Preschool teachers’ training and attitudes towards multicultural education in Malaysia

Abdullah, Melissa Ng Lee Yen; Abdullah, Anna Christina

doi:10.37134/saecj.vol7.1.2018

Cited by 11 publications

(10 citation statements)

References 10 publications

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“…The teachers' lack of knowledge about multicultural education and their lack of knowledge of the concept of multicultural education and its components make us think that they cannot apply cultural arrangements and multicultural education activities in the classroom consciously and within a certain plan. So much so that Abdullah & Abdullah (2018) in their study in which they investigated teachers' attitudes towards multicultural education; They concluded that two-thirds of the teachers misunderstood the concept of multiculturalism, and therefore there were differences in their attitudes towards multicultural education.…”

Section: Conclusion Discussion and Recommendationsmentioning

confidence: 99%

Preschool Teachers' Opinions Towards to Multicultural Education

Ates¹,

Şahin²

2021

eqr

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It is almost impossible to talk about a monocultural society in the world that exist diversity and differences. Cultural diversity also makes its presence felt in schools, as in every atmosphere. Pre-school institutions, where children leave their home environment and are involved in the educational environment for the first time, are the places in which each child brings the cultural diversity of himself and his family, and in which peer interaction first occurs and develops. For these reasons, it is important to determine the views and practices of pre-school teachers about multiculturalism and its applications. In this study, a phenomenological research model, one of the qualitative research methods, was used by interviewing 23 preschool teachers working in official independent kindergartens in the city center of Diyarbakır. Data were collected through interviews with teachers, and content analysis was used in the analysis of the data. So far as the results of the research; it has been determined that the number of teachers who make arrangements in terms of multiculturalism in their classrooms is quite low, and the teachers who do not make arrangements for this, justify that the children in their classes are from Diyarbakır province or its surroundings, and ignore the cultural diversity of the province they work in. It was designated that all of the participants included the issues of respect for differences in their plans, and due to the pandemic, the diversity of teachers' activities for multiculturalism and respect for differences decreased. It has been determined that teachers focus on different themes and subjects due to the limited education period during the pandemic process. All the teachers participating in the study emphasized that it is more effective to address cultural issues in face-to-face education, however it was determined that they could not associate some of their practices with multiculturalism and respect for differences.

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Section: Conclusion Discussion and Recommendationsmentioning

confidence: 99%

Preschool Teachers' Opinions Towards to Multicultural Education

Ates¹,

Şahin²

2021

eqr

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“…ESL teachers will benefit more from understanding methods to teach worldwide issues, managing stereotypes, multicultural issues, and conflicts. Abdullah and Abdullah (2018) and Chong and Yamat (2021) agreed that critical issues, including managing stereotypes, biases, and discriminatory behavior among students, need to be addressed in ESL education due to the inclusion of global topics in the CEFR-aligned syllabus. Understanding the topics in-depth and addressing more local and global issues in ESL lessons are crucial.…”

Section: Discussionmentioning

confidence: 99%

“…They can effectively work in diverse classrooms and school environments ( Salzer and Roczen, 2018 ; Diveki, 2020 ; Yaccob et al, 2021 ). It is significant in the Malaysian ESL context since Malaysia is considered one of the most heterogeneous countries worldwide ( Abdullah and Abdullah, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

Globally competent teachers: English as a second language teachers’ perceptions on global competence in English lessons

2022

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Due to the implementation of global education and global citizenship education in the 21st century, more focus is given to developing teachers’ global competence in English language teaching. This study aims to examine the perceptions of English as a Second Language (ESL) teachers of (1) global competence integration in English teaching and (2) the professional development programs organized by the Ministry of Education (MOE) for their global competence development. A web-survey questionnaire was distributed to 172 Malaysian ESL teachers based on selected criteria. The data collected were analyzed descriptively. The main findings indicated that most ESL teachers showed positive perceptions regarding the importance of global competence and integration in English lessons. Although 83.1% of the 172 participants agreed to have attended 10 or more programs related to developing global competence, the descriptive analysis found the ESL teachers’ moderate knowledge and understanding of what constitutes global competence. In contrast, a high agreement was found regarding their perceptions of the importance of global competence in ESL lessons. Also, most respondents revealed the lack of support from the MOE through professional development programs specifically structured to develop ESL teachers’ global competence. The findings served as a template for a larger-scale study that focuses on implementing global competence in the local non-western context.

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“…Living in a multicultural society, every pupil comes from different backgrounds in terms of language and religion. A finding reveals that teachers' knowledge and attitude towards multicultural education in our country should be paid more attention to ameliorate the situation (Abdullah & Abdullah, 2018). It explains that the teaching process could be sophisticated when every pupil has their own different mother tongues in acquiring vocabulary.…”

Section: Barriers Of Vocabulary Teachingmentioning

confidence: 99%

Identifying Young Learners’ Language Learning Strategies in Learning English Vocabulary

Tiing¹,

Chan²,

Liew³

et al. 2021

IJARPED

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Many theories share the proposition that humans can be categorized according to their learning style and learning strategies. The varieties of learning strategies preference increase the difficulty for an educator to teach an English Second Language Learning (ESL) classroom. Vocabulary is the most important and fundamental aspect of learning a second language. Past studies have shown numerous vocabulary learning strategies (VLS) being investigated on secondary and tertiary level but limited in primary level, as well as taking gender preference into account. Therefore, this study aims to identify the most used language strategies in vocabulary learning and explore the gender differences in the preference of vocab learning strategies among Year 5 pupils in an urban primary school in Malaysia. With the reference of six language learning strategies (LLS) classified by Oxford, a quantitative investigation was conducted using four-point-Likert-scale questionnaires adopted from Perceptual Learning-Style Preference Questionnaire on 40 respondents selected through a purposive sampling. Descriptive statistics is used to analyse the data by calculating the mean. Findings showed that metacognitive is the most used VLS among primary pupils in general and there is an obvious difference in preferences between two genders. Female pupils basically apply more strategies than male pupils and they favour social strategies. Educators should take the preferences of VLS between genders into account when it comes to designing differentiated learning approaches to enhance vocabulary learning in an ESL classroom.

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Preschool teachers’ training and attitudes towards multicultural education in Malaysia

Cited by 11 publications

References 10 publications

Preschool Teachers' Opinions Towards to Multicultural Education

Preschool Teachers' Opinions Towards to Multicultural Education

Globally competent teachers: English as a second language teachers’ perceptions on global competence in English lessons

Identifying Young Learners’ Language Learning Strategies in Learning English Vocabulary

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