Language

At SMK Seri Tualang, we believe that all education involves the teaching of language and that all teachers are language teachers. Language is essential element of self-expression and provides us with the means to communicate ideas and to process the world around us. The acquisition of language is an active process taught through authentic experiences with the goal of developing listening, speaking, reading, writing, presenting, and viewing skills through a culture of inquiry.

We believe it is important to acknowledge each child’s cultural identity and background, to provide opportunities for students to maintain or obtain language skills, and to help students create a foundation of learning upon which to expand their language abilities in the future.

SMK Seri Tualang’s language philosophy and policy are aligned with both its mission and international-mindedness statements, for which we are an IBWS. The school applies its language policy with flexibility and empathy.

School Community Language Profile

Students of SMK Seri Tualang are multi-racial. The Malay language is the mother tongue of most of the students and there are a number of also Indian students who speak Tamil at home. The students have good proficiency in Malay while some of them also speak the English language at home.

When possible, opportunities are given for students to develop their mother tongue in the course of their learning. The school practices an open-minded, flexible approach to students using a mother tongue in cooperative activities, research, internationally-minded activities, and multi-cultural celebrations. This applies in class, co-curricular activities as well as other school activities.

Language Curricula

1. Language of Instruction

The Malay language is the language of instruction at SMK Seri Tualang where it is used in the teaching of most of the subjects. Due to the high proficiency of the language among the students, the Malay language is hence taught in the Language and Literature subject group. Apart from that, English is also used in teaching Mathematics and Sciences subjects in the classes that undergo Dual Language Programme (DLP).

Subject teachers will teach according to theappropriate language according to their respective fields. For example, a mathematics teacher will use the appropriate mathematical language.

Teachers also stressed that language is about formality and informality.The correct and polite use of language in the classroom must be given priority especially in the method of conveying information, communicating between teachers, students and communities.

Teachers will also help the students to improve their grammatical mastery in speaking, listening, reading and writing. This will allow them to master good academic writing methods.

The second dominant mother tongue language of SMK Seri Tualang is Tamil. However, Tamil language is not included in the MYPIB Year Programme as the teacher, class and subject allocated are not under the supervision of the school administration. In addition, these Tamil students are equally proficient in both Tamil and Malay languages. As a part of curricular and to support mother tongue maintenance , we do have classes for Bahasa Tamil and it is included in the school schedules.

Admissions

SMK Seri Tualang is a secondary school in Pahang, Malaysia. All students enrolled at SMK Seri Tualang automatically become a part of the MYP Programme.

Parent Communication.

The school language policy is informed to parents through talk, seminar, PTA Association meeting and school magazine. All communication with parents will be conducted in Malay. The school attempts to accommodate parents’ request to translate the policy in English to ensure of their full understanding of the policy.

PROCEDURE

Language of Acquisition

English is the second language of the students and as the Language Acquisition, therefore is compulsory at SMK Seri Tualang. However, students are allowed to choose either French or Arabic language as a third language within this subject group. Language Acquisition is organised into three level of proficiency. Each lavel focuses on two phases of progression which is emergent, capable and proficient levels and aligned with CEFR.

LANGUAGE ACQUISITION PHASE

Expected phase according to years.