TESL Methodology

1. Question 1a: Self – esteem cannot be taught, it can be learned.’ The duty of
language teachers is to teach language, not self-esteem
Self esteem is defined as the affective reaction that an individual has towards
making judgments of who they are (Woolfolk, 2004). These affective reactions are often
based on aspects of emotion, feeling, mood or attitude which condition the behavior of
an individual (Arnold, 1999). There have been many revelations as to how self esteem
of an individual is being shaped and what are the factors that helps in shaping them.
Based on various readings, most researchers and even psychologists believe that the
self esteem of an individual are effects of intrinsic or extrinsic elements which are
discovered through life experiences and developed as each individual matures and
become aware of their talents, capabilities and strengths. This self esteem is slowly
developed into a self perception of how they carry themselves in the world and is
assimilated within their personality/ character building as they socialize and
communicate within their social parameters.
In most of the researches done, there do not seem to be an opinion that states
self esteem being taught distinctively by one individual towards the other. Yet, it is more
of an influence where the individual forms conclusions about his self being in this world
as people and situations who are close to him responds to his actions and statements.
An example of this influence is found in Neiss, Sedikides and Stevenson (2002) where
they have quoted on the researches which centre on the issue of family and parents
being the most important impact on self esteem. Besides parents and family, the school
also influences the self esteem of the individual which is learnt based on their
observation and understanding towards the experiences that they gather from teachers
and peers (Woolfolk, 2004). It is believed that students in school attribute success in
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2. building self esteem. Thus, teacher’s feedback, grades, communication and discussion
with other students as well as co-curricular activities make a difference in allowing them
to know their talents and abilities to further increase their self value and self esteem.
Nonetheless, there is an interesting suggestion by Neiss, Sedikides and
Stevenson (2002) stating that self esteem can be neither learnt nor taught. This self
esteem is existed within the character of the person as it is genetically linked which can
further incriminates mental issues in the extreme of cases. Having that idea in mind, it is
more profound to realize that the self esteem is not only something that can be learnt
(or taught) but also is inborn within a person. For the purpose of language learning, the
self-esteem being discussed is more of how the individual view themselves as a second
language learner and whether they are confident and pleased with their added
knowledge.
In my opinion, the duty of a language teacher is not only towards teaching the
language but also self esteem. Nonetheless, I believe that self esteem cannot be taught
but is influenced from the methods of teaching by the language teacher which can either
develop or undermines the self esteem. After all, there is no possible way to teach
emotions such as respect for oneself or feeling good about a certain situation unless
being discovered implicitly or explicitly through imitation of behavior or verbal guidance.
According to Shindler (n.d.), the various definitions of self esteem within language
learning can be concluded into the three areas of concentration which are locus of
control, belonging and self-efficacy, and lastly, the direction of practical and effective
applications. Therefore, the role of a language teacher in teaching English as a second
language is important not only to teach the language per se but also to provide the
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3. condition to instill and promote positive self esteem of students in order for them to be
confident to use the language.
As a teacher teaching a second or foreign language, it is important to remember
that not all learners will undergo the same encounters which affect their feelings
towards the target language (Rubio, 2007). During their language teaching, it would be
normal to have students who are highly or weakly motivated in learning the target
language which has been affected by the self esteem of the students. There are many
possible reasons for students to feel so, especially in learning English which in some
cases, is hardly exposed to the community where the student lives. The more these
students learn the language, the more they are aware of the implications and
consequences in learning ESL and to discover who they are as they learn the language
which also encompasses the culture, stylistic manner of speaking the language as well
as the recognition and identity of knowing ESL within their social paradigm. Some
students experience anxiety when they feel that they are unable to be themselves when
speaking a new language while others may feel more sensitive towards the differences
between their true identity and the version of themselves when they communicate in the
new language (Horwitz, Horwitz and Cope, 1986 as cited in Worde, 2003). Either way,
their acceptance towards the new language highly affects their self esteem which in turn
reflects upon their perception of themselves as a second language learner in English;
whether they are capable or not in communicating with English.
