EFFECTS OF ACADEMIC QUALIFICATIONS ON MALAYSIAN ENGLISH LANGUAGE TEACHERS’ SUBJECT MATTER KNOWLEDGE OF LITERARY DEVICES

Manickavasagar Govindasamy,Jariah Mohd Jan

doi:10.24200/mjll.vol6iss1pp26-48

Abstract

Previous studies in the West have shown teachers who are academically qualified in specific subjects are able to teach better than those with degrees in non-specific subjects (Goldhaber and Brewer, 1996). Such studies within the local context are limited. As such, this study examines the effects of academic qualifications on the subject matter knowledge of literary devices among secondary school English language teachers in a northern district in Malaysia. The analysis revealed that academic qualifications had significantly influenced the subject matter knowledge of literary devices and such knowledge differ significantly among the English major and English minor, TESL and KPLI or Post-graduate Teaching Programme English language teachers. Specifically, the English major language teachers had better subject matter knowledge of literary devices than the non-English major language teachers. The TESL teachers were better than the non-TESL teachers in their subject matter knowledge of literary devices. The subject matter knowledge of literary devices amongst the KPLI English language teachers was lower compared to the non-KPLI language teachers.

Highlights

The Ministry of Education (MoE) of Malaysia introduced the literature in English component in 2000 that was subsequently incorporated into the English language paper at secondary school level
The study explicitly indicates there are differences in the subject matter knowledge of literary devices among English language teachers based on their academic qualifications
The English major language teachers who were numerically smaller (13%) than the non-English majors (87%) language teachers had revealed a higher level of subject matter knowledge of literary devices

Summary

Introduction

The Ministry of Education (MoE) of Malaysia introduced the literature in English component in 2000 that was subsequently incorporated into the English language paper at secondary school level. The Literature Component intends “to show an awareness of how language is used to achieve particular purposes” (MoE, 1999:13) to learners. The introduction of the Literature Component is in accordance with the importance given to the study of English as a second language in other parts of the world where literary works have been included for the development of language. In order to enhance the language aspect, literature has been introduced “to acquaint learners with the manner in which literary works in English use language to convey special meanings” (Widdowson, 1975:78)

Methods

Results

Conclusion