Transporting GOLDEN RICE

to Malaysian classrooms

Shashi Naidu
Oklahoma State University, USA

This article evaluates the effectiveness of using a simulation in an English for Academic Purposes (EAP)
class at a university in the United States and discusses the integration of simulations into the Malaysian
curriculum. A new approach is needed in Malaysia wherein language learners are given maximum expo-
sure to the language. The article discusses how simulations such as GOLDEN RICE could be incorpo-
rated into the Malaysian curriculum to make it more learner centered.

KEYWORDS: biotechnology; English for academic purposes (EAP); genetically modified/engineered

foods; golden rice; language policy; simulations; study skills

From its emergence as an independent entity, following British colonial with-

drawal in 1957, Malaysia adopted a vision of ethnic nationalism that enshrined
Malay privileges (Brown & Ganguly, 2003). Essentially, language policies in the
postindependence era have been closely tied to questions of race, ethnicity, and cit-
izenship. Accordingly, Bahasa Malay is the national and official language of inde-
pendent Malaysia. The medium of instruction in schools and colleges is Bahasa
Malay. English is taught as a subject like French or Spanish is taught in American
schools. The learners come from various strata of Malaysian society and some from
homes where English is not spoken at all. A portion of the urban population, how-
ever, does use varieties of Malaysian English at home in addition to switching and
mixing languages at the sentence level in social interactions.
Typically, an English for Academic Purposes (EAP) class in Malaysian universi-
ties comprises graduate students from different ethnic and linguistic backgrounds.
Their ethnicities include Malay, Chinese, Indian, Kadaazan-Dusung, and Timorese.
Their first language is either Bahasa Malay, Chinese, or Tamil. Because the medium
of instruction in all institutions is Bahasa Malay, the students’ proficiency level in
English is mostly at the intermediate level with a few exceptional cases. Students’
majors in EAP classes include biotechnology, mass communication, journalism,
engineering, biochemistry, and education. Students in these EAP classes are enrolled
in master’s or doctoral programs in the major universities.
The present teaching practice in Malaysian language classrooms is mainly teacher
centered as most teachers follow the traditional teaching methods. The tendency on

SIMULATION & GAMING, Vol. 38 No. 3, September 2007 344-351

DOI: 10.1177/1046878106298333
© 2007 Sage Publications
344
 Naidu / GOLDEN RICE 345

the part of the language teachers is to follow their teachers (Gaudart, 1999). As a
result, students find language classes uninteresting and the tasks daunting. Changing
the existing system is regarded as a solution to the problem, so the Malaysian gov-
ernment is continuing its effort to revise the curriculum. This article proposes a solu-
tion that will augment these changes by engaging students in experiential learning.
The use of teaching materials and activities that provide focus and direction but chal-
lenge the students to discover and develop ideas and solutions on their own fosters
growth and improvement in language proficiency (Tomlinson & Masuhara, 2000).
The development of academic skills, particularly the aural and/or oral skills will con-
tribute to the enhancement of self-confidence and self-esteem (Gaudart, 1999;
Tomlinson & Masuhara, 2000). Furthermore, students will be able to transfer the
skills so learned to other subject areas of specialization (Halleck, Moder, & Damron,
2002; Moder, Seig, & van den Elzen, 2002).

