TOPIC : ENGLISH IN CAMP A BRIEF ACCOUNT OF THE PROGRAMME BY: Norlia Binti Said Kolej Tunku Kurshiah Jalan

Tunku Kurshiah 70400 Seremban Negeri Sembilan E-mel : norlia686@hotmail.com

Abstract: The English Language is a subject that requires the students to use it frequently to enable them to be fluent. Problem arises when students shy away from using it in their daily lives as they are afraid of being ridiculed by their friends or feel embarrass to use the language as they are not confident in their ability to speak the language fluently. In school, we teachers have to come up with innovative ways to attract students to love the English language, thus motivating them to use the language. English in Camp is one way to inculcate the love of English amongst students. English in Camp is the gathering of targeted students who are confined to a designated place to participate in the activities planned. While doing so, students are instructed, encouraged and motivated to use the English language in a relaxed and fun atmosphere. The objectives of the programme include inculcating the love of the English language in the participants. Furthermore the programme is engineered to stimulate the students' interest in the English language as it promotes learning outside the classroom context. Through participation in the camp, students' self-concept, self confidence and self esteem are enhanced. This paper presents guidelines on getting started and carrying out the programme. WRITERS PROFILE Norlia Binti Said is a DG48 English Language Master Teacher from Tunku Kurshiah College. She has taught at daily schools for fourteen years before she joined TKC, a fully residential school (SBP) in January 2002 and is presently still teaching there. She has taught English for the past 23 years. She hails from Sungai Petani, Kedah and went to Convent primary and secondary schools in Kulim and Sungai Petani, Kedah. In 1985, she graduated with a Bachelor of Arts in English at Western Illinois University, United States of America. After graduating , Norlia returned to Malaysia to serve as an English teacher in Miri, and in SMK Serdang and later in SMK Che Tom before she finally joined TKC. Being an English teacher has been her passion and she has no regrets about joining the teaching profession. REFLECTION ON PREVIOUS TEACHING EXPERIENCE. I have taught the English Language for the past 22 years and I observed that students who are fluent in English are the ones who come from English speaking background, or the ones who speak English at home. Those who are reluctant to speak English are from non-English speaking 1

background. They are intimidated by the English language and felt that it is a burden to speak the language. Thus as an English teacher, I am compelled to instill the love of English to these students. FOCUS OF THE PROGRAMME The focus of my paper is to present an outlet for the students to bring out their creativity as well as to help them be confident in using the English language. The focus of doing things outside the language classroom will help the student to relax and not be intimidated by others who are fluent in the English language. Support from friends and the activities planned will help students to enjoy what they are doing, and thus break the barrier that some students have when they are reluctant to use the English language. TARGET GROUPS This programme is targeted to students who are reluctant to use the English Language and felt that English is difficult and are afraid of using the language.

IMPLIMENTATION OF THE PROGRAMME. Firstly the teacher who is in charge of the programme will have to submit the paper work to be approved by the principal. In the working paper, the coordinator of the programme has to ensure that all the details are included. The guidelines for making the proposal for the programmes are given in the next few pages.

IDENTIFYING THE OBJECTIVES. Objectives: To enable students to use the English Language in context. To enable students to participate in the planned activities while using English in a relaxed and fun atmosphere. To encourage students to appreciate and at the same time stimulate their interest in the English language as it promotes learning outside the classroom context To enhance self-concept, self-confidence and self-esteem amongst students To strengthen ties amongst students

DESCRIPTION OF ENGLISH IN CAMP English in camp is targeted to tackle the students who are reluctant to use the language. Through participation in the interesting and fun activities planned, it is hoped that the students would be more relaxed and be encouraged to use the English language more effectively. 2

PLACE/VENUE The venue for the programme is an important consideration. It is based on the following criteria: Could be decided based on the fund approved Preferably it could be carried out outside the school, like at Port Dickson It could be carried out in school too, preferably done at the hall, library, field ..outside the classroom as this is to break the routine.

PLANNING GETTING STARTED After that the teacher has to make the planning for the programme. Some of the activities that could be carried out are: Language games, focus on grammar or vocabulary Coming up with Logos for the group Story Venture Drama workshop /Play Writing poems Talentime English Drama/ Sketch Public Speaking Role Playing Treasure hunt Story telling Singing songs Jazz chants Choral speaking Debate

IMPORTANT CONSIDERATION IN CHOOSING THE ACTIVITIES: 3

Identify the suitable activities which could cater to the students needs It must be practical It must be focused on what we aim to achieve after the students have attended the camp The students must be able to participate in the planned activities It must have some element of fun

SELECTING THE ACTIVITES The activities must be able to draw the students attention Students should feel compelled to speak using the English language without feeling embarrassed Facilitators must give positive reinforcement to encourage students to use the English language in context

The teacher who are selected in running the programme must also be identified. Facilitators to carry out the activities must know how to conduct the activities. Facilitators must be trained/briefed by the head of the program The head must also prepare the materials to be used during EIC

Facilitators could also be consultants from an established training company As the coordinator has made all the necessary arrangements, it is advisable for her to have a checklist of the things to be done before and after EIC.

GUIDELINES Before EIC. Identify the target group Identify the facilitators/teachers in charge of each activity planned Plan the activities that is to be carried out Make a proposal to the principal Make a budget Set a date, duration of the EIC

DURING EIC Teacher Encourages students to use English Acts as a facilitator to help students participate in all the activities planned Monitors students participation Takes notes of students response Takes photos and asks students to write a journal of their experience

Students answer questionaire about the activities they participated in

NOTE Grouping of students in the activities. Prior to the program, group the students in mixed-ability. By doing so, good students could help the students who are weaker in the language. Thus we have collaborative learning. Role of Programme Leader The chief facilitator must continue mentoring and monitoring the facilitator while the activities are on going In doing so the activities could be carried out successfully

AFTER EIC Teacher do a post mortem Read the feedbacks from the students Document all the materials, photographs and students work

SUGGESTIONS After the programme, the coordinator could conduct a post-mortem from the feedback of students and teachers. She could collect the data for the report from the questionnaire, pretest and post-test and grammar quiz. From the test, the teacher could identify whether the students have improved or not and make the conclusion in the report. 5

CONCLUSION English in camp helps to develop students in various aspects such as vocabulary, confidence and self esteem, grammar, teamwork, attitude towards the English language. REFERENCES

www.ilac.com/programs/junior_camps.php - Cached - Similar www.esl-schools.org/en/english-summer-camp-switzerland.htm - Cached www.eslincanada.com/asiancamps.html - Cached - Similar malaysia.usembassy.gov/program_engcampkb-11252008.html - Cached - Similar www.english-in-canada.com/ - Germany - Cached - Similar