Abstract
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. DOI: http://dx.doi.org/10.17576/GEMA-2015-1501-01
Highlights
In recent years, the issue of the employability skills of Malaysian university graduates has been the attention of academia, policymakers, employers and community members
Since the multiliteracies approach was established in a Western learning environment, this paper explored how a Western pedagogy could be applied in a Malaysian learning context
This study showed that implementing a Western-based pedagogy in a Malaysian context can be challenging because of the differences in cultural learning and practices
Summary
The issue of the employability skills of Malaysian university graduates has been the attention of academia, policymakers, employers and community members. Among the factors that have been identified as contributing to the low employability rate among Malaysian universities‟ graduates were English language proficiency and communication skills (Hazita et al, 2010; National Higher Education Research Institute, 2003). It is important to have a suitable pedagogical approach to inculcate necessary skills for the 21st century In addressing this issue, many researchers conducted studies on the area of integrating technology in teaching and learning. The current research project explored the ways in which Malaysian students learn English as a Second Language (ESL) using the multiliteracies approach; a Western-based pedagogy It highlights how Malaysian socio-cultural factors contributed to the students‟ learning process. The methodology and findings of the study will be presented after that
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