A language teacher who knows of such existing dilemma will likely design a
classroom situation where students could discover their own stand, the positive outlook
towards ESL and also their own identity. Thus, the classroom environment is also
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4. important to help promote self esteem where students can feel more support and
comfort in language learning (Shindler, n.d.). Within the language teaching, the
language teacher should provide time and opportunities within the activities for students
to learn their sense of worth. Oxford (1990) as cited in Rossiter (2003) believes that
such activities should involve cooperative learning activities which are more student-
controlled. In these activities, the teacher should be able to teach students to set small
goals which are achievable either individually or through group involvement. The whole
objective of such activities is to develop the positive self esteem which is related to high
academic performance (Rodriguez, 2004).
Nonetheless, Rodriguez did mention that in language learning, self-esteem is
highly difficult to be measured and should be viewed in a separate continuum as to
whether it should be on academic self esteem or language learning self esteem itself.
Circumstances such as in Malaysia, the English learnt is majorly to pass one of the
compulsory papers for examination for most students while the importance and
advantages of learning a new language is simply not concentrated. More than not,
these second language learners will always be indoctrinated to be able to achieve a
certain level of English which is then deemed proficient. This can affect the self esteem
of students depending on which continuum they view their language learning exists.
This continuum sometimes becomes more intense when it is of the teachers’ coaching
and the learning environment that causes students to be compared to native speakers
of the language (Rubio, 2007). Their ability to accept themselves based on this
comparison would likely contribute to their self-esteem; whether favorably or poorly.
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5. Prior to this argument of the difference in the self-esteem paradigm, Richard-
Amato (1997) believes that when a person feels he would like to be intellectual or an
active participant as a social being, then he or she will be able to engage in the hard
process of acquiring the second language. Such an attitude is developed as an effect of
self esteem which again cannot be taught but is learnt throughout their livelihood based
on what the evaluation and judgment made towards themselves. Therefore, it is
important that the language teaching facilitates them in developing the direction in
gaining positive self esteem against themselves which later can allow them to accept
the second language and use it confidently as a tool in socializing within this global
entity.
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6. Question 1b: True responsibilities of an ESL teacher
In my opinion, there is no true responsibility of the ESL teacher as different
teachers within different cultural situation will have different responsibilities depending
towards their purpose of teaching English. Reflecting back, the responsibilities of the
ESL teacher highly depend on the students as they shift their roles in teaching
according to the students. This can include the students’ age, culture, profession, time
and even their affective filter towards English. Thus, the students will be the core
towards shaping the ‘true’ responsibilities of a language teacher.
In general, all teachers must encourage their students to take more responsibility
for their own learning, especially where they have to be an active participant and
become more autonomous towards their learning (Rubio, 2007). This autonomy is
defined as people taking more control over their learning in and out of classrooms and
also taking control over the purposes for which they learn languages and the ways in
which they learn them (Benson, 2006). In being able to take control of their learning
students will be aware and can discover by themselves various aspects towards
language learning. This not only will develop their intuitiveness and curiosity towards
experimenting with the language but also increase their motivation and self-esteem in
learning the language. Thus, the responsibility of a teacher in a wider spectrum should
provide a conducive classroom atmosphere which allows students to be in control of
their learning. There needs to be a deeper attention to ideas which have potential for
wider application and adaptation in exposing students to activities which will engage
higher order thinking skills (Bolitho, 2002). Students are able to not only develop their
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7. maturity and cognitive level but also able to practice the ability to adapt to
circumstances in both language as well as the real world.
Nonetheless, the responsibilities will be different for language teachers when
compared to other subjects taught in school. Language teaching does not only confine
to the linguistic aspects of the language but also in learning the cultures and behaviours
of the native speakers of the language itself in order to understand the mannerism for
the language usage. Language teachers have to be familiar not only with the language
concepts, but also with the skills and strategies to teach for intercultural understanding.
