3rd Note

by Deborah Sian and Diana Kuwa :

We were watching Disney Channel one day at a restaurant when suddenly a four-year old boy shouted, “Magic on Ice”. There were a few other times when he mumbled some of the words that he had heard on television.

Coming from a non-English speaking family background, we were amazed with the boy’s ability to speak English flawlessly on his own. Even some of the words he said, we only learnt about them when we were in primary school. Research showed that continuous exposure to television programmes has implications on language acquisition and brain development in children.

We believe that learning English by observing other people conversing is one of the best methods of learning a new language. In this case, it is learning through watching quality programmes on television.

Unfortunately, not all rural families can afford to own a television. If all children especially in rural areas could have the same exposure and privileges as other children living in the city, this could make a huge difference in the way they think and how they adapt to their surroundings.

The environment that these rural communities live in where mother-tongue languages are widely spoken and English is less understood could be one of the factors that have discouraged the young to learn English as their second or third language.

Therefore, the school can be a perfect ‘learning ground’ for our children to learn English in a fun-learning manner. Some of us may not even realize this as we think that going to school is just for the sake of passing exams. This is where teachers play a very significant role in educating the children on the importance of learning English not only for their future career but also for daily communication.

In this respect, teachers in the rural areas should be well trained in teaching English and be equipped with the latest teaching aids. More importantly, teachers should put much effort to dispel the negative perception that English is a difficult subject by feeding their students with interesting reading materials and conducting fun-learning activities in English. This will slowly help to nurture the students’ interest to learn English.

The students should be made to understand early that as they climbed up the ladder of the education system to further their studies, a competency in the English language is a must as it is being widely used in almost every reference material such as journals, reference books, lecture notes, etc.

In the real world, where they have to face people from all walks of life, it is crucial in their earlier education to have some basic competencies in English so as to prepare them for a higher education level and for their career advancement.

English language must not be seen merely as a subject; it is more than the language itself. The usage of the English language is limitless, be it for transactional or socialising purposes. The effort to encourage youths especially students to acquire and apply the English language should not be in the hands of the teachers alone. Parents, peers, employers and even public services should work hand in hand towards nurturing interest and communicating in this international language.

Thus, Angkatan Zaman Mansang Sarawak (AZAM) has once again, stepped forward in its effort to promote the usage of the English language among students in Sarawak by organizing a writing competition in collaboration with Petroliam National Berhad (PETRONAS), AZAM-PETRONAS Writers Awards 2009. This competition is one of the avenues for budding writers in Sarawak to polish their writing skills and express their thoughts and views on current development issues concerning the State. The competition, which will end on 30 September 2009, is open to all media practitioners, students and the general public.