Chapter 5 Equality in Educational
Opportunities in Malaysia
Equality in Education
Opportunities
1.1 Gender
In most countries, gap between male
and female still exists significantly.
Example: In Cambodia, the
secondary school admittance for
boys is 30% while girls is 19%.
In countries such as Philippines,
Mongolia and Malaysia, the number
of male students that attend
secondary school is less than
female students.
One of the reasons is because the
male students need to work full
time in order to help their family.
Gender inequality could also be seen
in the teaching profession where
the number of female teachers
exceeds the number of male
teachers.
1.2 Social Class
A layer in a community where people
consider themselves equal in terms
of family background, level of
education, occupation, race and
attitudes toward social issues.
The students from the upper class
are usually from rich or high-
income family who have access to
a wide selection of educational
opportunities in or outside the
country.
Lower class are usually from poor
family and have less or no access
to educational opportunities
5 social class
- Upper Class: The rich, Corporate
members, Aristocrats, Elite group
- Upper Middle Class: Highly
educated, Professional, Hold a
good position in an organization,
Prestigious.
- Lower Middle Class: Graduated
from high school, Holds a
certificate or diploma.
- Working Class: Has SPM or PMR
certificate, Factory or restaurant
workers.
- Lower Class: Has the lowest
educational qualification, Never
had formal education, Poor, Works
below the poverty level
1.3 Minority group
In Malaysia, Malays are the majority
while Chinese, Indians, Kadazan,
Iban, Bidayuh, Indigenous and
other ethnic groups are considered
as minorities.
Minority groups from Sabah and
Sarawak face the educational
inequality issue due to their
residential location in remote areas
which lacks infrastructures, basic
facilities and school equipment.
1.4 Interior
Equality in educational
opportunities is also affected by
locality factor where the school is
located and where the pupil lives.
Geographical factor causes
many issues on the part of parents
and teacher: transport, parental/
familial comfort, dependency.
Sarawak 3P, 2P, 1P schools
Transportation of supplies from
contractors.
Poor facilities such as boarding
houses.
Supply of basic amenities
water, electricity.
No electricity electrical
gadgets cannot be used
computers, LCD, projectors.
Issues concerning teachers
some teachers are not willing to
serve in interior schools.
Related issues truancy
among teachers, engrossed with
efforts to be transferred back to
urban schools.
Education Programs
2.1 Education programs for
Indigenous
Learning resource must be related to
them.
 Adult class for the parents to reduce
illiterate
Contextual curriculum : Kurikulum
Asli dan Penan
Sekolah Model Khas Komprehensif
Program (prepare hostel for the
kids).
2.2 Juvenile Education Program
Integrity school and Henry Gurney
school.
Program Pembangunan Insan
Discipline building phase,
Strengthening character phase,
Skills Phase, Socially phase.
11 education officers : 8 teachers, 3
specific teacher which are
counselor, Remedial teacher,
religious teacher.
5 class: 3M, Pra-PMR class, PMR
Class, Pra SPM Class, SPM Class.
Co-curriculum activity is compulsory
for them.
2.3 Remedial Program
3M Problems write, read, calculate.
To reduce education gap.
Produce skilled teachers
Program Literasi dan Numerasi
(LINUS).
2.4 Special Needs
To ensure that they get a suitable
and relevant education.
Facilities provided
The uses of relevant and high qualitu
curriculum.
Program Pendidikan Khas Integrasi,
Inclusive Class, Sekolah Pendidikan
Khas.
2.5 School in Hospital
School In Hospital for children
who have prolonged health issues
and have to be admitted in the
hospitals for continual supervision
leukemia etc.
They also have the right to proper
education.
The curriculum is tailored for their
needs.
2.6 Sekolah Bimbingan Jalinan
Kasih
School for homeless and abandoned
children.
Provide access to formal education.
2.7 Under-enrolled School
School with less than 150
registered students.
These schools are mainly
found in the interior esp in Sabah &
Sarawak.
Characterised by low
accessibility, poor amenities, small
number of staff/teachers.
Education policy on closing
down a school if there are 0
registration continuously for 2
years, then the school might be
closed down.
Challenges of Educational Equity
in Malaysia
Accessibility
Amenities
Teachers are reluctant to teach
in interior schools
Funds building funds,
resources etc
Negative attitudes of parents
towards school/ education
Issues related to Inequality In
Educational Opportunity among
Orang Asli
2004 141,230 Orang Aslis.
Divided into 3 main groups: Proto
Malays, Negeri to and Senoi and
forms 18 different tribes.
Economic activity agriculture
based activity; self sufficient.
Mostly animist.
Low academic level.
Villages suffer from infrastructural
& amenities inadequacy.
High number of school dropouts.
Almost 51% living below poverty
line.
Not conscious about the
importance of education.
Generally low self esteem very
timid, shy, passive, sensitive, dont
like to be forced to do things, care
free nature, enjoy doing things that
 require physical strength, dislike gap between the literate and
individual competition and like illiterate.
doing things in groups. Unequal opportunity due to the
They find the school curriculum of lack of basic amenities.
no practical value because it does E.g: 20.6% of primary schools have
not help their way of life. no telephone lines, 7.3% without
What is the purpose of the pencil electricity supply & 24.8% without
if it doesnt help me to hunt wild water supply . Most dont have ICT
animals? facilities (KPM, 2001)
Bumiputra/Pribumi ethnic group Not enough teachers willing to
which is native to the region they teach in rural schools.
occupy and defend since their
arrival to the region countless Issues related to Inequality In
generations ago. (Hasan Mat Nor, Educational Opportunity among
1998) Rural School Pupils
According to Kamus Dewan they Most schools low registration
are known as penduduk asli / [Sekolah Kurang Murid SKM
bumiputera. (Enrolment <150 students)]
They are the original settlers. Few expert teachers of special
Hasan Mat Nor classified pribumi education teachers. A large number
(according to the Malaysian of untrained temporary teachers
Constitution) (i) bumiputera (ii) serving in rural schools.
Orang Asli Secondary schools also face the
same problem.
Issues related to Unequal Edu Problem in supplying trained
Opp among Bumiputra/Pribumi teachers.
Bumiputera In WM refers to the
Malays; Sabah & Sarawak Ibans,
Bidayuh Kadazan-Dusun and all
other minor ethnic groups.
Orang Asli Negrito, Senoi & Proto
Malays.
Locality (settlements) far in the
interior regions
Unequal educational opportunity
due to the locality of their
settlements/villages.
Academic performance very low.
Motivation level is very low, not
interested in going to school, and
high level of school dropout.
As such, the curriculum has to be
evaluated and to come up with a
curriculum that is specially tailored
for the pribumis.
T&L resources and teaching aids
should be related to their of life
(Contextual Learning).
Assumption: if learning is
adapted the ethnic way of life,
pupils might want to learn.
Special programs for adults should
be formulated to close down the
 and the National Language Act
1967
Upheld the national language as the
language of knowledge.
Other language can be used as well.
The national language shall be used
as the language of instruction in
primary school and secondary
school.

