Initiating culturally responsive teaching for identity construction in the Malaysian classrooms

This article presents evidence to the need for Culturally Responsive Teaching (CRT) to construct students’ identity in the Malaysian classrooms. Since an important objective of education is to prepare individuals to exercise efficaciously in their environment, all students in multicultural society c...

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Main Author:	Idrus, Faizah
Format:	Article
Language:	English English
Published:	Canadian Centre for Science and Education 2014
Subjects:	HT Communities. Classes. Races L Education (General) LG Individual institutions (Asia. Africa)
Online Access:	http://irep.iium.edu.my/36324/ http://irep.iium.edu.my/36324/ http://irep.iium.edu.my/36324/ http://irep.iium.edu.my/36324/1/Faizah_IDrus_ELT_Journal.pdf http://irep.iium.edu.my/36324/4/36324_Initiating%20culturally%20responsive%20teaching.SCOPUSpdf.pdf

id	iium-36324
recordtype	eprints
spelling	iium-363242017-09-19T08:31:33Z http://irep.iium.edu.my/36324/ Initiating culturally responsive teaching for identity construction in the Malaysian classrooms Idrus, Faizah HT Communities. Classes. Races L Education (General) LG Individual institutions (Asia. Africa) This article presents evidence to the need for Culturally Responsive Teaching (CRT) to construct students’ identity in the Malaysian classrooms. Since an important objective of education is to prepare individuals to exercise efficaciously in their environment, all students in multicultural society could benefit from exposure to CRT (Gay, 2000). In this study, a specific text (Ah Khaw Goes to Heaven) was used in the English literature classroom, which depicted conflicts in multicultural Malaya in the 1940s. A qualitative inquiry employing semi-structured, in depth interviews with 9 English language teachers in 6 schools around Kuala Lumpur were carried out. Classroom observations were conducted, and group interviews with 6 groups of students were also carried out. Thematic analysis were performed and the findings suggest that students’ interpretation of CRT were influenced by an orthodox perception of their identity in the classroom and in the teaching and learning process, while teachers were more skeptical and reserved in developing CRT. Canadian Centre for Science and Education 2014-04-01 Article PeerReviewed application/pdf en http://irep.iium.edu.my/36324/1/Faizah_IDrus_ELT_Journal.pdf application/pdf en http://irep.iium.edu.my/36324/4/36324_Initiating%20culturally%20responsive%20teaching.SCOPUSpdf.pdf Idrus, Faizah (2014) Initiating culturally responsive teaching for identity construction in the Malaysian classrooms. English Language Teaching, 7 (4). pp. 53-63. ISSN 1916-4750 (O), 1916-4742 (P) http://www.ccsenet.org/journal/index.php/elt/article/view/34930 10.5539/elt.v7n4p53
repository_type	Digital Repository
institution_category	Local University
institution	International Islamic University Malaysia
building	IIUM Repository
collection	Online Access
language	English English
topic	HT Communities. Classes. Races L Education (General) LG Individual institutions (Asia. Africa)
spellingShingle	HT Communities. Classes. Races L Education (General) LG Individual institutions (Asia. Africa) Idrus, Faizah Initiating culturally responsive teaching for identity construction in the Malaysian classrooms
description	This article presents evidence to the need for Culturally Responsive Teaching (CRT) to construct students’ identity in the Malaysian classrooms. Since an important objective of education is to prepare individuals to exercise efficaciously in their environment, all students in multicultural society could benefit from exposure to CRT (Gay, 2000). In this study, a specific text (Ah Khaw Goes to Heaven) was used in the English literature classroom, which depicted conflicts in multicultural Malaya in the 1940s. A qualitative inquiry employing semi-structured, in depth interviews with 9 English language teachers in 6 schools around Kuala Lumpur were carried out. Classroom observations were conducted, and group interviews with 6 groups of students were also carried out. Thematic analysis were performed and the findings suggest that students’ interpretation of CRT were influenced by an orthodox perception of their identity in the classroom and in the teaching and learning process, while teachers were more skeptical and reserved in developing CRT.
format	Article
author	Idrus, Faizah
author_facet	Idrus, Faizah
author_sort	Idrus, Faizah
title	Initiating culturally responsive teaching for identity construction in the Malaysian classrooms
title_short	Initiating culturally responsive teaching for identity construction in the Malaysian classrooms
title_full	Initiating culturally responsive teaching for identity construction in the Malaysian classrooms
title_fullStr	Initiating culturally responsive teaching for identity construction in the Malaysian classrooms
title_full_unstemmed	Initiating culturally responsive teaching for identity construction in the Malaysian classrooms
title_sort	initiating culturally responsive teaching for identity construction in the malaysian classrooms
publisher	Canadian Centre for Science and Education
publishDate	2014
url	http://irep.iium.edu.my/36324/ http://irep.iium.edu.my/36324/ http://irep.iium.edu.my/36324/ http://irep.iium.edu.my/36324/1/Faizah_IDrus_ELT_Journal.pdf http://irep.iium.edu.my/36324/4/36324_Initiating%20culturally%20responsive%20teaching.SCOPUSpdf.pdf
first_indexed	2023-09-18T20:52:01Z
last_indexed	2023-09-18T20:52:01Z
_version_	1777410057596567552

Initiating culturally responsive teaching for identity construction in the Malaysian classrooms

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