(Kelly, Grenfell, Allan, Kriza & McEvoy, 2004). This implies that the language teachers
should be trained in being skillful when they deal with social and cultural values which
affect the linguistic and cultural diversity and citizenship of the language learners.
(Galrido & Alvarez, 2006). Therefore, the teacher in such situation has a huge
responsibility in providing the needed exposure of the language usage besides
providing a positive experience in enhancing students’ language learning. This includes
the fact that for some cultures, there are certain issues that is deemed inappropriate to
be discussed openly compared to another culture.
A language teacher should thus be professional when juggling both cultures and
trying to assimilate them during their presentation. A major challenge which might be
faced by language teachers during their teaching of the language is to eliminate the
feeling of ethnocentrism. McLaren (1995), Willinsky (1998), Norton & Toohey (2004) as
cited in Royal (2007) has emphasized this responsibility of language teachers such as
those teaching ESL have since English language education has been linked historically
towards the colonial period. It is therefore important for teachers to reflect on their own
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8. embedded worldviews, to be vigilant and objective on the knowledge is going to teach,
by whom the teacher has learnt it and for what purpose will the knowledge be important.
By doing so, the teacher can be aware of sensitive issues and can also provide logical
and acceptable answers when being questioned over the purpose of learning the target
language by the students. It is after all an important aspect to discern as most
languages learnt has become global languages since many countries in this modern era
has opened up their economic status and have various dealings and trading across the
globe.
In making sure a country has what it takes to be productive holds a strong
economic status, the educational policy created by far should be outlined to
accommodate to providing the needed workforce. A language teacher will have the
responsibility in interpreting government and institutional statements from these
educational policies which emphasize the importance in learning and the effects
towards becoming a more refined human being with a wider outlook towards the cultural
values of humanity (Galrido & Alvarez, 2006). In many countries, they should have
education policies that are specifically written based on their vision and mission on
education to be used as their guide in teaching. Thus, the language teaching has to be
taught parallel to the intended outcome. Thus, the language teachers will be responsible
in adapting the various methodologies, coming up with possible and practical new
approaches as well as modifying the materials and exercises for students to learn and
use the language.
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9. Question 2: Why formal teacher education in Malaysia has tended to avoid the
area of affect?
The affective domain generally is linked to the behavior and emotional response
of individuals. According to Krathwohl’s affective domain, affective elements is
demonstrated by behaviors indicating attitudes of awareness, interest, attention,
concern, and responsibility, ability to listen and respond in interactions with others, and
ability to demonstrate those attitudinal characteristics or values which are appropriate to
the test situation and the field of study (Krathwohl, Bloom & Masia, 1964). Based on this
definition, the affective domain focuses on the awareness of the students towards
themselves being a teacher in training as they become aware of the responsibilities
which they bound to shoulder on. In Malaysia, the formal education in Malaysia avoids
this area of affect because of various reasons from the different levels of authorities
which has an effect in the teacher training process.
At the level of teacher training colleges and institutions, Lee (n.d. as cited in
Thomas, 2003) states that Malaysian teacher education programmes devotes a major
portion of their time to generic teaching skills such as preparing lesson plans and
classroom management in providing a connection between the classroom life and a
broader societal forces and structures. He advocates that the reason for such a
traditional method in teacher training still exists is because of the lack of research done
within the local context by local researchers. Thus, the possible reason in searching for
the reason that Malaysian teaching training programmes avoid the area of affect is
because of the lack of research done in focusing on such issues. As most are deluded
by the fact that a teacher should be well-equipped and prepared to learn the skills of
becoming a teacher, it is not within a choice or option for that person in training to
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10. question their own feelings towards the profession. It is after all ideally accepted that
those who are training to be teachers are interested to be in teachers and will be a
productive teacher.
