Narratives of the Unsung Heroes: Trials and Endeavors of the English Language Teachers at an Indigenous School in Malaysia

Abstract

Many studies on indigenous education focus on measuring the indigenous students’ literacy and understanding the sociocultural blockades in learning; however, less studies have been done on reconnoitering the teachers’ experiences in teaching indigenous school children, especially in teaching the English language. The main objective of the study is to explore the challenges faced by English language teachers at an indigenous national school in teaching the English language. In addition, it will also explore the exertions made by the teachers in their quest of boosting the teaching and learning process. This study applied a case study approach to really understand the experiences of the teachers in teaching the indigenous children. The study was conducted at an indigenous national school that teaches 100% indigenous students. Data were collected through semi-structured interviews with nine primary school English language teachers. Data were analyzed using a thematic analysis, where data were transcribed verbatim, coded and characterized into substantial themes. The findings show that the English language teachers were faced with two main challenges which were navigating the learning issues of indigenous children and expertise issues of the teachers. However, despite the challenges, the teachers were constantly thinking of ways for the betterment of the indigenous students’ holistic achievement such as trying to understand the students’ cultural norms as well as nurturing the predisposition of students in learning. It is hoped that this study could contribute to the professional development efforts and supportive agendas for English language teachers teaching indigenous school children. Kebanyakan kajian pendidikan Orang Asli terfokus kepada pengukuran literasi murid Orang Asli dan juga tentang halangan sosio-budaya di dalam proses pembelajaran di sekolah; tetapi tidak banyak kajian di lakukan tentang pengalaman guru-guru yang mengajar murid Orang Asli di sekolah, terutamanya di dalam mengajar Bahasa Inggeris. Kajian ini meliputi tema penyediaan pendidikan holistik dengan meneroka cabaran yang dihadapi dan usaha yang dilakukan oleh guru-guru di sebuah sekolah kebangsaan Orang Asli di Malaysia. Kajian ini menggunakan pendekatan kajian kes dan dijalankan di sebuah sekolah kebangsaan Orang Asli di Semenanjung Malaysia. Kajian ini melibatkan sembilan guru Bahasa Inggeris di sebuah sekolah. Data dikutip melalui temubual berstruktur dan data kemudiannya dianalisis menggunakan analisis bertema, di mana data ditranskripsi, dikod dan dikategorikan mengikit tema yang signifikan. Dapatan kajian menunjukkan guru-guru berhadapan dengan dua cabaran utama iaitu gaya pembelajaran murid yang berbeza dan juga masalah kepakaran guru. Walau bagaimanapun, guru-guru juga berusaha untuk memahami budaya pelajar dan mengenal pasti kekuatan pelajar di dalam mendidik mereka. Adalah diharapkan bahawa dapatan kajian dapat menyumbang kepada pembangunan profesional dan juga menjadi agenda yang menyokong guru-guru Bahasa Inggeris yang mengajar di sekolah Orang Asli

Voices of Indigenous Parents on Learning, Class, and Literacy Practices: Agency, Authority, and Empowerment

“…K9 schools house indigenous learners who sit for a Special Model School that offers a ten-year education that ranges from pre-school to lower secondary levels (Abdul Rahman, 2009). There are around five K9 schools in Peninsular Malaysia, and they are mostly built in rural areas, usually adjacent to indigenous community settlements (Edo, 2019;Puteh-Behak et al, 2019). Secondly, JAKOA provides financial assistance in the form of scholarships and school items.…”