ELC: ENGINEERING

Date                : 10.10.2014

Time               : 9.00 am – 10.30 am

Trainer           : Mr. Peter

Slot                 : English Language Class (Engineering)

REPORT

This session was aimed to give participants the chance to explore the language and concepts around Biometric Engineering subject specifically in the area of identification and security application systems. The targeted learning outcomes were based on the Content and Language Integrated Learning (CLIL) approach. Which was aimed to expose the participants to the exploration of different types of biometric technology (associated vocabulary) and about the basic principles of hand biometric systems in order to prepare the participants to be able to understand instructions on how to measure their own hand biometrics geometry. After the measurement activity, participants were to evaluate the application of the hand biometrics technology and need to come out with a recommendation (critical thinking) on how it will work to be served as an element in a new security system for a museum project. 

In the first task, to activate the participant’s prior knowledge the tutor conducted the MILLING activity, whereby participants were to move around the room, sharing and discussing their answer to the Pre-task. Next, a worksheet of matching activity was then being distributed and the participants were to match types of biometric system to pictures. After that, the participants were to draw the picture of their own hand on the worksheet given and labelled the hand parts with the relevant vocabulary in English. 

The next task was the hand measuring activity the participants were given a choice whether to use Sample A worksheet which meant to cater for the stronger students or to use sample B worksheet which was simpler and meant for the weaker students. In this measurement activity participant were to work in stages of completing individual tasks, then in pairs and lastly to work in a group of four. Finally, for the last task which was on role play activity, participants were to imagine that they are a team of engineers meeting to discuss if hand geometry would be unique enough to serve as an element in a new security system for a museum. For the closure discussion and plenary re-cap/ summary of the lesson conducted in this lesson was then being discussed.

REFLECTION

We found that the English Language Class for Engineering content conducted by Mr. Peter which can be very useful for our students. We can use the lesson plan suggested by the tutor and try to adapt it accordingly. We also found that the CLIL method is a very useful approach or method that help integrates the teaching of content from the curriculum with the teaching of a non-native language. Learning another language helps learners to develop the skills to communicate ideas about science, art and technology to people around the world. 

We notice that CLIL,will be able to helps learners to experience different kind of learning if 
compared to the other foreign language classes because in a CLIL classroom, the curriculum subject and the new language are taught together with thinking and learning

By using the CLIL approach many different methodologies of teaching and learning from both subject and language teaching classes can be adopted. For this reason, we found CLIL to be a very exciting and challenging teaching approach for both learners and teachers. Different teachers have different challenges. In our situation we find that we as the language teachers we we need to learn more about our students subject content area and we believe that for the subject teachers also they need to learn more about the language needed for their lessons also. Therefore, cooperation between both subject and language teachers must take place in some programmes to make it a successful teaching and learning practice for our TVET students.

RECOMMENDATION

The employability of Malaysian graduates are becoming more dependent on works skills mastery of technologies; it will never solely rely on work skills ability only. Most of industrial companies in any part of the world use English as their medium of communication information transfer. It was reported that graduates with a well verse communication skill in English language are more marketable and would be the most preferred main applicants that will be considered by the prospective employers for employability (Manjet & Julie, 2012).

To meet this needs, we therefore recommend that all Malaysian English teachers and lecturers in the TVET sector should get together in this wonderful training programme as this will greatly enhance and improve their level of English proficiency and teaching capabilities that could cater the needs of the TVET students. The collaboration and great participation from the Malaysian TVET institutions holistically will hopefully be able to produce great  benefit in our quest to generate the transformation of the TVET system in Malaysia.

The Cambridge Group

Mohd Azmir & Julie Marlina