In Malaysia where the teachers are of diversed cultures and ethnic groups, it is
only logical to have the teacher training institutes being controlled at the central
government which is the Education Ministry (Kementerian Pendidikan Malaysia),
specifically by the Teacher Education Division (Bahagian Pendidikan Guru). Lee (n.d.
as cited by Thomas, 2003) explained the dilemma in training these diversified teachers
in order to create positive and amicable individuals in teaching the students at school.
Therefore, a general approach is used within the curriculum of the teacher training
programmes in order to avoid getting too in depth on the affective values which might
bring about a negative impact. This is further supported by Lee (n.d. as cited by Thomas,
2003) who concluded that there are by far very little subjects on cultural diversity
courses which can cause an individual to question various sentiments about
individuality and their main purpose in being a teacher.
Many believe that teaching is a conservative profession where it is slow to
respond to any changes in society at large (Bolitho, 2002). Being a conservative
profession, the traditions and the style where the lectures are carried out ironically will
be more towards one way communication; having the lecturer as controller of the class.
Such a situation is quite common in Malaysian teacher training programme lectures.
From a personal level of the relationship between lecturers and the teacher trainees, it
could possibly be that the training programmes avoid the area of affect because of the
conservatism of some lecturers towards their lecturing style and mannerism when
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11. conducting the class. They tend to be rigid and skeptical in allowing the teacher trainees
to question on their affective domains for fear of being unable to provide a good
explanation. Thus, these lecturers when facing the diverse group of teacher trainees
tend to follow a conservative backlash in teaching critical multicultural pedagogy, social
justice or social responsibility (Royal, 2007). These lecturers may not believe in
contemporary methods in teaching which involves interaction and delivery of ideas from
the teacher trainees which in turn, provides a minimal exposure towards the existence
of such element.
Therefore, it is basically understood that in dealing with the area of affect, there is
a need for expertise and also qualified people to handle it since each individual is
different. Another possible reason for the fact that the area of affect is being avoided is
also because of the exam orientedness that has been indoctrinated since the days of
learning and schooling. The emphasis on examination has somewhat isolated the
affective feeling and that it is left being a different entity which was never used to be
linked with professional issues such as this teacher training course.
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12. Question 2 b: The benefits that teachers in training might receive from practical
courses in reflection, facilitation, interpersonal skills, group dynamics and related
affective work.
Reflection is basically used when teachers in training needs to think back
towards the effectiveness their feelings and the teaching practices that they have been
through. According to Woolfolk (2004), a reflective teacher is thoughtful and inventive as
he/she thinks back over a situation, analyze what they had done and the purpose of
doing it before considering how it might improve the language learning of the students.
Reflection process will definitely need a higher and matured thinking which is used to
analyze and view an action that has happened in an objective manner. Being a current
method towards professional development of teachers, reflection can help teachers in
training prepare themselves to be able to reflect upon their own teaching and learning
practices/ strategies once the lesson has ended. This is to ensure that the trainee
teacher is able to modify and change any aspects of his/her teaching methods prior to
the next lesson or class.
Moreover, a reflection helps the trainee teacher to moderate his/her own
behavior towards the familiarity of becoming a teacher who holds various
responsibilities as an educator in class. As part of a diary like written piece where the
trainee teachers can write out their thoughts and feelings, the reflection provides an
insight towards the subconscious outlook of his/hers towards the profession.
Subramaniam (2001) suggests that there are many functions of a reflection besides
putting thoughts into words. According to him, besides the obvious, reflections are also
aimed at helping trainee teachers in documenting their involvement at school and
reevaluating the duties and responsibilities that has been carried out as well as
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13. developing their sensitivity towards the pupils’ behavior as time goes by. Judging from
this, reflection is not only a beneficial effort for the teacher trainee but also for the
stakeholders in the school such as the school authorities and the pupils. It develops a
closer bond between the three entities as each value the experiences one could give.
