NAMA JABATAN / UNIT: BAHASA INGGERIS

INSTITUT PENDIDIKAN GURU KAMPUS BAHASA ANTARABANGSA

TUGASAN KERJA KURSUS

Nama : SHOBIRAH BINTI ZAMBERI

Angka Giliran : 2021212350289

Nombor Kad Pengenalan : 031106-11-2086

Kumpulan/Unit : PISMP JUN 2021 – MEI 2026

Kod dan Nama Kursus : TSLB3303 THEORY AND PRACTICE IN PRIMARY ENGLISH
TEACHING 1

Nama Pensyarah : MADAM LEE SOW YING

Tarikh Hantar : 5 APRIL 2022

Tarikh Diterima :
(Diisi Oleh Pensyarah)

Pengakuan Pelajar

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Tandatangan Pelajar : SHOBIRAH Jumlah markah:

Tarikh : 5 APRIL 2022

Catatan : Pastikan pensyarah telah memberi maklum balas di dalam tugasan kerja kursus pelajar.
 Analysis of Age-Appropriate Pedagogy and ESL Classroom Management Skills in a Malaysian Primary
Classroom

1.0 Introduction

Primary classrooms can be hard to handle. Young learners are also different from secondary and adult
learners where they need certain things in the pedagogy. Therefore, age-appropriate pedagogy is used for an
effective classroom. For Teaching English to Young Learners (TEYL) instructors in many educational contexts,
seeking age-appropriate pedagogies has become essential (Nguyen, 2021). Meanwhile, skillful classroom
management makes good intellectual work possible (LePage et al., 2005). Effective classroom management can
lighten the weight of teachers to handle the students. This essay will analyse the video of an English teacher in a
Malaysian English classroom in terms of age-appropriate pedagogy in particular, scaffolding and fun-oriented, and
ESL classroom management skills, namely teacher talk.

2.0 Age-Appropriate Pedagogy: Scaffolding

Alber (2014) stated that scaffolding is the process of dividing up the learning into manageable parts and
supplying a tool or framework with each one. Based on the video, the teacher has executed the use of scaffolding
in the classroom flawlessly. In the beginning of the lesson, the teacher asked the students to recall the country
names that they had learned in the previous lesson and listed down everything. Then, she moved on to conduct a
quiz with the students. During the quiz activity, students were asked to guess which country the flag belongs to.
After the quiz, the teacher narrowed it down to teach the students “Where are you from?”. Towards the end of the
class, the teacher gives students a paper to design their own flag. In the video, we can see that the students were
very engaged with the lesson. This is because the implementation of scaffolding by the teacher has succeeded
with how the students were first assisted by the teacher to know the information on the countries to manage
knowing everything on their own. According to Vygotsky (1978) who proposed the Zone of Proximal Development
(ZPD), a theory which always been associated with scaffolding, their degree of prospective growth as determined
by their ability to solve problems when receiving adult assistance or working with more advanced peers. Based on
the video, we can see how this theory has been applied for the reason they are able to engage in the classroom
and do the task given after the guidance. Therefore, the teacher has managed to bring the students to the zone
where the learner can do without assistance.

3.0 Age-Appropriate Pedagogy: Fun Oriented

In the classroom, it is important to note that learning would be more effective if it is fun. Play is linked to
happiness and relaxation (Cook, 2000). As seen in the video, the environment is very lively and the students'
participation in each activity is massive. Students were very absorbed with the lesson, answering questions, and
did everything the teacher has instructed them to. The fun of the lesson is more evident during the quiz session.
They are eager to choose a colour and answer the questions. Some students even whined when they were not
chosen. Here, we can see how much these students enjoy the learning process with their great participation. If
they feel the opposite of it, then the partake would be low as they feel unmotivated. This relates to the affective
filter in Acquisition-Learning Hypothesis by Krashen. Affective filters elucidate the influence of a student's attitudes
or emotional factors on the achievement of learning a new language (Figueroa, 2019). A lot of crucial elements of
second language acquisition (SLA) learners' performance in language learning should be connected to the
student's emotional state (Krashen, 1982). When the students feel comfortable, they tend to take part in the activity
more. The success of a language learner's SLA may be determined by their enthusiasm for engaging in class and
confidence as a result of instructor support (Lin, 2008). Hence, making learning fun oriented is crucial so that
effective learning can be achieved.

4.0 ESL Classroom Management: Teacher Talk

Teacher talk is a weapon that every educator has. Yanfen & Yuqin (2010) assert that teacher talk is an
essential in setting up activities, and that the manner in which teachers speak not only defines how effectively they
prepare their lectures but also ensures that students will learn well. There are many features under teacher talks
and one of them is instruction. Based on the video, we can see that the teacher first gives the instruction before
giving out the materials. Giving out instruction first is important for teachers to minimise disruptive behaviour (Oliver
& Reschly, 2007). Besides, teacher talk also consists of encouragement. In the video, the teacher gives praises
such as “Good job!”, “Nice!” and more. Giving praises is known as positive reinforcement in the classroom as
introduced by B.F. Skinner in behaviourism theory. This allows the students to feel motivated and likely to repeat
the acknowledged actions that have been done. Positive reinforcement increases the likelihood that the behaviour
will be repeated without a doubt (Ackerman, 2023). Thus, teacher talk is a tool that every teacher should use well
so that learning can be done flawlessly.

5.0 Conclusion

In conclusion, age-appropriate pedagogy in particular, scaffolding and fun-oriented, and ESL classroom
management skills namely, teacher talk has been identified in Malaysia’s English classroom. Scaffolding, fun-
oriented and other age-appropriate pedagogy should always be included in the classroom setting as well as utilising
teacher talk to manage the classroom so that we can produce teachers who are able to contribute to Malaysia’s
betterment in the education sector.
 References

Ackerman, C. E., MA. (2023, March 13). Positive Reinforcement in Psychology (Definition + Examples).

PositivePsychology.com. https://positivepsychology.com/positive-reinforcement-psychology/

Alber, R. (2014, January 24). 6 Scaffolding Strategies to Use With Your Students.

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alber#:~:text=Scaffolding%20is%20breaking%20up%20the,and%20discuss%20as%20you%20go.

Cook, G. (2000). Language play, language learning. Oxford: Oxford University Press.

Figueroa, R. (2019, May 28). Is the Affective Filter Blocking Instruction? – Ensemble Learning.

https://ensemblelearning.org/is-the-affective-filter-blocking-

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LePage, P., Darling-Hammond, L., Akar, H., Gutierrez, C., Jenkins-Gunn, E., & Rosebrock, K. (2005). Classroom
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Lin, G. H. C. (2008). .Pedagogies proving Krashen's theory of affective filters. Hwa Kang Journal of English Language &
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Nguyen, C. D. (2021). The construction of age-appropriate pedagogies for young learners of English in primary schools.
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Vygotsky, L.S. 1978. In M. Cole, V. John-Steiner, S. Scribner and E. Souberman, (Eds.), Mind in society—The

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SHARED WITH:
1. NURDINA HAWA BINTI MOHD HISYAM
TESL M
2021212350418
2. NORMAISARAH BINTI SUHAILY
TESL E
2021212350236