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The journey of the English language textbook in Malaysia across the past seven decades has experienced numerous changes, partly due to the nation’s status as newly independent nation. Malaysia has a multi-racial, multi-religious population and inherited the English language from its colonized past. The urban-rural divide and the multitude of school types which range from Malay-medium to vernacular (Mandarin and Tamil) on one hand and the private international schools where English is the medium of instruction(and the IGCSE curriculum is in use) on the other, makes materials-based investigation fascinating. The purpose of this chapter is to determine how the sociological concepts of representation, social re-engineering, and agendas of the state influence selection of content in textbooks; and how these intrusions affect the textbook as artifact in terms of situational and linguistic realism and in other aspects such as appropriateness in terms of the principles of language acquisition. What implications these intrusions have on learning-teaching will also be discussed. Experts wonder if decisions made with regards content selection only took into consideration social reengineering agendas. Many believed pedagogical considerations were side-stepped in the evolution of the state-sponsored textbook. This article will show how hybridization processes turned the Malaysian textbook into a unique localized artifact and how these motives were later abruptly abandoned to make way for the global textbook, mainly due to the sudden emergence and importance placed on the CEFR. Teachers could benefit from this awareness of how this extra agenda added to language textbooks can either have adverse effects on language learning and acquisition because of a lack of fit to young adult interests, or perhaps inadvertently, help make them more accessible to learners in terms of aspects of cultural familiarity.

Perjalanan buku teks bahasa Inggeris di Malaysia sepanjang tujuh dekad yang lalu telah mengalami banyak perubahan, sebahagiannya disebabkan oleh status negara sebagai negara yang baru merdeka. Malaysia mempunyai penduduk berbilang kaum, agama dan mewarisi bahasa Inggeris dari zaman penjajahan dahulu. Jurang bandar-luar bandar dan pelbagai jenis sekolah yang terdiri daripada bahasa pengantar Melayu hingga vernakular (Mandarin dan Tamil) di satu pihak dan sekolah antarabangsa swasta di mana bahasa Inggeris adalah bahasa pengantar (dan kurikulum IGCSE digunakan) pada lain, menjadikan penyiasatan berasaskan bahan menarik. Tujuan bab ini adalah untuk menentukan bagaimana konsep sosiologi perwakilan, kejuruteraan semula sosial, dan agenda negara mempengaruhi pemilihan kandungan dalam buku teks; dan bagaimana pencerobohan ini mempengaruhi buku teks sebagai artifak dari segi realisme situasi dan linguistik dan dalam aspek lain seperti kesesuaian dari segi prinsip pemerolehan bahasa. Apakah implikasi pencerobohan ini terhadap pembelajaran-pengajaran juga akan dibincangkan. Pakar tertanya-tanya sama ada keputusan yang dibuat berkaitan pemilihan kandungan hanya mengambil kira agenda kejuruteraan semula sosial. Ramai yang percaya pertimbangan pedagogi telah dipinggirkan dalam evolusi buku teks tajaan kerajaan. Artikel ini akan menunjukkan bagaimana proses hibridisasi menjadikan buku teks Malaysia sebagai artifak setempat yang unik dan bagaimana motif ini kemudiannya ditinggalkan secara tiba-tiba untuk memberi laluan kepada buku teks global, terutamanya disebabkan oleh kemunculan mendadak dan kepentingan diletakkan pada CEFR. Guru boleh mendapat manfaat daripada kesedaran ini tentang bagaimana agenda tambahan yang ditambahkan pada buku teks bahasa ini boleh memberi kesan buruk terhadap pembelajaran dan pemerolehan bahasa kerana kurang sesuai dengan minat dewasa muda, atau mungkin secara tidak sengaja, membantu menjadikannya lebih mudah diakses oleh pelajar dari segi aspek keakraban budaya

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기사명 저자명 페이지 원문 목차
(A) review of materials development in multi-cultural developing world L2 contexts Jayakaran Mukundan p. 507-523

Indonesian EFL teachers’ practice of online informal learning of English : perceived understandings and benefits to language skills I Gusti Ngurah Agung Wijaya Mahardika, Utami Widiati, Yazid Basthomi, Nunung Suryati, Tengku Intan Suzila Tengku Sharif p. 524-544

Awakening youngsters to foreign languages and their motivational disposition Mohamed Ridha Ben Maad p. 545-560

(A) mixed-methods approach to exploring EFL listening strategy use : Bangladeshi tertiary learners’ perceived and task-based strategy use Tasnima Aktar p. 561-581

(An) analysis of EFL teachers’ digital creativity and its relation to their instructional creativity : a case of Indonesian primary and secondary schools Herri Mulyono, Szilvia Bátyi, Amirul Mukminin p. 582-597

Emergency remote teaching : a temporary solution to a permanent problem Zohreh Nafissi, Morvarid Saeedi p. 598-613

(A) multi-method probe into the effect of self-regulated learning strategies-based instruction on EFL learners’ essay writing performance, self-regulated strategies, and academic self-efficacy Reza Bagheri Nevisi, Nassim Safiloo p. 614-636

From classroom to computer : examining the strategic shifts of EFL learners during the COVID-19 pandemic Adel Abu Radwan p. 637-654

(The) impact of learning-oriented assessment on linguistic features of written texts among Malaysian tertiary-level students Negar Kiavar p. 655-664

Deconstructing text : facilitating EFL student critical reading Putu Suarcaya, Wigati Dyah Prasasti p. 665-672

(The) effect of a speed reading course on the reading comprehension of impulsive vs. reflective learners Gopalan Aroo, Vahid Nimehchisalem p. 673-684

Role of group work in promoting student to student interaction and motivation in the EFL classroom in the UAE Iman Duw Mohamed Ali Suwassi p. 685-692

How pre-service English teachers understand and enact assessment in teaching practicum : narratives from within M. Faruq Ubaidillah, Mutmainnah Mustofa, Ali Ashari p. 693-701

English for specific purpose courses at private universities in Vietnam : perspectives of business students Tien Tung Le, Diem Thi Ngoc Hoang p. 702-710

(The) effects of direct written corrective feedback and metalinguistic explanation on EFL students’ acquisition of articles across proficiency level Supiani Supiani, Yoki Irawan, Rohfin Andria Gestanti, Bambang Yudi Cahyono p. 711-719

Revisiting littlewood : cultural stereotypes and learner autonomy at a vocational college in Japan Jeremy S. Chambers, Sean G. Mitchell, Adam Littleton p. 720-729

(The) effect of educational context on teachers’ beliefs about action research in the Iranian EFL educational system Vahid Rahmani Doqaruni p. 730-738

Exploring EFL teachers’ development of TPACK in a lesson study : a case study Basori, Yudhi Arifani, Sahiruddin, Ribeh Najib Muhammad, Dian Kurnia Oktaviani p. 739-747

참고문헌 (79건) : 자료제공( 네이버학술정보 )

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