1.2 To strengthen National

integration
the national curriculum
Strengthen Sekolah Kebangsaan
The concept of Sekolah Wawasan
The application of the values of
identity
Introducing the Civics & Citizenship
subject
continuing education.

1.3 To instill passion towards

arts, heritage and national
culture
Arts and cultural activities.
Traditional game
Establishment of art school.

Initiatives to Develop Nation

Building
1 Malaysia
myHarapan
MyConsti
Akademi Belia
PLKN
BTN
Perdana Fellows Programme

The Roles of Teachers in

Developing Nation Building
Chapter 6 Developing National Making the children ready for a
Building in the Schools challenging life- try and make the
Sociocultural Diversity environment as friendly as
possible, but it is still different from
Concept of Nation building the environment at home.
1.1 To enhance national Literacy and wisdom- teachers not
language only delivering the content of the
Malay is the national language that syllabus but also provide advice to
unites people. shape the pupils personality.
The position of the Malay language A friend, philosopher and guide-
as the official language of the teachers provide a friendly
country cannot be disputed as it shoulder to cry on when the pupil is
was enshrined in clause 152 of the in a problem, teachers tell about
Federal Constitution of Malaysia the philosophies of life so that the
 pupils could take lessons and apply Classroom decoration.
to his/her own life and teachers Mini library
guide the child to follow the right
path. 1.2 Social
Share experiences
Celebrate birthday
Expose students on activity that
emphasized cooperation.
Set rules in class.

1.3 Emotion
Fair treatment for all.
Safe classroom environment
Cheerful teacher and students
Value that accept by all

Cultural Friendly Pedagogy

2.1 Pedagogy for the Main
Stream

Make it visual
- Avoid giving instructions in the air
says
- So instructions even basic
directions for classroom
procedures should be written on
the board whenever possible.
- Challenging concepts should be
diagrammed or supported with
pictures.

