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Malay Mail
11 hours ago
- General
- Malay Mail
The grammar of courage — Shazlin Niza Ab Razak
JUNE 23 — In the heart of Xi'an, a city steeped in history and culture, I stepped into a classroom filled with university students eager to learn English. I was there on academic duty, representing University of Malaya to teach English as part of an international collaboration. Their spoken sentences were far from flawless. Vocabulary was often misused, tenses were inconsistent, and their expressions occasionally bore the marks of direct translation. Yet they spoke. They asked questions, participated freely, and engaged without inhibition. As a Malaysian English lecturer, I found the experience both stirring and eye opening. These students lacked native fluency and grammatical finesse, yet they wielded a far greater asset, unshakable confidence. They spoke with earnestness and audacity, embodying the truth that language is not a measure of precision, but a conduit for authentic communication. This experience illuminated a poignant contrast with what I often witness in Malaysia. English is embedded early in our national curriculum. It is taught from preschool and rigorously assessed in public examinations such as the Sijil Pelajaran Malaysia (SPM) and the Malaysian University English Test (MUET). English is present in signage, media, and entertainment. We are, in many ways, surrounded by it. According to the EF English Proficiency Index 2024, Malaysia ranks 25th globally among 113 countries, placing us among the most proficient English users in Asia. This is no small feat. Yet ironically, a pervasive hesitation still clouds our collective ability to speak the language. Why does this contradiction exist? The answer lies in our educational culture. In Malaysia, English is primarily treated as an academic subject rather than a living, breathing means of communication. From a young age, students are trained to memorize grammar rules, compose structured essays, and ace multiple-choice tests. Speaking, however, is often limited to rehearsed oral assessments and rarely fostered in everyday classroom interaction. Mistakes, rather than being seen as natural stepping stones to fluency, are often met with correction, criticism, or even ridicule. A mispronounced word can provoke laughter. A grammatical error may attract scorn. This climate of judgment silences learners long before they have the chance to find their voice. In China, I saw a different philosophy in practice. Despite English not being widely used in their daily lives, students were consistently encouraged to speak. They were not waiting to be perfect before participating. Teachers there emphasised the importance of interaction and self-expression, welcoming flawed attempts as part of the learning process. There was space to make mistakes, and more importantly, space to grow from them. This stark divergence revealed an essential truth: fluency is not born out of faultlessness. It emerges through courage, through practice, and through repeated efforts to be understood. A speaker who dares to try, even imperfectly, is already progressing. The fear of speaking, by contrast, halts learning before it begins. If Malaysia is to advance meaningfully in English communication, we must interrogate our own priorities. We need to ask whether our classrooms nurture expression or merely enforce compliance. Do our students learn to speak with clarity and confidence, or are they simply learning to pass? The time has come to reframe our goals. We must shift the focus from linguistic exactness to communicative competence. Our students should not be conditioned to believe that errors signal failure. On the contrary, they must be taught that every attempt is a sign of progress, and every mistake a mark of courage. To encourage Malaysians to speak English more confidently, we must cultivate supportive environments in both educational and social contexts. Classrooms should integrate more spontaneous speaking tasks, role-playing, and peer conversations. Teachers should model patience, rather than perfectionism. Parents too can play a role, by allowing English to be spoken freely at home without correction becoming a source of shame. Public campaigns and national media could highlight relatable stories of everyday Malaysians using English, celebrating authenticity over accent, and effort over elegance. Workplaces, too, have a role to play. By fostering bilingual expression during meetings and investing in English upskilling programs that prioritise real-time communication over rote drills, they can help dismantle the culture of linguistic fear. We must begin to normalise learning through experience, not just through textbooks. Yet, despite our efforts, the fear still lingers. Why? Malaysia has never been starved of English lessons, textbooks, or media exposure. What we lack is the freedom to falter. To encourage Malaysians to speak English more confidently, we must cultivate supportive environments in both educational and social contexts. — Unsplash pic For too long, we have taught our learners that a misplaced verb or a mispronounced word is something to fear, something shameful. The result is a generation that knows the rules but hesitates to speak. Not because they are incapable, but because they are afraid of being laughed at, corrected, or dismissed. This fear is not a reflection of one's intellect, but of a system that punishes imperfection. It is a failure of how we have made English feel like a test of worth instead of a bridge to be crossed. For that, I am deeply grateful. Teaching in Xi'an did more than show me how language is learned. It reminded me of what it means to try without fear. My students there, with all their imperfections, taught me courage in its purest form. They spoke not to impress, but to connect. And in doing so, they rekindled my hope that Malaysian learners, too, can find their voices, if only we create the space for them to speak. So, fellow Malaysians, step beyond your comfort zone. English should never be a gatekeeper. It should be a gateway. And it is time we opened that gateway wide, not just with knowledge, but with empathy, patience, and the audacity to speak. * Shazlin Niza Ab Razak English Language Lecturer at the Centre for Foundation Studies in Science (Pasum), Universiti Malaya, and may be reached at [email protected] ** This is the personal opinion of the writer or publication and does not necessarily represent the views of Malay Mail.
