4. Evaluation And Difficulties
•The last evaluation from the bilingual assistant Mr.Wolf shows that the teachers really need to be reminded to use the other language of the “bi”, namely English all the time. Percentage used while teaching is not more than 5%, students do not understand simple instructions, words like “less than” and “below” in test questions and therefore failed.
•Ideally, in High School, English should be the only teaching language. Due to the very different backgrounds of students and teachers, this currently is impossible.
•However, teachers need to know about this requirement and aim to improve their English as well as their teaching and try to reach standards mentioned above. As long as steak-holders of the school are not aware of the uniqueness and with that the connective reality in the schools bilingual system, teachers will find a way to not follow the strict demand of basic need of the bilingual teaching method, namely the “bi” the use of the second language.
•As long as for bilingual subjects teachers are scheduled which don’t have a basic understanding and basic second language abilities, a bilingual execution will face strong problems for students and teachers.
The execution of the system that an English language high knowledge supportive teacher is following the second language weaker subject teacher will face difficulties as long teachers don’t plan their bilingual teaching process very exact and carefully detailed. Simple organization and scheduling problems will appear and this will block the supportive execution of the provided teacher tool.
•Mr.Wolf as the bilingual assistant prepared a glossary for all bilingual subjects already. These glossaries are posted online so that every teacher can have access to the glossaries, Mr.Wolf reported that these glossaries are very little frequented and used by the teachers.
•The bilingual assistant changed the strategy and asked bilingual teachers for their detail preparation and offered supportive material, those materials haven’t been used by some teachers.
•In general has to be pointed out that the quality of the bilingual teachers in case of English language is very low as well the motivation of working in strong closely connection with the bilingual assistant and the English subject teachers, based on no support sidewise the schools steak-holder.
•The main problem is that teachers don’t know how to deliver the lesson in the second language, additional has to be pointed out that the fact of the triangle delivery.
–Component is the explanation based on the native cultural background
–Component is the explanation based on the second language (English) cultural background
–Component is the explanation based on intercultural intercommunity connection
•For those understanding the teachers are not ready yet, they don’t have any knowledge at all about that.
•Another very dangerous fact, which is necessary to point out, is that bilingual teachers often also have a big lack of subject knowledge, because they get scheduled on the background of their English language ability but not on their subject abilities.
•This situation is not acceptable at all for every subject teacher, but special for the bilingual execution it is very needed to have a professional pre-existing knowledge of the subject itself, because to fulfill the bilingual execution needs a lot of additional professional methodologies which have to be improved all the time.
•As a result of Mr.Wolfs monitoring, teachers usually were repeating in English the teaching of a subject that initially had been taught in Bahasa Indonesia shortly before. This is not the correct execution.
•However, not all teachers managed to convey their topic to their students. An arising difficulty was that teachers’ insufficient English as a reason for an ‘unsatisfactory’ lesson (according to Mr. Wolf’s impression) could not be separated clearly from their teaching style or their general assumptions/ knowledge re. how to teach.
•Consequently, a joint approach – developmental courses that deal with their approach to teaching plus General English courses to improve their performance when teaching bilingually – seems to be a good way to tackle teachers’ problems.
•Currently, about 95% of all teaching is done in Bahasa Indonesia. Most teachers can not express own thoughts in English. English is spoken in English lessons only. Changes seem possible within years only through constant efforts and often-repeated explanations, plus individual help to the single teacher.
•Constant work, classroom visits, and some “pushing” have brought forth some inclusion of English into lessons. However, this is not standard. Especially among High School teachers, some of the materials provided by the bilingual department have been included in their teaching. However, this is not standard.
Those above reports are a shocking reality in most of our supervisions also in other bilingual schools, teachers are absolutely overload with the demand of teaching their subject in a second language, because their English language standard is simply not enough, on the other hand we monitored English language high skilled teachers with a big lack of subject knowledge.
We also monitored teachers with good subject knowledge, with good English language knowledge but a huge lack of general teaching methodology skills.
We also observed teachers with good subject knowledge, with good English standard, and a quiet diverse methodology pool, but also for those teachers was bilingual teaching a challenge and they have to face huge problems in form of students which cant follow their instructions and students which are not able to absorb the subject knowledge.
Those facts above are very alarming that it is long already necessary to offer in general to teaching students in educational universities and institutions special training in bilingual teaching. Bilingual teaching is a very difficult, different and unique teaching system and in need of its own methodology.
As well teachers on the job should start to develop the awareness of their own huge lacks of knowledge about bilingual teaching and on the other hand also steak-holders should start to understand how important it is to implement permanent development training also special for bilingual teachers in offering a specified tailored methodology training for bilingual lesson execution.
All those facts above is pushing our school to implement from the new school year 2013/14 in the permanent development training program for teachers, which is for free in our school and will be held every friday afternoon for all teachers of our school, a structured methodology training program special for bilingual teachers with permanent supervision in class.
This program also includes self monitoring and evaluation between bilingual teachers as a learning tool in the development training program.