Facilitation in general is defined as the act of making it easy or easier
(Answer.com, n.d.). In language learning, facilitation is used to provide the needed
support when giving an autonomous behaviour to students as they learn a language. As
the paradigm being stated here is the teacher training programme, facilitation will be
beneficial for them depending on the roles that they take in. As the teacher trainee
undergoing training to be a teacher, facilitation is deemed beneficial for them as it
allows them to take control of their learning while the lecturers or mentors provide
guidance or support. This is because, the teacher trainee are still inexperienced
compared to the senior teachers towards the working environment as an educator. Thus,
these senior teachers could help to provide an easier atmosphere for the teacher
trainee to learn and getting used to the system by providing minor ‘boosts’ in gaining
experiences to create a positive outcome (Neill, 2004). Nonetheless, the facilitation
provided needs the participation of the teacher trainee themselves to analyze and
comprehend their own thoughts, feelings and behaviours as the senior teachers will not
solve issues and problems but rather, raise questions or provide options to choose from
when the situations gets rough.
Interpersonal skills is usually linked to the ability of someone being able to
communicate or socialize with other people and is generally and outgoing person or an
extrovert. Based on the theory by Howard Gardner in understanding the meaning of
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14. interpersonal skills deeper, Howard Gardner (1999 as cited in Woolfolk, 2004) says that
n individual who has the interpersonal ability is able to discern and respond to
appropriate moods temperaments, motivations and desires of other people. That said, a
teacher trainee will need to equip themselves with this skill and ability is because
teachers in general deals with the human from all ages and positions; parents, students,
school authorities and even the higher authorities such as officers and ministers.
Therefore, it will be an advantage for the teacher trainee if he/she is able to determine
the actions of other people and respond accordingly as to avoid any misunderstanding
from happening. Therefore, the teacher trainee who has the interpersonal ability usually
tend to be more flexible as they are exposed to the various aspects of socialization
during their communication within their working environment (Bolitho, 2002). By being
adaptable to all situations, the trainee teacher will be protected from the many negative
emotions such as anger, frustration or disappointment towards their job or their teaching
and learning approaches.
Group dynamics is defined as the interaction between a complex intra- and inter-
personal forces operating in a group which determines its character, development, and
long-term survival (Answer.com, n.d.). Nonetheless, in the aspect of teaching and
learning, group dynamics is referred to the relationships between learners in a group
and the impact that this has on the way they work (British Council, n.d.). In view of both
the explanations towards group dynamics, there seem to be a form of communication
among the participants in the group; which in this case is the teacher trainee towards
influencing their way of work. This group dynamics can be between the teacher trainee
and the people within his/her teacher training college or between the teacher trainee
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15. and the group of colleagues and students that he/she work with. Either way, the trainee
teacher does benefit from such interactions as the exchange of ideas between all these
entities will influence his/her character. The experiences gained would later help the
trainee teacher to develop their teaching practices and be skillful in it to last through
his/her profession. This include having the trainee teacher refine the educational
theories and methodologies in adjusting their teaching practice as they reflect and apply
what they deemed is best and suitable for themselves.
Teachers in training should build more confidence as other aspects will only be
learnt through experiences as a full-fledged teacher in the profession. When the
learning process of becoming a teacher that they are in focuses on the affective work, it
provides a sense of belonging for the trainee teacher as he/she continuously reflects on
the responses gained. This reflection reaffirms their stand and aim to the reason for
them to be an educator in the first place, considering that the job description for the
teaching profession is vague because it deals with the human mind and behavior; unlike
other professions. By providing a more holistic approach rather than the current
curriculum, these future teachers can see the links between principles and practice, and
can perceive how the different elements of their course relate to each other. After all, to
produce ‘whole’ teachers, there is a need to attend to their cognitive and affective needs
during the course, and helping them to find the inner balance they will need in order to
fulfill their potential as teachers (Bolitho, 2002).
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17. Neill, J. (2004). What is facilitation? Retrieved from
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18. Thomas, E (2003). Teacher education: Dilemmas and prospects. International Review
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