closing the achievement gap, levelling the playing field, crossing the isthmus
between listening and hearing
Excerpts below, on the ABC's of first language second language sharing of the same pillars (the alphabet); on separating first language second language sound systems, continuously taught using monolingual local dialect sound box; on the screening of first language status; and the fact that any TRANSITION TO SECOND LANGUAGE PROFICIENCY REQUIRES EFFORT, which must be outcome based, practised from home to school, and back..............
THE SCREENING OF SOUND BOX AND QUARANTINING OF LOCAL DIALECTS IS ONLY POSSIBLE via SPIK
Thus Skim Pembacaan Inisiatif Kelab through the CERAP programme provides early opportunity for all students to have mastered bahasa Malaysia fluency ala TV newsreader, and the ability to autonomically change the sound system, [now multilingual from practice] when switching from local dialect to BM standard or English.
So it is imperative that teachers acquire multilingual sound box first, and the autonomic switching can only happen through constant practice (asah lidah). And teachers involved as facilitators for CERAP would inevitably gain reading fluency.
"This coach-a-coach approach not only enhances general reading skills, but have an in-built scheme whereby more coaches are trained internally as the programme develops. In this way the programme feeds itself without the need for onerous funding and training programmes for teachers.
"An interesting spin-off - from our experience - is that coaches themselves improve their own language skills along the way in the course of implementing the programme. We have also seen how delighted the students were with their new-found skills and also their new-found love for books that many offered to stay on as coaches beyond the designated time, creating an almost instant shift in their outlook to learning."
"Low achievers can be taught to excel by the simple approach of enhancing their reading skills and also by boosting their interest in learning with suitable supplementary modules. And for low achievers, we discovered, there is more pleasure for them to be coached by their peers, to be huddled together whilst the head coach cues correct pronunciations, or spelling, or assist them as their written work are being done."
"Since the nature of the sessions requires actual reading and active participation, the excitement and joy of competition provide the impetus for students to excel. This we have been able to observe at close range, the paradigm shift produced by the CERAP way. Compare that to the staid, passive and multiple-choice rote manner English is being taught!"
"We propose a minimum of 2 sessions per week, each lasting 90 minutes (1 hour of reading + 30 minutes of writing, spelling & other exercises per session), so that each student does 6 minutes of reading while being read to for the remaining 54 minutes, strictly speaking. Thus on a weekly basis, each student would have actually read for 12 minutes and listened for 108 minutes, making a 2 hour weekly diet of ongoing reading practice and 1 hour reinforcement activities. Compare this to virtually zero hour reading in most schools, where language is taught sans the sounds!"
"The assigned teacher/FACILITATOR/head coach will be supervising 4 coaching teams, each team ensconced to a component of the content module, competing to complete and move on to a higher level, or switching to a different component, say from reading to storytelling to writing mode. The flexibility is there to maintain group dynamism by allowing students to excel by having games and competitions, using the underlying content-woven 3000 word corpus target.
And with the daily diet of written exercises completed in each session, to be peer marked and corrected on the spot, parents need no longer worry about present state of affairs where teachers are too busy to mark and supervise pupils’ written work, and where mistakes get uncorrected and undetected for life."
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