Malaysian English language teachers’ experiences teaching culturally and linguistically diverse students
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The aim of this qualitative study was to gain a deeper understanding of Malaysian English language teachers’ experiences teaching culturally and linguistically diverse students. This research drew upon the cultural-historical activity theory (CHAT) proposed by Engeström (1987/2015) and culturally relevant pedagogy (CRP) by Ladson- Billings (1995) as theoretical frameworks. This study was guided by three research questions: (1) What are Malaysian English language teachers’ experiences using resources to teach the English language to culturally and linguistically diverse students? (2) What are Malaysian English language teachers’ experiences with cultural norms, rules, or regulations that influence the ways they teach their diverse students? (3) How do Malaysian English language teachers make meaning of these experiences while trying to provide culturally relevant instruction? Six Malaysian English language teachers teaching in Malaysian national secondary schools were identified as research participants in this study. Data was primarily gathered from interviews with each research participant to explore their experiences teaching the English language to culturally and linguistically diverse students. The findings of this study indicated that Malaysian English language teachers’ experience with CRP practices in their culturally and linguistically diverse classrooms is shaped by the use of teaching resources, navigating rules, and expectations from various stakeholders in education. The study identified three conclusions based on the findings. First, the study identified Malaysian English language teachers’ need for relevant support and autonomy in teaching culturally and linguistically diverse students. Second, the study found challenges Malaysian English language teachers faced in providing quality education to diverse students while adhering to evolving policies and community expectations. Third, the study concluded that CRP practices in Malaysian English language classrooms are multifaceted and require a better understanding of the components and implementation of the pedagogy. Following the conclusions, implications for theory and practice were offered to impart the study’s contributions to the literature. Future research was encouraged to fully expand the complex understanding of CRP practices in multifaceted education settings.
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