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Modelling culturally responsive teaching: a case-based study in the Malaysian setting

Heterogeneity in the Malaysian school system has divided students of various cultural and ethnic backgrounds. The chances of getting a group of multicultural students in a classroom are far slimmer in the rural areas than in schools situated in the urban areas. The classroom composition in the urban...

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Main Authors: Idrus, Faizah, Ismail, Nik Ahmad Hisham, Mohamad Kamalludeen, Rosemaliza, Che Haron, Sueraya
Format: Monograph
Language:English
Published: 2016
Subjects:
L Education (General)
LB Theory and practice of education
LB1705 Education and training of teachers
Online Access:http://irep.iium.edu.my/51175/2/CRT_full_no_transcription_%281%29.pdf
http://irep.iium.edu.my/51175/
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spelling my.iium.irep.511752017-03-06T02:20:04Z http://irep.iium.edu.my/51175/ Modelling culturally responsive teaching: a case-based study in the Malaysian setting Idrus, Faizah Ismail, Nik Ahmad Hisham Mohamad Kamalludeen, Rosemaliza Che Haron, Sueraya L Education (General) LB Theory and practice of education LB1705 Education and training of teachers Heterogeneity in the Malaysian school system has divided students of various cultural and ethnic backgrounds. The chances of getting a group of multicultural students in a classroom are far slimmer in the rural areas than in schools situated in the urban areas. The classroom composition in the urban areas displays a different pattern depending on the location of the schools. With this imbalance, Malaysia’s existence as a multicultural nation lies more in name than in reality. With the call for greater enhancement of unity and integration among ethnic community in schools (Preliminary Report Malaysia Education Blueprint 2013-2025, this study intends to examine the significance of the Third Space theory by looking through the lens of Culturally Responsive Teaching (CRT). Gay (2000) defines culturally responsive teaching as using the cultural knowledge, prior experiences, and performance styles of diverse students to make learning more appropriate and effective for them; it teaches to and through the strengths of these students. While the Third Space theory (Bhabha, 1994) accentuates the importance of using students home/community experiences to that of schools, which is thus far being sidelined in the Malaysian setting. The Third space is an interstice or a place in-between which is imperative for students who come from diverse cultures. This investigation therefore aims to 1. draw out the elements of CRT for teachers. 2. model these elements to be used in the secondary school English language classrooms and 3. determine teachers/students responses towards CRT. Two short stories (Malaysian-based stories) are chosen. A mixed method approach will be used employing primarily qualitative inquiry through phenomenological approach (interviews with teachers and students and classroom observations will be conducted) and a set of questionnaire to elicit pertinent information on teachers common practices in the English classrooms.20 schools from 4 regions in Malaysia will be identified and Form 4 students (and their teachers) will be selected as respondents. The findings from teachers/students responses will point to the direction of how teachers have afforded the spaces for CRT through infusing CRT skills in language classrooms. Through this investigation, teachers and students responses of the use of CRT elements/materials in the English language classrooms are recorded and analysed to determine their willingness/reluctance to adopt this approach in the classroom 2016-06-25 Monograph REM application/pdf en http://irep.iium.edu.my/51175/2/CRT_full_no_transcription_%281%29.pdf Idrus, Faizah and Ismail, Nik Ahmad Hisham and Mohamad Kamalludeen, Rosemaliza and Che Haron, Sueraya (2016) Modelling culturally responsive teaching: a case-based study in the Malaysian setting. Research Report. UNSPECIFIED. (Unpublished)
institution Universiti Islam Antarabangsa Malaysia
building IIUM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider International Islamic University Malaysia
content_source IIUM Repository (IREP)
url_provider http://irep.iium.edu.my/
language English
topic L Education (General)
LB Theory and practice of education
LB1705 Education and training of teachers
spellingShingle L Education (General)
LB Theory and practice of education
LB1705 Education and training of teachers
Idrus, Faizah
Ismail, Nik Ahmad Hisham
Mohamad Kamalludeen, Rosemaliza
Che Haron, Sueraya
Modelling culturally responsive teaching: a case-based study in the Malaysian setting
description Heterogeneity in the Malaysian school system has divided students of various cultural and ethnic backgrounds. The chances of getting a group of multicultural students in a classroom are far slimmer in the rural areas than in schools situated in the urban areas. The classroom composition in the urban areas displays a different pattern depending on the location of the schools. With this imbalance, Malaysia’s existence as a multicultural nation lies more in name than in reality. With the call for greater enhancement of unity and integration among ethnic community in schools (Preliminary Report Malaysia Education Blueprint 2013-2025, this study intends to examine the significance of the Third Space theory by looking through the lens of Culturally Responsive Teaching (CRT). Gay (2000) defines culturally responsive teaching as using the cultural knowledge, prior experiences, and performance styles of diverse students to make learning more appropriate and effective for them; it teaches to and through the strengths of these students. While the Third Space theory (Bhabha, 1994) accentuates the importance of using students home/community experiences to that of schools, which is thus far being sidelined in the Malaysian setting. The Third space is an interstice or a place in-between which is imperative for students who come from diverse cultures. This investigation therefore aims to 1. draw out the elements of CRT for teachers. 2. model these elements to be used in the secondary school English language classrooms and 3. determine teachers/students responses towards CRT. Two short stories (Malaysian-based stories) are chosen. A mixed method approach will be used employing primarily qualitative inquiry through phenomenological approach (interviews with teachers and students and classroom observations will be conducted) and a set of questionnaire to elicit pertinent information on teachers common practices in the English classrooms.20 schools from 4 regions in Malaysia will be identified and Form 4 students (and their teachers) will be selected as respondents. The findings from teachers/students responses will point to the direction of how teachers have afforded the spaces for CRT through infusing CRT skills in language classrooms. Through this investigation, teachers and students responses of the use of CRT elements/materials in the English language classrooms are recorded and analysed to determine their willingness/reluctance to adopt this approach in the classroom
format Monograph
author Idrus, Faizah
Ismail, Nik Ahmad Hisham
Mohamad Kamalludeen, Rosemaliza
Che Haron, Sueraya
author_facet Idrus, Faizah
Ismail, Nik Ahmad Hisham
Mohamad Kamalludeen, Rosemaliza
Che Haron, Sueraya
author_sort Idrus, Faizah
title Modelling culturally responsive teaching: a case-based study in the Malaysian setting
title_short Modelling culturally responsive teaching: a case-based study in the Malaysian setting
title_full Modelling culturally responsive teaching: a case-based study in the Malaysian setting
title_fullStr Modelling culturally responsive teaching: a case-based study in the Malaysian setting
title_full_unstemmed Modelling culturally responsive teaching: a case-based study in the Malaysian setting
title_sort modelling culturally responsive teaching: a case-based study in the malaysian setting
publishDate 2016
url http://irep.iium.edu.my/51175/2/CRT_full_no_transcription_%281%29.pdf
http://irep.iium.edu.my/51175/
_version_ 1643613896016134144
score 13.211869

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