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/ http://journalarticle.ukm.my/8255/ http://journalarticle.ukm.my/8255/1/5918-22057-1-PB.pdf

id	ukm-8255
recordtype	eprints
spelling	ukm-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
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
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/ http://journalarticle.ukm.my/8255/ http://journalarticle.ukm.my/8255/1/5918-22057-1-PB.pdf
first_indexed	2023-09-18T19:51:56Z
last_indexed	2023-09-18T19:51:56Z
_version_	1777406277018714112

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

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