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Implementation of a Western-based multiliteracies pedagogy in Malaysia: a socio-cultural perspective

This paper discusses arising issues when a Western pedagogy in a Malaysian context is implemented. In finding a suitable pedagogy to address issues of low employability among Malaysian university graduates, academia prefers to implement a learning pedagogy such as multiliteracies approach from We...

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Main Authors: Fariza Puteh-Behak,, Ramiaida Darmi,, Yuslina Mohamed,
Format: Article
Language:English
Published: Penerbit UKM 2015
Online Access:http://journalarticle.ukm.my/8255/1/5918-22057-1-PB.pdf
http://journalarticle.ukm.my/8255/
http://ejournal.ukm.my/gema/index
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spelling my-ukm.journal.82552016-12-14T06:46:41Z http://journalarticle.ukm.my/8255/ Implementation of a Western-based multiliteracies pedagogy in Malaysia: a socio-cultural perspective Fariza Puteh-Behak, Ramiaida Darmi, Yuslina Mohamed, This paper discusses arising issues when a Western pedagogy in a Malaysian context is implemented. In finding a suitable pedagogy to address issues of low employability among Malaysian university graduates, academia prefers to implement a learning pedagogy such as multiliteracies approach from Western countries. However this practice is creating issues of adaptability among Malaysian students. Therefore this study investigates the implementation of the Multiliteracies pedagogy, a Western teaching approach; in a Malaysian university classroom that taught English as a Second Language (ESL). The method of the study was grounded to the philosophy of a participatory action research and data was collected through classroom observation, informal conversations and classroom artefacts. 30 Bakti Polytechnic students‟ experiences using the multiliteracies approach in learning ESL was the focus of this study. Due to the importance of reflection and action in a participatory action research, data was analysed through a Critical Reflective Analysis Steps, which included the process of observing and noting personal reflections, confronting and thinking, and taking action. The findings suggest that students had issues with working in teams, completing critical analysis and participating actively in classroom discussions. The study proposes a framework to guide the implementation of a Western-based pedagogy in a Malaysian context. Indeed, the practice requires deep deliberation of the students‟ socio-cultural practices and cultures of learning to ensure that optimum result could be achieved from the introduction of the new pedagogy. Penerbit UKM 2015-02 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/8255/1/5918-22057-1-PB.pdf Fariza Puteh-Behak, and Ramiaida Darmi, and Yuslina Mohamed, (2015) Implementation of a Western-based multiliteracies pedagogy in Malaysia: a socio-cultural perspective. GEMA: Online Journal of Language Studies, 15 (1). pp. 1-24. ISSN 1675-8021 http://ejournal.ukm.my/gema/index
institution Universiti Kebangsaan Malaysia
building Perpustakaan Tun Sri Lanang Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Kebangsaan Malaysia
content_source UKM Journal Article Repository
url_provider http://journalarticle.ukm.my/
language English
description This paper discusses arising issues when a Western pedagogy in a Malaysian context is implemented. In finding a suitable pedagogy to address issues of low employability among Malaysian university graduates, academia prefers to implement a learning pedagogy such as multiliteracies approach from Western countries. However this practice is creating issues of adaptability among Malaysian students. Therefore this study investigates the implementation of the Multiliteracies pedagogy, a Western teaching approach; in a Malaysian university classroom that taught English as a Second Language (ESL). The method of the study was grounded to the philosophy of a participatory action research and data was collected through classroom observation, informal conversations and classroom artefacts. 30 Bakti Polytechnic students‟ experiences using the multiliteracies approach in learning ESL was the focus of this study. Due to the importance of reflection and action in a participatory action research, data was analysed through a Critical Reflective Analysis Steps, which included the process of observing and noting personal reflections, confronting and thinking, and taking action. The findings suggest that students had issues with working in teams, completing critical analysis and participating actively in classroom discussions. The study proposes a framework to guide the implementation of a Western-based pedagogy in a Malaysian context. Indeed, the practice requires deep deliberation of the students‟ socio-cultural practices and cultures of learning to ensure that optimum result could be achieved from the introduction of the new pedagogy.
format Article
author Fariza Puteh-Behak,
Ramiaida Darmi,
Yuslina Mohamed,
spellingShingle Fariza Puteh-Behak,
Ramiaida Darmi,
Yuslina Mohamed,
Implementation of a Western-based multiliteracies pedagogy in Malaysia: a socio-cultural perspective
author_facet Fariza Puteh-Behak,
Ramiaida Darmi,
Yuslina Mohamed,
author_sort Fariza Puteh-Behak,
title Implementation of a Western-based multiliteracies pedagogy in Malaysia: a socio-cultural perspective
title_short Implementation of a Western-based multiliteracies pedagogy in Malaysia: a socio-cultural perspective
title_full Implementation of a Western-based multiliteracies pedagogy in Malaysia: a socio-cultural perspective
title_fullStr Implementation of a Western-based multiliteracies pedagogy in Malaysia: a socio-cultural perspective
title_full_unstemmed Implementation of a Western-based multiliteracies pedagogy in Malaysia: a socio-cultural perspective
title_sort implementation of a western-based multiliteracies pedagogy in malaysia: a socio-cultural perspective
publisher Penerbit UKM
publishDate 2015
url http://journalarticle.ukm.my/8255/1/5918-22057-1-PB.pdf
http://journalarticle.ukm.my/8255/
http://ejournal.ukm.my/gema/index
_version_ 1643737416376254464
score 13.211869

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