Youth Constructing Their Identities in the English Language Classrooms. Lesson Studies from Selected Secondary Schools in Malaysia PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Youth Constructing Their Identities in the English Language Classrooms. Lesson Studies from Selected Secondary Schools in Malaysia PDF full book. Access full book title Youth Constructing Their Identities in the English Language Classrooms. Lesson Studies from Selected Secondary Schools in Malaysia by Faizah Idrus. Download full books in PDF and EPUB format.
Author: Faizah Idrus
Publisher: Partridge Publishing Singapore
ISBN: 1543766447
Category : Literary Criticism
Languages : en
Pages : 134
Get Book Here
Book Description
About the Author Faizah Idrus completed her Phd in Education in 2012 specifically in Sociolinguistics from The University of Nottingham, United Kingdom. Her PhD thesis was entitled: The Construction of Shared Malaysian Identity in the Malaysian Literature Classrooms. She obtained her Master’s Degree in Professional Studies in Education from The University of Leicester, United Kingdom and her Bachelor’s Degree in Teaching English to Speakers of Other Languages (TESOL) from The University of Leeds, United Kingdom. She has written numerous articles related to her field of studies. She has written two books and also an Editor of several compilation books. She has more than 30 years’ experience as a primary, secondary school teacher as well as an academic at Higher Education Institutions. Her interests include but not confined to English as a Second Language, Language, identity and Community and Teacher Education, Culturally Responsive Teaching, Cultural Intelligences etc. She is currently an academic at Department of Language and Literacy, Kulliyyah of Education, International Islamic University Malaysia.
Author: Faizah Idrus
Publisher: Partridge Publishing Singapore
ISBN: 1543766447
Category : Literary Criticism
Languages : en
Pages : 134
Get Book Here
Book Description
About the Author Faizah Idrus completed her Phd in Education in 2012 specifically in Sociolinguistics from The University of Nottingham, United Kingdom. Her PhD thesis was entitled: The Construction of Shared Malaysian Identity in the Malaysian Literature Classrooms. She obtained her Master’s Degree in Professional Studies in Education from The University of Leicester, United Kingdom and her Bachelor’s Degree in Teaching English to Speakers of Other Languages (TESOL) from The University of Leeds, United Kingdom. She has written numerous articles related to her field of studies. She has written two books and also an Editor of several compilation books. She has more than 30 years’ experience as a primary, secondary school teacher as well as an academic at Higher Education Institutions. Her interests include but not confined to English as a Second Language, Language, identity and Community and Teacher Education, Culturally Responsive Teaching, Cultural Intelligences etc. She is currently an academic at Department of Language and Literacy, Kulliyyah of Education, International Islamic University Malaysia.
Author: Huizhu Huang
Publisher:
ISBN: 9781361281772
Category :
Languages : en
Pages :
Get Book Here
Book Description
Author: Faizah Idrus
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
In Malaysia, ethnic and cultural tension and conflicts have escalated in the past 5 years bringing undesirable impacts on the nation's economy and, most importantly, on inter-ethnic relationships. In line with the government's 1Malaysia effort to produce a more integrated society, this study proposes the need to construct a shared Malaysian identity, starting from the classroom, which is facilitated by teachers through the use of Malaysian short stories. This proposition, amidst the differences in cultural, religious and beliefs systems, aims to close the ethnic and cultural divide and cultivate widespread inter and intra cultural awareness. The study is grounded in the notion of hybridity in the Third Space espoused by Bhabha (1994) and ameliorated and geared towards the classroom context by the works of Gutiérrez (1999, 2004, 2008). The inquiry was designed using primarily qualitative research instruments employing non-participant classroom observations, semi-structured interviews with 7 English Language teachers, and group interviews with 6 groups of students from 4 different schools in Kuala Lumpur. A one-day workshop was also conducted with the 7 teachers to introduce new Malaysian short stories and also for the purpose of sharing experiences in teaching literature in English. This data source was then supported by secondary quantitative data derived from self-completion questionnaires administered to the students of the teachers involved in this study. The findings from the analyses of the results show various attitudes, beliefs and teaching and practices in the English language classroom in response to the notion of constructing a shared identity in the Third Space. The notion of the hidden curriculum is also investigated to determine how it can be usefully theorized towards identity construction in the classroom. On the one hand, students mainly accepted the shared identity concept as a basis for classroom practice, whilst teachers had a range of views about this idea. In the conclusion, the thesis explores the implications of the classroom practices adopted by the teachers in this study as part of the process of constructing a shared Malaysian identity. It also examines the plausibility of and barriers to creating an awareness of the Third Space through the use of narratives produced by local writers, both as a medium for developing the skills to access the Third Space and also as the container of messages about Malaysian society and identity. Finally, this study suggests the way forward for realizing the country's aspiration of a unified society and becoming a full-fledged developed country, which can possibly start in the classrooms.
