ERIC ED372979: U.S. Department of Education Fulbright-Hays Seminars Abroad Program, Malaysia June 26 - July 24, 1993. Participants' Reports.

312 Pages·6 MB·English

by  ERIC

DOCUMENT RESUME
ED 372 979
SO 023 899
TITLE
U.S. Department of Education Fulbright-Hays Seminars
Abroad Program, Malaysia June 26
July 24, 1993.
Participants' Reports.
INSTITUTION
Malaysian-American Commission on Educational
Exchange, Kuala Lumpur.
SPONS AGENCY
Department of Education, Washington, DC.
PUB DATE
Jan 94
NOTE
319p.; Some portions may not reproduce clearly.
PUB TYPE
Collected Works
Conference Proceedings (021)
Guides
Non-Classroom Use (055)
EDRS PRICE
MF01/PC13 Plus Postage.
DESCRIPTORS
*Cross Cultural Training; *Cultural Pluralism;
Elementary Secondary Education; Foreign Countries;
Higher Education; *International Educational
Exchange; Language Attitudes; Local History; Moral
Values; Social Studies; Teacher Developed
Materials
IDENTIFIERS
Fulbright Hays Seminars Abroad Program; *Malaysia
ABSTRACT
This document contains reports by 14 participants of
a Fulbright-Hays seminar in Malaysia. Participants were introduced to
Malaysia and the Malaysian way of life through talks, discussion and
field trips to schools, and educational institutions and cultural
centers throughout the country. At every location the group was given
presentations or local history and culture, local and regional
development issues, and education. During the field visits the group
focused its attention on the uniqueness of each of the areas and the
kinds of people who lived there. The participants were introduced not
only to the many facets of Malaysian life, but also to the rural and
urban cultures; the experience thus dealt with the total fabric of
Malaysian society. The experiential dimension was supplemented by
viSits with individuals and organizations engaged in teaching,
training, and research. The included reports are:
"A Malaysian
(1)
Experience: Comparing Multi-Cultural Malaysian Culture to One's Own"
(Daniel Andersen);
(2) "Language Policy in Malaysia" (Elva Card);
(3)
"Moral Education: The Teaching of Common Values or Indoctrination?
Malaysia and American Responses" (Thais de Rosa);
a series of
(4)
geographical topics (Rose M. Giordano); (5) "Moral Education in the
Malaysian and the Unitee States' Public School Systems. A Descriptive
Study" (James Brian Higgins);
(6) "Curriculum Unit on Agricultural
Export Production in Malaysia" (Milton P. Hostetter);
(7) "Malaysian
Marathon. A Race for the Straits" (Charlene Jassim) ;
(8) "Report of
the Fulbright-Hays Seminar Abroad Program to Malaysia, June 26-July
24, 1993";
(9) "Pantuns Malay Poetry" (LoAnne J. Larson); (10)
"History and Art of the Pacific Rim" (Paula Rance); (11) "Where in
the World is Malaysia?" (Linda T. Rogers) ;
(12) "Factors Affecting
the Development of the Arts in Malaysia" (Teresa M. Sarno);
(13)
"Malaysia: A Guide for Preparing a Readers' Theater Production" (Gail
E. Scott); and (14) "Project on Malaysia" (Diane E. Erickson Smith).
(DK)
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SEMINARS ABROAD PROGRAM
U.S.E.D FULBRIGHT
1993
MALAYSIA, JUNE 26 - JULY 24
OBJECTIVES
international
is to help U.S. educators enhance their
The general objective of the program
country.
knowledge of the people and culture of another
understanding and increase their
broader
participants are expected to share their acquired
Upon their return to the United State,
professional
students, colleagues, members of civic and
knowledge and experiences with
home communities.
organizations, and the public in their
overview of
in Malaysia is to offer participants an
The specific objectives 6' the program
Malaysian life:
economics, geography, culture and scientific
To be acquainted with the history,
1.
agriculture) of Malaysia;
endeavors (especially those to do with
cultural diversity and to appreciate the multicultural
To be acquainted with Malaysian
2.
nature of the society;
of the people of Malaysia in the areas of art,
To gain insights into the contributions
3.
music, dance, science and technology;
of education in Malaysia;
To gain insights into the system
4.
of schools in Malaysia, with special emphasis
To gain insights into the national curriculum
5.
and language curricula.
on the social studies
PROGRAM
the Malaysian way of life through talks, discussion
Participants were introduced to Malaysia and
institutions and cultural centers, not only around Kuala
and field trips to schools, educational
They travelled to Melaka, Pahang, Kelantan,
Lumpur but also in other parts of the country.
