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...

Full description

Bibliographic Details
Main Author:	Idrus, Faizah
Format:	Conference or Workshop Item
Language:	English
Published:	International Institute of Social and Economic Sciences (IISES) 2016
Subjects:	L Education (General) LA History of education
Online Access:	http://irep.iium.edu.my/50990/ http://irep.iium.edu.my/50990/ http://irep.iium.edu.my/50990/1/50990.pdf

id	iium-50990
recordtype	eprints
spelling	iium-509902016-12-30T03:25:50Z http://irep.iium.edu.my/50990/ Modelling culturally responsive teaching: a case-based study in the Malaysian setting Idrus, Faizah L Education (General) LA History of education 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 International Institute of Social and Economic Sciences (IISES) 2016-04-26 Conference or Workshop Item PeerReviewed application/pdf en http://irep.iium.edu.my/50990/1/50990.pdf Idrus, Faizah (2016) Modelling culturally responsive teaching: a case-based study in the Malaysian setting. In: 22nd International Academic Conference 2016, 22nd-25th March 2016, Lisbon, Portugal. http://www.iises.net/proceedings/22nd-international-academic-conference-lisbon/table-of-content/detail?article=modelling-culturally-responsive-teaching-a-case-based-study-in-the-malaysian-setting
repository_type	Digital Repository
institution_category	Local University
institution	International Islamic University Malaysia
building	IIUM Repository
collection	Online Access
language	English
topic	L Education (General) LA History of education
spellingShingle	L Education (General) LA History of education Idrus, Faizah 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	Conference or Workshop Item
author	Idrus, Faizah
author_facet	Idrus, Faizah
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
publisher	International Institute of Social and Economic Sciences (IISES)
publishDate	2016
url	http://irep.iium.edu.my/50990/ http://irep.iium.edu.my/50990/ http://irep.iium.edu.my/50990/1/50990.pdf
first_indexed	2023-09-18T21:12:09Z
last_indexed	2023-09-18T21:12:09Z
_version_	1777411324189343744

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

Similar Items