Author: Che Yee Lye
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 882
Get Book Here
Book Description
"This research study examines the student-, teacher- and school-level factors, their interrelationships and their impact on students' English as a second language proficiency. A quantitative research design was used including questionnaires and assessment checklist to collect data from the respondents. The respondents in this study involved the Malaysian Independent Chinese Secondary Schools located at the urban areas in Kuala Lumpur, Selangor, Perak and Penang, the Senior 1 English language teachers, and all Senior 1 students who were taught by these teachers. A number of scales and demographic items related to student-, teacher- and school-level factors were administered for the purpose of this study. All scales except the demographic items employed in this study were validated, calibrated and verified using the Confirmatory Factor Analysis and Rasch Analysis. In addition, as many teachers or raters from different schools and classes were involved in rating students' English language proficiency, their scores were adjusted by modelling rater judgement through the many facets Rasch analysis. The raw scores obtained from the responses in all scales were anchored to obtain the Weighted Likelihood Estimates for use in subsequent analyses which included the analyses for the student- and teacher-level models as well as the hierarchical linear model. The Structural Equation Modelling approach was employed to examine the student- and teacher-level models. For the student-level model, all scales or variables and demographic items were examined with regards to their interrelationships and how they influenced students' English language proficiency. For the teacher-level model, the interrelationships of the variables and demographic items were examined. In addition, as data collected were of a hierarchical structure, the relationships among the nested variables in school-, teacher- and student-levels, how these variables influenced students' English language proficiency, and the cross-level interactions of these variables were examined in the hierarchical linear model."--Abstract.
Author: Huizhu Huang (M. Phil.)
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 164
Get Book Here
Book Description
Author: Huizhu Huang (M. Phil.)
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 164
Get Book Here
Book Description
Author: Huajing Zhao
Publisher: Cambridge Scholars Publishing
ISBN: 144383064X
Category : Language Arts & Disciplines
Languages : en
Pages : 290
Get Book Here
Book Description
This book is developed from an ethnographic case study which investigated Chinese adolescents’ construction of their gender identity and the way it is negotiated in the course of learning English as a foreign language (EFL) from a sociolinguistic, sociocultural and sociopsychological point of view. It documented the unseen connections between the micro-level of the students’ face-to-face verbal interactions and the macro-level of the role of learning EFL that can play in students’ construction and negotiation of their gender identity. The book aims to help both teachers and students to develop a more comprehensive view of English learning as a means to social and educational development. On the whole, the study showed that second language learning pedagogy which integrates CLT can be used as an important tool to open up opportunities for the improvement of gender awareness in cultures where gender and sex are not linguistically differentiated. It demonstrated that the EFL class can be used as a means of opening up a space where adolescents can become aware of gender and play around with this awareness. It can be educationally valuable with regard to making students and teachers think about a number of social and intercultural issues alongside cross-linguistic issues. The fieldwork of the research showed that interventions directed at attracting students’ attention to gender roles and the way they behaved in interactions in English highlight an educational function of the place of EFL in the curriculum which is so far unrecognised in China.