Yahoo
2 days ago
- Politics
- Yahoo
Buffalo native shares what life is like in Israel during conflicts
BUFFALO, N.Y. (WIVB) — As the Israel-Iran war enters its second week, we're hearing from a local woman who's been living in Israel amid the rising tensions. North Buffalo native Madeleine Weinmann moved to Israel in August 2023 to teach English at schools just south of Tel Aviv. 'I originally came just to do that for the 10 months,' she told WIVB News 4. 'Then, Oct. 7 happened a few months after being here.' Shortly after the start of the Israel-Hamas war, Weinmann traveled back home to Buffalo, but soon realized her time in Israel wasn't over. She then signed an apartment lease in Tel Aviv and moved last September. 'My original plan was just to move back to the U.S. somewhere and find a job,' she said. 'But I really loved Israel. I really loved the community (and) the culture.' Weinmann enjoys the life she's building in Israel but says the rising tensions between the country and Iran lately have made her family worried. 'They can see two different worlds,' she said. 'They can see the fear and the danger but also how much I love living here, the people, and the community that I've built.' She says that overall she feels safe but knows danger could always strike and is prepared. 'I think the mindset of Israelis too is very much like, be smart, protect yourself as much as possible, prepare, but don't let that stop you from doing day-to-day life,' she said. 'It's still difficult knowing friends who have had to leave their apartments, go back, and take a lot of their belongings out.' Weinmann, who is in her early 20s, plans to live in Israel for a few more years. She's hoping that during that time the conflicts in the Middle East are resolved. 'It's been something we've been hoping for a while, for peace, for the hostages to come home,' she said. 'It's still been almost two years. But I think everyone in the whole Middle East and the area that we're living in would benefit from that.' Sarah Minkewicz is an Emmy-nominated reporter and Buffalo native who has been a part of the News 4 team since 2019. Follow Sarah on Twitter @SarahMinkewicz and click here to see more of her work. Copyright 2025 Nexstar Media, Inc. All rights reserved. This material may not be published, broadcast, rewritten, or redistributed.
Zawya
12-06-2025
- Politics
- Zawya
English Teachers Across Madagascar Receive International Training
The U.S. Embassy in Madagascar is proud to launch the English Language Teacher Training program, which brings together over 100 teachers nationwide to strengthen the quality of instruction, introduce innovative teaching methods, and foster collaboration among educators. Funded by the U.S. Department of State and implemented in partnership with the English Language Teachers Association (ELTA) of Madagascar, this two-day training — centered on the theme Empowering Teacher Educators through Innovative Teaching and Leadership — features a dynamic blend of hands-on workshops, focus group discussions, and expert-led presentations grounded in best practices in English language teaching. Participants will engage with leading experts from the U.S., Madagascar, and beyond — including U.S. English Language Specialists, the Regional English Language Officer, English Language Fellows from Southern Africa, and representatives from ELTA Africa, ELTA Madagascar, and the TESOL International Association. The U.S. Ambassador to Madagascar delivered a keynote address highlighting the vital role of English teachers in shaping future generations and emphasized the importance of quality education as a foundation for lasting growth and opportunity. This program builds on the U.S. Embassy's longstanding commitment to advancing the professional development of English educators throughout Madagascar. Since 2019, the U.S. Government has provided high-quality training and capacity-building opportunities to over 3,000 English educators nationwide — enhancing teaching methodologies, promoting student-centered learning, and expanding access to resources in schools, universities, and community-based learning spaces such as English clubs and teacher associations. The Embassy is also proud to support this milestone event as a continuation of its investment in English language education—most notably, the creation of ELTA Madagascar in July 2024. The establishment of this national association of English teachers is a direct result of the Embassy's sustained engagement, including a series of targeted professional development initiatives. Through this training, the Embassy aims to sustain the momentum by helping ELTA Madagascar expand its membership, strengthen its presence in all regions of the country, and develop robust, teacher-led programming. Through continued collaboration with local education leaders and institutions, the U.S. Embassy remains dedicated to advancing excellence in English teaching—helping build a future where both teachers and students can thrive, connect, and unlock new opportunities. Distributed by APO Group on behalf of U.S. Embassy in Madagascar.