Penang and Sarawak.
presentations with regards to local history and culture;
At every location, the group was given
and education. During the course of the field visits
local and regional development issues
uniqueness of each of the areas and the kinds of
the group focused its attention on the
introduced not only to the many facets of
people who live in them. The participants were
the experience thus deal with the total
Malaysian life, but also the rural and urban cultures;
dimension was supplemented by visits with
fabric of Malaysian society. The experiential
teaching, training and research.
individuals and organizations engaged in
ORGANIZERS
Department of Education, United States of America
Sponsor
Malaysian-American Commission on Educational Exchange
Coordinating Agency
(MACEE)
Karim, Executive Director
- Dr. M. Zain
Kovan, Program Officer
- Ms. Ka la
Gaudart, Faculty of Education,
- Dr. Hyacinth
Program Coordinator
Universiti Malaya.
3
U.S. Department of Education
Program
Fuibright-Hays Seminars Abroad
List of Participants
Andersen, Daniel L.
1.
Card, Elva L. Schroebel.
2.
De Rosa, Thais J.
3.
Giordano, Rose M.
4.
Higgins, James B.
5.
Hostetter, Milton P.
6.
Jassim, Charlene E. Johnson
7.
Karp, Judith L. Cotton
8.
Larson, LoAnne J.
9.
Rance, Paula
10.
Rogers, Linda L. Teague
11.
Sarno, Terese M.
12.
Scott, Gail E.
13.
Smith, Diane E. Erickson
14.
4
A Malaysian Experience:
Comparing multi-cultural Malaysian culture to one's own.
Daniel Andersen
The following pages are a collection of five lesson plans intended to
be used in an elementary curriculum. ( grades1 through 6) The
primary goal of these lessons are to give the student a basic
if you will, Malaysian culture while
understanding; a taste of,
The curriculum should be
to one's own.
comparing/contrasting it
altered depending on the age level of the learners and their
ethnic/cultural background. The major goal of the unit is for the
students to obtain the humanistic understanding that no matter how
different two societies may appear and no matter how remote from
one another they may be, they have similarities in their functions,
nedds and joys.
PREPARTION:
Before beginning the unit on Malaysia, a matrix should be built on the
classroom wall in order to give the students a visual means of
comparing their own culture with Malaysian and to aid in their
intellectual understanding that the cultures being investigated are
certainly different yet similar in terms of their needs and pastimes.
As a suggestion, the matrix may be approximately eight feet by six
Through student suggestions, allow the students to build the
feet.
components on the vertical side of the matrix.
INTRODUCTION:
-Explain to students that they will be learning about
-and
experiencing- various aspects of a different culture.
-Discuss the meaning of culture.
-Explain to students that while they are learning about Malaysian
culture, they can expect to find similarities and differences to their
own.
-Locate Malaysia on the map and inquire wether students know
anything about this country already.
Write their pre-consisting
knowledge of Malaysia on chart paper to be resurrected after the
unit.
-Directly instruct students on geographic and demographic
information concerning Malaysia; the land formations, the climate,
Orally compare this information to the United
the population.
States.
BUILDING A PROGRESSIVE MATRIX:
-In cooperative groups, have children generate a list of what humans
must have in order to live happily amongst each other.
Give them
approximately 10 minutes to discuss this in their groups.
-Have one speaker from each group present their list and clarify any
items that may need clarification.
-Displaying all
lists. The teacher should then circle the items
common to all lists.
Take these items and add them to the vertical
axis of the matrix; explaining that these are the items the class will
be exploring. On the horizontal axis of the matrix will be the words
the United States and Malaysia. (see diagram below)
-Undoubtedly, students will generate such items as food, clothing,
entertainment, and school.
The teacher may want to add worship,
art and dance in order to present a colorful perspective of Malaysian
culture.
-The dwation of this unit will depend on time and the interest of the
students, teacher and administration. Each lesson may take several
sessions.
CLOZURE:
6
Tell students that as they learn about Malaysia they will be
in the matrix on the wall.
They will begin
systematically filling
each lesson by identifying aspects of their own culture and then
writing a paragraph, as a class, and adding it to the matrix.
At the
end of the lesson, they will be writing a paragraph about Malaysian
culture.
LESSONS:
Lesson 1
OBJECTIVE: Students will experience the making and tasting of
a
curry dish and satay. They will recognize them as common Malaysian
cuisine.