Build in more group work

- engaging teaching and learning
- That means less teacher-led,
whole-class instruction, and more
small groups, where students can
practice language with their peers
in a more personal, lower-risk
setting.

Communicate with ESL teachers

- Get help and recommendations
from other teacher.
- Senior teachers will know lot of
the class

Chapter 7 Management of a
Cultural Friendly Classroom

Aspect of management for Honor the silent period.

cultural friendly classroom - Get to know your student
- Some students are introvert
1.1 Physical - Dont force them to do if they
Arrangement of tables and chairs. dont want to

Allow some scaffolding with the
native language
- When a student is still very new
to a language, its okay to pair
him with other students who
speak his native language
Look out for culturally unique
vocabulary
- Its important to directly teach
certain vocabulary words
- Show them videos of what it
looks like to toss pizza dough,
show pictures of a jukebox or a
clothing rack things that are not
common in their own language.
Use sentence frames to give
students practice with academic
language.
- All students need practice
with academic conversations.
- Sentence frames partially
completed sentences like I
disagree with what _________ said
because
- Show students how to structure
language in a formal way.
- Keep these posted in a highly
visible spot in your classroom and
require students to refer to them
during discussions and while they
write.
Pre-teach whenever possible.
- If youre going to be reading a
certain article next week, give
ESL students a copy of it now.
- If you plan to show a YouTube
video tomorrow, send a link to
your ESL students today.
Learn about the cultural
background of your students
- get to know your students.
- Their family and culture
background.
but dont make a child speak for
his entire culture.
- The students English is limited so
they cant express themselves
very well, and they dont want to
represent; they just want to be
there.
Show them how to take
themselves less seriously
- By modeling the risk-taking thats
required to learn a new language,
you help students develop the
courage to take their own risks,
and to have a sense of humor
about it.
but always take them
seriously.
- One of Kims pet peeves about
how teachers interact
with English language learners is
the way they often see students
efforts as cute, missing the
whole point of what the student is
trying to say. A student will
be desperate to communicate,
and the teacher will get
distracted by the delivery and
miss the message, she says.
2.2 Pedagogy for Combine Class
- Combined classes refer to classes
in primary schools containing
pupils who are of almost the
same age group, for example
year one and two, year three and
four and year five and six.
- Since a large number of schools
in the rural areas have less
number of students and number
of teachers are minimal,
combined classes are being held.
- Combined classes can be defined
"as a form of teaching in which a
teacher teaches students
comprising of several grades or
more than one grade in a
classroom." (Unesco, 1988)
- Group of the Same Ability
- Multiple Ability Groups
- Groups According to the Same
School Year
- SocialGroup
- This group is formed based on
the students ability to adapt
 themselves. The students are
allowed to choose their own
group.
- Individual Group
Features of Combined Class
Teaching and learning strategies
are different from regular classes
Combined classes exist only in
the primary school.
Students of different ages and
years are combined in the same
class. Teaching and Learning
Number of students is less than Strategies for the Indigenous
10 and thus, a normal class is not Use a variety of methods where
possible. possible
Teachers teach more than one - group work, projects, guest
year because the allocation of speakers (elders if
teachers is in accordance with the possible/applicable), engage in
number of students. discussion even when using
lecture style, use narrative or
Teaching and learning strategies storytelling where
are different from the regular possible/appropriate and
classrooms examples to illustrate what
you are trying to teach
2.3 Pedagogy for the Indigenous students.
To instill mainstream Make an effort to learn their
competencies and learning names.
processes, and getting them Revealed knowledge (dreams,
assimilated in mainstream etc.) ancestral domain, and elders
society, the end goals now are to as teachers.
nurture their sense of Tribal language
identity/indigenous personhood Community teaching- learning
and instill competencies and processes complemented by
learning processes both from mainstream ones.
their system and the mainstream
to enable them to assert their Cultural Friendly Based
rights and self determination. Assessment
To reach these goals, indigenous culture-based assessment means
peoples education should be that the assessment performed
founded on the following: by the teacher to gather
- CULTURE (as process and information in decision-making,
product) should take into account
- HISTORY (life-stories students' cultural diversity so that
woven into the tribes decisions made are valid and
story, woven into the reliable.
bigger story of nation and In fact, culture-based evaluation
the world) plays an increasingly important
- HERITAGE (a sense of role in education.
being a descendant and
ancestor) Why Culture Based Assessment?
- SPIRITUALITY (expression - to acquire data about learning
of faith life, values and opportunities for all students and
beliefs).
 reduce the bias in traditional
assessment practices
- the culture-based assessment aims
to gather information for the
development, diagnosis and further
action and to evaluate the use of
authentic and alternative
procedures.
- to address the cultural issues when
they teach and develop appropriate
evaluation tools.
- should not discriminate against
anyone and at the same time is
able to make decisions about the
student's progress as well as to
identify or classify students
according to their abilities.
- to plan culture-based assessment
based on the sensitivity of students
from the different cultural
backgrounds. Chapter 4 Roles and Implication
of Socio-cultural Diversity to the
Education System in Malaysia

