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Facilitation Theory Or The Humanist Approach?

Teaching and learning today are completely different from yesterday because we are facing the challenges of changes in higher education for the future prosperity with todays young students and their readiness to take up these challenges to face up to the coming centuries. Understanding teaching and learning is not easy, not something that can be based on the representation of what has been perceived or limited to a few methodological prescriptions. In this chapter, we are going to go back and shed light on some theories of learning to understand better to what extent teaching is related to learning and how they can impact in society.
1.1 languages Teaching and Learning Language teaching and learning still requires much effort to be stored in individuals’ mind perfectly. It should have acquired an appreciation of the values of a broad range of intellectual disciplines such as linguistics, sociolinguistics, psycholinguistics and mainly applied linguistics as well as general detailed knowledge. So, how can language pass on these disciplines to become dynamic and pragmatic in use? To answer this question, let us see what Campell’s theory depicts, in figure 1 below, about the relationship between three disciplines: linguistics, applied linguistics and pedagogy. Campbell ( 1980:7) says: ” The relation between the language sciences and language teaching has emerged as one of the key issues in the development of a language teaching theory …”For him: Applied linguistics is the mediator between the practitioner and the theorist.”. See Fundamental concepts of language teaching book of H.H.Stern,(1983:36)
Linguistics Applied linguistics Pedagogy Theoretician Mediator Practitioner
Figure1 Campell’s model of the relationship between theory and practice
According to Campell’s theory starting from linguistics, the scientific study of language, alone is not enough to get an effective relation between pedagogy and linguistics. The latter requires much practice to relate theory to practice and make language more effective. For that reason, to consolidate the three disciplines, Campell included three extra elements to his conceptual framework. These elements are psychology, sociology and anthropology. Campell’s model of the relationship between theory and practice made Spolsky( 1980:72) argued and then modified Campbell’s theory .For Spolsky, sociolinguistics discipline is very interesting to achieve a good result in the relation between theoreticians and practitioner. He divided language teaching into three main sources:
Language description: General Linguistics
Language teaching: psychology for the theory of learning and psycholinguistics for the theory of language learning
Language use in society : sociolinguistics
What we can understand from Sposky’s theory language teaching is an interesting amalgam of disciplines, each one contributes to educational language in practice and the focus here is on the educational language. Pragmatically speaking, according to many people the understanding of language is not only learning theories but it is also our reflection and thinking of knowing to what extent can be these theories impact on the teaching of language. The theories are different of how we learn, and they are useful and ready for how students learn and also how teachers teach. Each one of them, student and teachers, has own way of thinking of own different way of learning. So who are we in these theories? And what are these theories? To answer these questions let us see some fundamental theories of learning:
1.2.1 Reinforcement Theory This theory was developed by the behaviourist school of psychology, notably by B.F. Skinner (Laird 1985, Burns 1995). Laird (1985) sees this aspect of behaviourism not relevant to education. It is about some positive and negative tasks the learners made in his daily life. This theory requires much Competency Based Training ( henceforth, CBT), It is useful in learning repetitive tasks like multiplication tables and those work skills that require a great deal of practice but higher order learning is not involved in it. The criticism of this approach is that it is rigid and mechanical (Burns 1995).
1.1.3 Cognitive-Gestalt Approaches The focus in this theory is on the importance of experience, meaning, problem-solving and the development of insights (Burns 1995, p 112). Burns notes that this theory has developed the concept that individuals differ from one to another, they have different concerns at different times with different subjective interpretations in different contexts. This theory is very close to learners to get themselves in learning language by knowing to what extent they are different from each other. It is also very close to the learners’ characteristics of today (for more details see chapter 3)
1.1.4 Holistic Learning Theory The basic understanding of this theory is that the focus is on the composition of the individual personality which consists of many elements…specifically … the intellect, emotions, the body impulse (or desire), intuition and imagination’ (Laird,1985, p 121) that all require activation if learning is to be effective. This theory is about a complementary theory to Cognitive-Gestalt approaches.
1.1.5 Experiential learning In this theory, Kolb’s research found that people learn in four ways in learning (McGill