SKILLS:
measurement, manual dexterity, following directions,
cooperation, research
U.S. COMPARISON (MATRIX):
In cooperative groups, students will
discuss the favorites of standard American cuisine. One would
expect hamburgers, fries, potatoes, pizza and so on. A list will be
added to the matrix.
MATERIALS:
-charcoal
-grill
-2 electric fry pans
-one crock pot
-cooking utensils
-two chopping blocks
ingredients
-recipe
-extra adults.
PROCEDURE:
Divide children into three groups: researchers, chopp,,
and chefs.
With another adult, send student researchers to
to look up
the origin and uses of the following spices and herbs:
cinnamon,
cumin, anise, ginger and garlic.
Meanwhile, have the choppers start preparing the vegetables while
the chefs prepare the recipe below.
As students re-assemble, researchers should give their brief oral
report on the origins and uses of the above spices.
Following the spice information, instruct students to gather in the
hall and instruct them to pretend that they are going to a Malay
house for dinner.
Inform them to take off their shoes and leave them
at the door before entering the "house".
Instruct students on the Malaysian greeting of shaking hands with
their guest with both hands then bringing one's hand to one's heart.
After students enter the "house" instruct them that they must eat
traditional Malaysian style; only eating with their right hand and
without
utensils.
Clean up.
SYNTHESIZE (Matrix)
As a class,
write a paragraph describing satay, curry and Malaysian
manners and add to the matrix board.
Students may want to amend
their American paragraph to describe the use of table utensils.
(Caution students that many Malaysian families today
use a spoon
and fork.)
CURRY RECIPE
tbsp oil
t
1/2 onion
1 teaspoon cumin, anise, cinnamon
salt
ginger and garlic to taste
potatoes
carrots
cup water
1
Heat oil. Put in onions and spices.
Fry until onions are golden brown
then add in the vegetables,
pour in a cup of water and add salt to
Allow to simmer.
taste.
EXTENSION ACTIVITES:
The teacher may wish to have students
prepare Chinese, Nyonya and Indian dishes common to Malaysia.
LESSON 2
OBJECTIVES:
Students will become familiar with the sound of
traditional Malaysian music and learn to dance the joget.
SKILLS: movement, following directions
U.S. COMPARISON (MATRIX):
In cooperative groups, students will
discuss the tastes of American music and dance.
Have them also
discuss and define "traditional" American dance and music.
One may
expect them to identify fiddle music, rock, and jazz
In the realm of
dance, possibly,
square dancing. As a class synthesize this
information in paragraph form. and display it on the matrix.
MATERIALS:
-several slides of Malaysian dance presentations and
costumes.
-video tape of "An Evening in Malaysia".
audio tape of "Malaysia- Promise of the East"
PROCEDURE:
Explain that traditional Malaysian music has
a great deal of
percussion in
it and have students listen to the music with their
heads down.
have students tap their feet in rhythm with the music.
Teach students the hand movements of the joget and,
while sitting,
have them demonstrate the movements to the rhythm
of the music.
Show the joget from the video tape, "An Evening in Malaysia".
Demonstrate the joget and have students perform.
SYNTHESIZE:
As a class, write a paragraph about the joget
and Malaysian music to
be placed on the Matrix.
Also, place an audio tape of the music in
a
plastic bag and position
it by a listening station
so that students
may listen to the music during their free time.
9
EXTENSION ACTIVITIES:
The teacher may demonstrate/compare
lban dance to extraordinarily similar Native American dance.
LESSON 3
Students will be able to articulate the BASIC
OBJECTIVE:
principles of Islam.
They will be able to identify a few practices of
Islam and be able to compare them to the BASIC elements and
practices
Christianity.
of
SKILLS: geography, reading for information
U.S. COMAPRISON (MATRIX):
Discuss with the class how religion
can often cause vast and extensive misunderstanding. Illustrate how
wars between families, communities and nations can r xplode over
the issue of worship.
Explain to the class that the majority of
Americans are Christians* and that this is neither good
nor bad, but
In cooperative groups, have children write as much
fact.
as they can
about Christian doctrine and practices.
As a group, synthesis this
information into a short paper and add to the matrix.
MATERIALS:
-book, Islam for Children by Ahmad Denffer
-blank coloring book copies of a world map.
-children's Islamic clothes suitable for worship
FROCEDURE:
Have students place their world atlases, and
crayons on the desk.
Give each student a coloring book type
map of the world.
List countries on the board that are primarily Islamic.
Have children
locate these countries on their map and color them blue.
List countries on the map that are primarily Christian
and have
students color those countries red.
1
(1