Mono-ethnic Environment
Multi-ethnic Environment

1.1 Students
Came from different background.
Students culture: School Pro-culture
(follow the rules), School Anti-
culture (rebel), between the school
culture and teenage culture (in
between. Respect rules. Active in
co-curriculum and curriculum).
Implication : Different in
communication style, different in
handling conflict and completing
task, different in giving opinion)
Each students have different learning
style.

1.2 Teacher
Acceptance and fair treatment
Pedagogy and learning strategies
Classroom management and
relationship management
Teacher aspiration
Resource Selection

1.3 School
 Efficiency of the school management respectful of each other, give-and-
is very important to instill a take attitude.
suitable culture for the school. Internalization of these practices -
It depends on : through practicing the prevailing
- The types of primary and school culture.
secondary schools. Co-curricular activities.
- The school location- Urban and School activities RIMUP
rural Objective of latent curriculum
- The school administration provide avenue to nurture students
so that they can interact with other
Curriculum students from outside their cultural
2.1 Formal Curriculum group.
Educational Program contain both
the curriculum and co-curricular
activities. This includes all
knowledge, skills, norms, values,
cultural elements and beliefs.
The National Curriculum covers:
- The Early Childhood education and
Upbringing Curriculum.
- The National Preschool Curriculum
Standard(KSPK)
- The National Primary School
Integrated Curriculum(KBSR)
- The Primary school Curriculum
Standard(KSSR)
- The Secondary School Integrated
Curriculum(KBSM)

2.2 Informal Curriculum Chapter 3 Awareness of socio-

Includes obeying the school rules, cultural Diversity in Malaysia
obeying the authority, punctual,
delay reward, cooperating, 1.1 Race
respecting one another, A group of people that have same
compromising and other virtues. want.
The school culture includes the Similarities in identity, character,
school rules, the cleanliness, the culture, language.
school information display, the role
and the relationship of the school 1.2 Language
community, the students culture, A tool or a manifestation of culture
custom, school aspiration and used by humans to communicate
teachers expectation towards the or contact each other, in terms of
students. writing, orally, or motion (sign
language) in order to convey their
Latent/Hidden Curriculum desire to others
Latent/hidden curriculum refers to Enable humans to adapt themselves
how culture & attitude is to the customs, behaviours and
constructed & learned through t&l societal rules
processes and through Easier to get used with all kinds of
management practices of the people
school. In Malaysia, Malay language is the
Includes respecting authority, official language.
school regulations, punctuality, Article 152 of the Malaysian
postponing rewards, cooperation, Constitution provides Malay
 language as the national language Avoid prejudice.
and the official language of
Malaysia.
Malay language became a tool of
unity among Malaysians who are of
various races and cultures.

1.3 Social Structure

Social structure is the arrangement
of the basic social elements of a
society, such as the group, social
class, values and social norms, and
social institutions.
In Malaysian context, social structure
can be seen more on the level of
education, wealth and age.
Status is the position of a person or
group in the social structure of a
society or a particular pattern of
social relations.
Status is obtained in three ways :
Acquired since birth (ascribed
status), Is given for the services
(assigned status), For the
performances and cause (achieved
status).