An EAP course and its curriculum

When compared to conventional classroom activities, curricula based on games

and simulations are attractive for EAP students (Druckman, 1995; Freiermuth, 2002;
Hill, 2002; Spelman, 2002). Simulations provide authenticity in language learning
situations and provide second- and foreign-language students with skills to perform
meaningful communicative tasks, especially in nonthreatening situations (Coleman,
1995; Crookall & Arai, 1995; Crookall & Oxford, 1990; Halleck, 1990, 1995, 2001).
These studies also report that simulations generate positive outcomes that include
active class participation, improved performance, greater retention, and better com-
prehension and interpretation of materials used. Other studies show that an EAP
course is one specific context where simulations can be used effectively for improv-
ing the academic skills of the students (Moder et al., 2002; Saliés, 2002). These aca-
demic skills include, but are not limited to reading, aural and/or oral, research, and
academic writing (Jordan, 1997). Simulations offer a venue for introducing and
practicing these academic study skills.
The English-as-a-second-language (ESL) composition program at Oklahoma
State University has a solid history of incorporating simulations into the curriculum
(e.g., Halleck et al., 2002; Hill, 2002; Moder et al., 2002). As a graduate assistant, I
actually got the opportunity to design, use, and also write my own simulations,
designing the entire curriculum for an EAP course in the summer of 2002. At the
time, I had been teaching in the simulation-based curriculum for 2 years; before that,
I had taught English in Malaysia for 6 years. My experience in using simulations
opened up a whole new world to my teaching career; I began toying with the idea of
transporting simulations to the “far away” land of Malaysia.
In this article, I introduce two simulations that could be incorporated into an EAP
course at a Malaysian university as part of the revised curriculum: MALAYSIAN
LANGUAGE PLANNING and GOLDEN RICE. The topic of the first one,
MALAYSIAN LANGUAGE PLANNING (Hayden, 2007) would be familiar to the
346 SIMULATION & GAMING / September 2007

students. This simulation deals with issues related to the use of English as the lan-
guage of instruction in Malaysian schools. According to the author, “For students
who have never learned about or participated in simulations before, participation in
this role-play may serve as an excellent introduction” (Hayden, 2007, p. 111).
Because they are already familiar with the sociolinguistic context in their coun-
try, the students should be able to play their roles with authority. Students assume
roles either in favor of legislation to require the use of English in all science and
math classes (a member of the parliament, a prolegislation parent, an Education
Ministry official) or against it (a teacher, an antilegislation parent, an antilegislation
student). The simulated debate provides an excellent opportunity for students to
practice aural–oral skills in an authentic communicative task.
Another simulation that I hope to introduce in an EAP course in Malaysia is
GOLDEN RICE (Hessler et al., 2002), an example of a simulation that may be
adapted to promote the development of aural–oral skills and academic research skills.
When I used GOLDEN RICE in my EAP courses at Oklahoma State University,
I designed additional activities to equip the students with the tools to glean informa-
tion from various articles in journals, magazines, newspapers, books, and on the
Internet; to make oral presentations in academic and professional settings; and to
prepare position papers on social issues.
In the next section, I outline a unit of an EAP course I taught in the United States
that was created around the GOLDEN RICE simulation. The international students in
the course were from a variety of linguistic and cultural backgrounds—China,
Guatemala, India, Japan, Korea, Pakistan, Taiwan, and Thailand—who were majoring
in mechanical engineering, fashion design & merchandizing, civil engineering, finance,
economics, business, veterinary medicine, medical sciences, and computer science.

GOLDEN RICE—The simulation

Just as the MALAYSIAN LANGUAGE PLANNING simulation (Hayden, 2007)

explores the sociocultural issues related to education in Malaysia, the various activ-
ities in the GOLDEN RICE simulation explore the social and political ramifications
of biotechnology, providing controversial and meaningful information about
biotechnology and conceptual bioethics. In simulating a World Health Organization
(WHO) hearing on the ethical issues regarding GOLDEN RICE, students represent
various groups such as Friends of Earth (FOE), the International Rice Research
Institute (IRRI), people from developing countries, and the United Nations
International Children’s Educational Fund (UNICEF). These groups appeal to the
WHO either to obtain permission for or to block the production and distribution of
golden rice in developing countries. Before the hearing, students were introduced to
the concepts of biotechnology and genetically engineered foods (see the appendix).
After the initial introduction, the students did their own research, getting as much
information as possible from any library source and the Internet that would bolster
their position and refute the arguments of the opposition. During class, students
 Naidu / GOLDEN RICE 347