Effect Of Globalisation: Educational Policy

Globalisation is a buzzword nowadays and it is often claimed as a natural process by many views especially from popular media. Globalisation is inevitable to a nation. Different nation may have different response and effect of globalisation. Many sectors are affected either in good or bad ways due to globalisation and one of the examples is in education sector. In this article, I wish to discuss the effect of globalisation on educational policy, especially in Malaysian context.
Globalisation is not restricted to a definition; it can be define in many ways depending from which views it is seen. In my point of view, globalisation is a process where the world is ‘shrinking’, becoming borderless and viewed as a sense of global wholeness and unity. Globalisation made everything becomes easier and it has led to great changes in many sectors since hundred years ago. However, it has speeded up over the last century due to the presence of advance technology in communication. The usage of emails and internet are the example of globalisation where global communication takes place almost instantneous. According to Bottery (2006), globalisation can be defined as the planet is viewed as a whole and the speed of communication had ‘shrunk’ it over the last few centuries. Many theorists and authors generally define globalisation a process involving the movement of the world’s people, images, technologies, finance including trade, money, and capital, and ideas, such as practices concerning states and other institutional policies. ( Globalisation is said to be marked by speedy, free movement of people, services, capital, goods, ideas and knowledge across borders.
Some people believed globalisation is a negative phenomenon which affects the world in many ways. One of the common problems that are always associated to globalisation is environmental problems. To name a few, global warming, ozone depletion and imbalance ecology system are the impact of globalisation, specifically environmental globalisation. Another example of destructive globalisation impact; cultural globalisation is seen as the cause of losing one’s culture and language since everyone is adapting and practising the dominant culture. McDonald is the example of recent dominant culture as a result of cultural globalisation. Despite the negative affect of globalisation, another group of people agree that globalisation has given advantages to the world, where people get more connected and informed than ever before. Looking from cultural globalisation, Bottery states it provides cultural variety in one location to eat virtually any national dish, attend any religious ceremony, and listen to any kind of music. These varieties, as claims by Bottery provide education with different windows through which new perspectives are gained. Besides that, cultural globalisation too offers access to different beliefs and approaches to life, and be a real force for spiritual growth (Bottery, 2006).
On top of that, globalisation is not solely focuses on the advance of technology, Bottery (2006) in his article claims globalisation includes environmental globalisation, cultural, demographic, political, American and economic globalisation and it is a continuous process whether human being recognised or not. He then added that the process of globalisation affects nation states, generate policy mediations and have direct impact upon educational institutions. To conclude, different types of globalisation put different tensions to the world. However, the different types of globalisation interact and influence one another in diverse ways, creating a more complex and difficult world to live on.
Education is ranked among the main concern of nation-states as it is playing a remarkable role in shaping and preparing children for the future in an increasingly globalised world. In fact, much money is spent on education as a public service due to its importance. To achieve the aims of education, traditionally, nation-states developed their education policy in regards to what they saw as important to their nation. However, in recent context, education policy is seen beyond the nation-states, it is become internationalised to the dominance of the global economy over the national politics. Within the wider context of globalization, education is now regarded as an international service, playing a remarkable mission in the global economy with investment in people, skills and knowledge. Simply, it argues that education policy nowadays is formed and implemented in a global context. The improvement of education policy recently is also due to global competitiveness, due to invent human capital discourse which is economically competitive to other nations. In such global context, improving global competitiveness has been targeted by nation-states’ education policy. This is due to invent human capital discourse which is economically competitive to other nations. (
According to Mundy, many countries have become more competitive by working hard to enhance the productivity of the domestic labour force which can be accomplished by introducing new educational policies, programs and reforms that prepare children to compete in the global labour force. He later added; despite benefitting the education, the competiveness among these nation-states enhancing the production of new education polices with full of value. In fact, many studies have confirmed that there have been new education policies that introduce reforms in curriculum, pedagogy and evaluation, seeking to boost competitiveness among nation-states. Examples of these reforms are engagement in international comparisons of test performance, national curriculum and productive pedagogies Rizvi and Lingard [41] confirm that globalization has reformed and redesigned the educational policy terrain.
The process of globalization has deeply shifted and changed the ways in which education policies are developed, implemented and evaluated as globalization has witnessed the reworking of the nation-state; the site at which public policy was most commonly created.
Positive effect
It is no doubt that globalisation leads to a better education policy. This is due to education is a vital part to help a nation to compete with other nations. The role of education has changed in most common nation-state as they realised the importance of giving proper education to the people which eventually helped the economic growth of the nation. For example, recent finding in India states that Indian Education System has increased fourteen-fold in terms of the number of universities and thirty three-fold in terms of the number of colleges, in comparison to the number at the time of Independence (
As a developing country, Malaysia too undergoes changes in education policy to meet the need of this globalised world. The colonisation of British in Malaysia left long lasting effect to the deviations of Malaysian education policy, which is continuously changing until today. Traditionally, education in Tanah Melayu started as a private enterprise which is mainly concerned in producing man with means of knowledge and skills for his well-being and for his salvation in the hereafter. The education system in Tanah Melayu then changed as the British needs skilled people to work for them in order to exploit the economy in Tanah Melayu thus the British colonial provides the school for locals. When the British colonized Malay, they instituted an education system in all of the colonies with the purpose of helping the natives to maintain traditional life and to prevent social unrest through restricted education (Hooker, 2003). In fact, the British limited education to “creating better fishermen and farmers, because the British worried that an ‘over-educated’ population might rebel against colonial rule” (Hashim, 1996).( This is the starting point of revolution in education policy in Malaysia, where economic sector is the biggest influence to the change. Education is an important tool in supporting the infrastructure of a country, hence having a reliable education system is critical to the success of developing countries in a global economy (Tableman, 2007). (
Much said globalization is synonymous with the opening of national borders to the international flow of goods, services, raw materials and resources, information and technology, and human resources. In the last three decades, East Asia has been reported to experience a period of economic development which has been described as ‘unprecedented’ and ‘miraculous’ (World Bank, 1994). Economic growth and educational expansion is closely related, and these two aspects are also linked to state formation and developmental state. It is supported by Green (2002), the coincidence in East Asia countries of economic advance with educational expansion clearly suggests a close relationship between the two. For example, it has been reported that in Hong Kong, Singapore, South Korea and Taiwan, the economic development grew eight per cent a year, which is way faster than other region on the world (Green, 2002). Generally, the enrolment rates in secondary school were below 50 per cent in each country in the early 60’s, however, these four countries have undergone enormous expansion in education, where each of the countries had quite high levels of basic education. In fact, Taiwan and South Korea now have among the highest rates of upper secondary completion in the world, and a large proportion of those who complete go on to higher education (Green, 2002).
In response to economic recession in 1997 in Malaysia, the Malaysian government took a few drastic actions to reform the economy in Malaysia. The needs for more graduates and k-workers who could speak English well and who are able to work in multinational companies were listed as important strategies. To meet such needs, the government reversed the English language policy in schools. Beginning 2003, the medium of instruction for Math and Science subjects started to be taught in English. Having, at least, a credit in English in the national school examination would be an advantage for students to be accepted at public universities. Now English becomes a second language in Malaysia again. In fact, the last Malaysian Prime Minister revealed that 94% of unemployed graduated in the country are Malays and they are unable to procure jobs because industrial jobs called for a high English language competency. (