QUOTE(Vape On @ Jun 23 2016, 12:27 PM)
i dont see what is the problem with EQ. Can you share more?
The EQ problem I referred to is their general inability to get along with others. From what I see, it boils down to two factors - the language barrier, and the cultural divide. Whenever I pair up Chinese-ed and non-Chinese-ed students for group assignments, the group member feedback forms tend to indicate the same thing - they are either not keen to contribute, or not active in discussions, sometimes both.
QUOTE(Vape On @ Jun 23 2016, 12:27 PM)
So what about those from tamil/malay school?
About the talkative part.
Wise men speak because they have something to say. Fools because they have to say something.
From western man. Plato
There are no secondary Tamil schools. Most Tamil school students end up in a national secondary school. Also, note that I mentioned communicative, not talkative. Chinese-ed students are talkative as well. They're not afraid to talk when it comes to chit chat. They are however generally afraid to share their opinion in discussions related to the subject matter. I firmly believe that a lot of this behavior stems from the fact that they are so used to the "teacher is always right" treatment.
QUOTE(Vape On @ Jun 23 2016, 12:37 PM)
People like vinod is not helping. Perhaps he can share more on his background and real example.
As mentioned in my earlier post, I'm lecture at the diploma and degree level. I currently teach at a private university in Malaysia, though I have taught at other public and private institutes over the last 8 years. I speak from an educator's standpoint based on the students I meet on the job. With respect to the discussion at hand, I teach Mathematics 101, which is one of the first core subjects all freshmen take. A large portion of the students that take my course are those from Chinese independent schools, having just completed their UEC. The rest consist of SPM and O-Levels leavers, with a larger portion of these two being the local exam. My opinions in this thread are based purely on my experience teaching and observing these young adults in a classroom setting.
QUOTE(Vape On @ Jun 23 2016, 01:13 PM)
English proficiency is weaker than international school. But i wont trade 2 languages for 1.
When their spoken and written English is so poor that it can't be used for professional communication, that's not trading 2 languages for one. It's trading one language for another. To be fluent at a language one has to practice it enough, and unless the student speaks English outside of the classroom, they just do not get enough exposure at Chinese schools. This is why I favor migrating from Chinese primary to international secondary - it gives the student enough time to readjust to the cultural shift and improve their English proficiency before they head off to university. This is especially critical to those students who come from a Chinese-speaking family as they don't get the required language practice at home. Sure, they can break out of their shell and improve their English at university, but by then it's usually too late to make a significant impact without putting a lot of undue stress on the student.
I can see that you're a little offended by my views in the previous posts, but there's really no need to be. This is a discussion, not an argument. Please take my comments as constructive criticism, whereby I'm just pointing out the pitfalls in the current system and suggesting the best possible route for TS based on my experience.
This post has been edited by v1n0d: Jun 23 2016, 04:56 PM