representing the IRRI and people from developing countries pooled their resources
and discussed the possible issues that would be raised by the students who repre-
sented FOE and UNICEF regarding opposition to the production and distribution of
golden rice. Students representing FOE and UNICEF also pooled their resources and
discussed the arguments that might be used to refute their own case.
On the day of the simulation, the classroom was arranged in a way that resembled
a United Nations’ conference. All members were seated in a semicircle, with the sup-
porters on one side and the opponents on the opposite side. The WHO members were
at the center, convening the hearing. I, as instructor, was coordinating and evaluat-
ing each speaker and video recording the entire session. Members, including the
WHO, were taking notes during presentations for the rebuttal session that would fol-
low. Each speaker was given 2 to 3 mins to present their arguments, and then the
WHO posed a few questions to each group.
In the rebuttal session, members used their notes from the first session to pose
questions to the opposing parties. In doing so, they strived to demolish others’ argu-
ments. I was amazed at how enthusiastically even the normally quiet students were
arguing, defending their own group, and attacking the other groups. This session was
more interesting and much livelier than the first one; students really got involved in
their roles and interacted with other group members by asking questions or chal-
lenging the assumptions of the speakers, brutally attacking and demolishing the
hypothetical situations and arguments they presented.
Following the rebuttal, the WHO announced their decision. This took place on
the third day of the simulation. The WHO voted in favor of the FOE and UNICEF,
upholding the decision to block the production and distribution of golden rice. It
was interesting to see how the IRRI and people from developing countries led ini-
tially with very good, valid, and factual statements but failed miserably when
attacked by representatives of UNICEF in the rebuttal session; they could not ade-
quately respond to the issue that infants and children could not consume the amount
of rice needed to obtain the health benefits. This was the trophy-winning argument
that decided the fate of the golden rice. This phase was followed by the debriefing
session.

Debriefing

Debriefing consisted of written and oral forms. Although debriefing was done
mainly as a discussion, I had my students answer a set of questions in their journals.
The main objective of the written response was to get the quietest and most introverted
students to express their feelings and reactions to the simulation. Several issues were
discussed during the debriefing: rhetorical organization, norms of the interaction
and/or spoken discourse, aural and oral skills of the speakers, negotiation for meaning,
and evidence of close reading. For this purpose, I followed the debriefing discussion
checklist suggested by Crookall and Arai (1995). While answering the debriefing
questions in their journals, students were required to evaluate the simulation. Most
348 SIMULATION & GAMING / September 2007

of the entries revealed what we later discussed in class. The general consensus was
that they were all happy with their presentations.

I was so happy with my own presentation and the way I put forth my criticisms and
comments. Actually, I enjoy the rebuttal session than the first one. Thanks for giving
me this opportunity to improve my speaking skill, because back in Korea I don’t use
English. But now, I’m very confident to use it with my colleagues. (BJ)

In fact, some students were amazed at how well they had performed despite their
limited proficiency in the language. Most of them admitted that they got to use a
wide range of vocabulary and also different structures that they had not used until
then. I had also videotaped the sessions, which they said was a thrilling experience
because it was the first time they had ever seen media being used in a language class-
room. This was very well expressed in the following statement of one student.

I was so excited when you brought in the video camera and start recording us. This is
the first time I ever see somebody using the media in a language class. I liked your idea
very much. Can we have more of this in other simulations too? (PK)

The debriefing helped achieve pedagogical goals regarding oral skills and research
skills by focusing on the rhetorical organization of the presentation. Specifically, we
contrasted the advantages of using different types of discourse organization in refut-
ing arguments, especially in the rebuttal session, rather than interrupting the speaker
in the middle of his or her presentation. For some students, it was the first time to
think about such issues. One student commented in his journal:

Earlier, I did not know anything about the rhetorical organization of either the written or the
spoken discourse. But now, I know how to organize and write outlines, handouts, summaries,
documented essays, and annotated bibliographies. More than anything, I’m very glad that
now, at least I can stand in front of the class and speak and get my message across using var-
ious strategies. Thanks to this class which has really trained me with these skills. (BJ)

