refresher Practice Plan

Tunas Ehsan Reading Assistance Students' PORTAL
where students upload their reading and get graded by peers and counterparts from other schools participating
in the English Coaching Games 2010

This peer coaching programme CERAP or Coach-a-Coach Extensive Reading Assistance Plan is to run as a remedial cum enrichment English supplement, where the grading is for effort, and reading fluency is objective of learning outcome.

Research amongst students from Malaysian schools (who eventually ended up in our universities) has shown how schoolchildren are rushed in completing the 'testing' or 'examination' curriculum so that the taught syllabus distorts from the necessary lesson requirement, both in content level and pedagogy. The net result is that the majority of undergraduates do not have a functional grasp of the English language despite the continuous hours allotted to it in the official curricula.

Thus like many other school-leavers most undergraduates now realised the need to relearn the language, this proposal aims to cater to this need.

We introduce the term BILAS, (adopting the Malay word bilas for 'rinse'), to propose that these learners go through a language rinsing process before the move to usage, whether written and spoken. BILAS or Bahasa Inggeris Latihan & Ajar Semula or English back to basics Refresher course) use the books proposed below as practice sets, as recommended supplemental materials, and as a ladder of upward progression. Rinsing process to rid errors.

The transition from foreign language to second language mode can only be achieved once students have gone through enough drill practice and structured usage. Language is still about sounds, and our method solution aim to remove the bogey of English by requiring actual reading, thus removing the present confusion amongst learners, flowing from the fact that the first and second languages share the same script or alphabet.

The Method Content – Listening and Reading Skills

BILAS offers the learner an opportunity to catch up and make the quantum leap using a more structured approach, a two-stage practice module; Basic Literature in Storytelling Mode and Grammar Practice in Read Aloud Mode using Oxford Bookworms (Library of 25 selected titles with Audio CD) and Oxford’s Grammar Spectrum (A three-level series of English rules and practice: elementary, pre-intermediate, intermediate).

These two skills are the most basic component before writing and speaking skills, and as fate would have it present pedagogical nuance of the teaching profession is such that reading is not part of the curriculum. It is not too late then for undergraduates to brush up these basic skills and put themselves back on track in language acquisition. This will give them a lifeline to academic achievement.

Learners in reading groups tend to progress rapidly once they recognize sounds from words they are familiar with but never asked to say out loud. This familiarity is now enforced through constant writing, through copying of all words pronounced, through spelling drills etc. And the audio component has proved to be a favourite amongst learners as they get the chance to mimic and all, including to record their reading besides listening to recorded ones of their peers. There are 25 stories to choose from, and recorded archives of top readers could be used for future reading practice.

The Oxford grammar revision module from elementary to intermediate level is then introduced once students are comfortable with their reading skills.

The storytelling mode draws out learners from their shell of "abashment" and brings out the “literary types” where fluency is concerned. This component is to fill one of the missing gaps in language teaching - the development of listening skills leading to reading skills.

So the fast learners get to become coach and in turn coach the late bloomers, and this coaching task will further enforce acquired skills. Each group then compete to produce the best for the various categories in the Challenge, be it best reader, best coach, best mimic, best speller, and best grammarian etc.... each respective challenge to further sharpen language skills.

The basic aim is to screen / enhance / boost / supplement / develop reading and learning skills in language acquisition by removing the present bogey, and by using the big numbers to advantage. For example the Lesson Plan for each cohort begins with a maximum of 44 team members of Year 1 students, with members divided into 4 teams comprising of 10 students + 1 designated coach ensconced to a reading set. Each team will be supervised by faculty members.

The groups are graded as A, B, C, D to reflect mixed-bag ability and to encourage race for the top slot in the Faculty-run English Coaching Games Challenge. It is expected that initially the lecturers will begin the coaching until such time as suitable coaches have been identified. This pool of coaches will be trained to run the programme which in time will breed as the programme revolves.

The basic method practice

Though we use the term reading each session requires reading practice (pronunciation, diction, frequency for fluency) and writing (spelling, dictation, sentence writing leading to composition). Thus, after each take-a-turn read aloud reading practice, the writing practice follows where mistakes are instantly corrected and graded. Hence, false beginners or false starters are fished out, difficult students and students with difficulty are identified and regrouped accordingly. Students who lag behind or unable to complete the modules in time for the 'graduation ceremony' shall continue with the next cohort.

Eventually the literacy level of the faculty is reflected from the book level selected as the coaching progresses to a Higher Reading stage, and the examination results will show proof of progression. The highlight of the Challenge would be the recordings done by readers, which provide a pool of audio readings to assist the next cohort of BILAS.

Further Notes on Grading, Placement, Grouping, Scheduling and Hosting: the when, where and who?

* Based on MUET, result of Oxford placement test or semester based assessment. The same test could be used later to grade progress or assess the suitability of materials used.

* The issue of gender needs to be addressed and it is suggested that students will initially be assigned into boys and girls group, except for the top group consisting of coaches. Our studies seem to suggest that boys compete better amongst themselves, and the gender split allows for wider spread of achievers/categories to be rewarded at the end of the programme.

* Grade or proficiency in Bahasa Melayu has a bearing on outcome. We have ample proof from our research to show that students who are strong in the first language progresses smoother to second language mode.

* For a basic reading room what is needed is an audio player/pc and either a Japanese table or a table with chairs to fit 11. For the creative, sessions could be held under a tree or at the hostel cafe.

* Each group meets twice a week for a maximum practice of 2 hours per session. Each session ends with written work marked and corrected on the spot by the students.

* Constant coaching - whilst a 2 hour coaching session is held as formal contact hours, it is expected that students will also practice beyond those hours in preparation for the coming lessons.

* As CERAP is strictly method, allowing for dynamic and spiral-effect of language acquisition, it is very important that there be constant monitoring by assigned lecturers to maintain discipline and to ensure all coaches fulfill tasks.