Author: Tabitha D. Lim
Publisher:
ISBN:
Category :
Languages : en
Pages : 59
Get Book Here
Book Description
This paper firstly examines the historical context of Malaysian curriculum in regards to the teaching of English, and moves on to dissect the present context of Malaysian English classrooms. This paper is primarily focused on analyzing English classrooms in three Malaysian schools: National School, National Chinese Type School, and National Tamil Type School. The analysis is planned out by looking at how teachers teach reading, writing, speaking and listening English in each classroom and proposes a revision of said teaching strategies. The outcome of this paper proposes that there should be a much deeper approach to teaching English by creating more meaningful English lessons rather than the surface level approach of teaching by rote memorization and repetition. Finally, in order for Malaysia to become a contender in the global workforce, global academia, and global economy, Malaysia students need to be sufficiently proficient in the English language first through meaningful English lessons in schools.
Author: Vickie Wai Kei Li
Publisher:
ISBN:
Category :
Languages : en
Pages : 570
Get Book Here
Book Description
This study is a narrative inquiry of six Hong Kong post-secondary students' English learning experiences. Studies on Hong Kong's English language education system have tended to explore the impact of medium of instruction policy on secondary school students' motivation and attitudes towards English learning (e.g., Poon, 2013) and their cultural or national identity development (e.g., Lin, 1997; Lin & Man, 2009). At the postsecondary level, researchers have examined the effectiveness of English for Academic Purposes courses (e.g., Evans & Green, 2007) and language use in English-medium postsecondary institutions (e.g., Evans & Morrison, 2011a, 2011b). Less is known about how students negotiate identities and construct perceptions of English learning in Hong Kong's post-secondary education context. Theoretically informed by Norton's (1997, 2000a) work on the role identity plays in English learning, this study pays particular attention to how interactions within the English classroom have shaped and informed the participants' English learning experiences and English learner identitie. Data were gathered from relevant English language curriculum, pre-interview questionnaires, interviews with student participants, and post-interview classroom observations. The data were used to develop the participants' English learning narratives, and connections were made between the various stories told by individual participants and how they made meaning of their English learning. A thematic analysis of the data was also conducted to highlight both common and idiosyncratic aspects of students' English learning. Findings demonstrate that the participants constantly (re- )constructed their identities as situated and multiple within their immediate and imagined learning communities. Their investment in English learning was inextricably tied to their prior learning experiences, multiple identities, and hopes and desires for the future. The students' learning narratives provided rich descriptions that contribute to a better understanding of the relationship between language and identity in second language learning both in Hong Kong and internationally. The study highlights the importance of language educators taking into account students' prior learning experiences and multiple identities, which are often overlooked or neglected in highly competitive learning environments such as in Hong Kong. The study suggests possible ways for educators and policy makers to enhance students' investment in learning in English language classrooms.
Author: Mariam Mohamad
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
This thesis explores the use of mobile phones to support English vocabulary learning in Malaysian schools and develops an implementation strategy which consists of the policy and procedure through an Educational Research and Development (ER&D) methodology (Borg and Gall, 1979) with the interview as the main research tool. The methodology consists of rigorous steps in developing, evaluating and disseminating the implementation strategy as well as exploring other issues associated with mobile learning implementation in Malaysian schools. Based on the respondent's perspectives, it has been established that the implementation strategy developed in this study would have the potential to provide guidance in the implementation of mobile learning in Malaysian schools. There is also a potential to utilise mobile phones to complement the existing practices in Malaysian schools: adding value to the existing initiatives for teaching the English Language in Malaysian schools; complementing the ICT policy in the Malaysian Education System; complementing the Malaysian Smart School vision to utilise mobile technologies; and becoming an alternative teaching and learning tool. This study also explores emerging themes in the implementation of mobile learning. These are the opportunities of utilising mobile phones including: to support English Language subject; as an affordable device; as a common device among students; as a future teaching and learning tool; as an engaging and motivational learning device; to support various learning activities; and to prepare students for their future with digital literacy. The challenges identified are: misuse, current educational policy, management and maintenance, stakeholders' attitude, digital divide and personal space invasion. The study sheds light on the situation regarding the utilisation of mobile phones including the challenges that need to be addressed to make it a reality. It is envisaged that the implementation strategy would help towards the realisation of mobile learning implementation in Malaysian schools.
