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Factors
Affecting Negatively in Reading English as a foreign Language at Public Basic Schools in Sudan
Low
standards of English language in public basic schools has become an obvious and
serious problem with which many authorities are concerned .
Many factors
contribute in this problem . These factors are (Teachers’ performance – class
room size – lack of teaching aids and the absence of extra curricular
activities
In this
presentation I will high light these factors and recommend possible solutions
.- Teachers’
performance :
The Ministry of Education – Ontario stated (NTIP)program ( teachers’ performance
appraisal system ) to provide teachers with meaningful appraisal that encourage
professional learning . Well trained teachers of English develop pupils’ skills
. High quality teaching is essential to improving pupils’ outcome and reducing
gaps in pupils achievement.
Roughly, in Sudan 50% of English teachers at basic schools are not
trained . This make a big problem in their performance.
- Class room
size :
One of the most important factors in education is the class room size .
Class room size refers to number of pupils in the class room .
The National Education Association (NEA) stated that class room size
affects learning , it is easier for a teacher to keep order in a class room
with 15 pupils than with 35 pupils . If the teacher has too many pupils in the
class room , he will not be able to give each pupil one-one-one time. Teachers
with smaller class rooms size are capable to give pupils more individual
attention which help pupils to better succeed in school
Roughly , our class rooms size are between 50-60
- Lack of
teaching aids :
Teaching aids include :
a- Visual aids :
black board – wall pictures – posters – charts – drawings - - maps – flash
cards
b- Oral aids:
radio programs – taped materials- language lab
c- Audio-visual
aids: movies – vedio tapes
d- Games : card
games – board games
e- The
multi-media : interactive multimedia
The majority of our schools depend on ( books – blackboards –
posters – drawing and flash cards ) .
Electronic devices are rarely used , this affecting negatively in acquiring a
foreign languag
- The
absence of extra curricular activities :
Extra curricular activities are activities performed by pupils and fall
out side the normal curriculum of the school. It exist at all levels of
education. Such activities are generally voluntary and involve others of the
same age. Pupils often organize and direct these activities.
Extra curricular activities made
it is first appearance in American colleges in the 19th century.
Pupils must participate in these activities to practice the language
during the day and at home .
Activities – such as the following – are very important :
a- Group work .
b- Short plays.
c- Wall magazine
.
d- Music band .
e- School broad
cast .
f- English lab.
g- Library.
In Sudan pupils are not
involved in these activities ( in English) . Teachers suffer from the weak
background of pupils which prevent them from practice – at least- three of the
above activities. Also activating these activities effectively depend basically on trained teachers .
Recommendations :
We must co-operate to
achieve international standards in teaching English as a foreign language in
Sudan to develop pupils out come and prepaid them for a better future in today's
globalized world where English is a necessity to acquire knowledge. We have to
:
a- Re-train
English teachers .
b- Reduce class
room sizes.
c- Supply
schools with teaching aids.
d- Activate
extra curricular activities at basic schools .
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