Evaluation and pedagogical implications

The students’ attitudes and responses to the simulation and their performance during
the simulation endorse the fact that simulations can be fun and are conducive for learn-
ing the required language skills needed in academia. Other studies have demonstrated
that simulations are an excellent means of promoting the crucial skills that enable
communication in heterogeneous environments (Halleck et al., 2002; Hill, 2002;
Moder et al., 2002); my experience as recounted here affirms this. Furthermore, my
experience indicates that simulations are a very effective means of encouraging the
use of aural–oral skills and research skills required in an academic environment and
increasing the students’ motivation to practice these skills.
The simulation promoted the development and use of oral-aural skills. The
activities of the simulation challenged the students to do their best especially on oral
 Naidu / GOLDEN RICE 349

presentations. Despite their limited proficiency, students put forth well-organized argu-
ments during the simulated debate. The collaborative work fostered an increased moti-
vation to prepare for the oral presentations. This is because they were keenly aware of
the larger audience who were listening closely and taking notes, and the very thought that
they had to make themselves clear and get the intended message across to keep up the
team spirit contributed enormously to the best performance on the debates and rebuttals.
This simulation also promoted the development of research skills. Apparently, the
recycling of the vocabulary throughout the unit had rendered them well versed in the
meanings and applications appropriate to the contexts. The written work demon-
strated that all of the students were capable of taking a position and supporting it as
well as refuting the opposing position.

Integrating simulations into Malaysian curricula

My initial interest in adapting simulations for the Malaysian EAP classrooms at

the tertiary level was supported by the positive outcome of the simulation run at
Oklahoma State University. In many regards, this EAP class was similar to the ter-
tiary classroom of Malaysia. Both are heterogeneous in ethnicity and majors.
Participants in GOLDEN RICE came from eight different countries and nine differ-
ent majors; tertiary classrooms in Malaysia often have at least three ethnic and lin-
guistic groups represented and just as many majors. Malaysian classrooms could
derive similar benefits in regard to the acquisition of the academic skills that they
need. Furthermore, the collaborative and experiential nature of learning that is fos-
tered by simulations boosts students’ motivation and confidence. The increase in
motivation and the development of skills in the learner-centered simulation empow-
ers students to use language appropriately, thus fulfilling the chief aim of integrating
simulations into the Malaysian curriculum.

Appendix
(Adapted from Hessler et al., 2002).
The World Health Organization estimates that Vitamin A deficiency affects 230 million
children around the world, and at least one million children per year are dying of diseases related
to this deficiency. To combat this problem, Ingo Potrykus and his research group, with financial
support from the Rockefeller Foundation, developed a variety of rice that contains beta-carotene,
the plant pigment that is the precursor of Vitamin A. This rice supplies enough beta-carotene in
a typical serving to supply 10% of the daily requirement for Vitamin A. Potrykus and
Rockefeller have provided this variety of rice to the International Rice Research Institute (IRRI)
in the Philippines, which will breed improved rice varieties using their traditional rice breeding
methods and make the seeds freely available to farmers in the developing world.
Although many people regard this development as an example of how biotechnology can
be used to help developing nations, others consider it a smokescreen to divert attention from
350 SIMULATION & GAMING / September 2007

the fact that biotechnology companies are trying to dominate the food supply. Amidst all this
controversy, the golden rice is shrouded with various questions including when, if ever, it will
be ready for commercial use and whether it might have unpredictable, and untoward, health
effects on those who eat too much of it. Students have to research this issue as much as pos-
sible using outside sources and the materials given by the instructor to get information on
which to base their arguments.

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 Naidu / GOLDEN RICE 351

Shashi Naidu has been designing curricula and using simulations for EAP classes and ESL composition
classes at Oklahoma State University for 6 years. This helped her win the 2002 Audrey Chapman Award
for Excellence in Teaching and Curriculum Development. Before she moved to the United States, she
taught English in Sabah, East Malaysia. Currently, she is writing her doctoral dissertation on metaphors.

ADDRESS: Department of English, 205 Morrill Hall, Oklahoma State University, Stillwater, OK 74078;
1+ (405)-762-2511; e-mail: distantchand@gmail.com.