1.4 Belief
Belief means accepting the truth
about something.
Normally when a person believes
something, they will have a feeling
of sure or surety towards it.
Hindu believes in karma.
Example: Buddha, Confucianism.
1.5 Custom and Rituals
Custom is the rules, law, norms that
are upheld by the community
groups.
Rules that have been practiced for
generations in a community until it
has become a customary law or
rule that has to be obeyed.
Malay customs, Chinese customs,
Indians customs, Customs of the
ethnic communities in Sabah,
Customs of the ethnics
communities in Sarawak, Customs
of the aborigines.
Importance of Socio-cultural
Awareness to Teacher
Avoid misunderstanding.
Promote cultural friendly classroom.
Chapter 2 Socioculture and
Sociocultural Development in
Classroom
Meaning of socio-culture
Socio-cultural is everything about the
values that happens in a society
that becomes the unique
characteristic of that society.
Socio-cultural is the link between
society and culture such as the way
of life and custom.
Bronfenbenner Ecolological
System Theory
Childrens development happened
through interaction process.
It is the customary process that
becomes habitual, the active as
well as involving two layers of
 interaction which are the other community
individuals and his everyday surroundings.
surroundings. Macrosystem - A childs
The childrens surroundings is a set development is
social system with various influenced by any
structures layers. changes in his
It begins with those closest to the surroundings that
child followed by those who are took place over a
involved directly or indirectly in the certain duration.
childrens life. Such as, national
5 layers ideology, tradition,
Microsystem - The closest religion, law and
surroundings with the culture Influenced by
childrens world, the norms, values and
most time spend by customs of the
them. The first inner society.
layer representing the Chronosystem - A childs
communication and development is also
interaction of the child influenced by social.
with parents, family, Surroundings are
peer and neighbors. always changing
The child is able to ask through time. For
questions regarding his example, arrival of a
own life and his new child in a family
surroundings. would bring changes
Microsystem - a relationship to the family and
between a would affect the child.
microsystem with Example: The child
another microsystem. might feel neglected
For example: the cause the mum has a
relationship between new baby.
experience at home
and at school, between Lev Vygotsky Sociocultural
family members and Theory of Development
peers. For instance a Interaction with other people and his
child interacts with his surroundings can enhance his
mother, learns from intellectual development - ZPD
her and follows his Scaffolding - A teacher main role is to
parents behaviors. act as an assistant in a child
Exosystem - The third layer and it learning process.
is not either directly Children uses language to plan and
involving the child or guide their behaviour.
actively influencing the
child but still has an Teachers role in sociocultural
influence on the child Development in Classroom
development. Teach with dedication and
Exosystem is not professional pupils without
directly involving the differentiating the students races
child personally but and do not group students by race
still has an influence. in one group (make sure they are of
For example: parents different races and gender to
jobs, parents friends ensure that they are given
and work place and opportunities to interact).
 Does not differentiate social class
pupils (top, upper middle, lower
middle, working and lower) must
be given equal treatment.
Responsible to create friendly
learning community based on the
students from various socio-
cultural background.
Students cultural beliefs should be
respected by the teachers.
Teaching and learning activities
carried out in the classroom must
be able to inculcate mutual trust
among pupils.
Avoid using approaches that are
opposed to human norms which
may prevent students from
appreciating the growth of
knowledge and own skills.
Encourage students to understand
and respect the cultures of other
people and feelings of other races.
 Chapter 1 The Concept of Culture
and the Importance of
Understanding the Concept Race and ethnic demography in
Malaysia
Meaning and Concept of Culture Malay (54%), Chinese (25%),
The term culture originated from the Bumiputera besides Malay (11.8%),
Latin word Colere which means to Indian (7.5%).
change or to work. Sarawak have 30 ethnics, Sabah
Culture is a way of life in any society almost 30 ethnic and 80 dialects.
which includes belief systems,
values, beliefs, art, tradition and The Importance of
civilization. Understanding the Concept of
Herskovits sees culture as something Culture to Teachers.
that is passed down from one Responsible in cultivating unity
generation to another. among students.
Is shared between the members of a Instil the elements of culture within
group in a society. the students.
Culture can also undergo changes Students would be more familiar with
Culture develops according to the the cultures that exists in Malaysia
development of the society. Students would have a better
Culture can be learned. understanding of what they could
and could not do in a multicultural
Race and Ethnic in Malaysia society.
2.1 Ethnic Teacher would be more prepared to
The word ethnic comes from the teach students from various
Greek word ethnos meaning cultures.
people. No prejudice towards the students.
A group of people who identify their Teacher would be more prudent and
members through common cultural respect the local cultural values
heritage. and practices.
Ethnicity is a concept which
categorizes groups of people based
on their living system.
Ethnicity refers to the sense of
belonging of an ethnic group.

2.2 Race
A group of people who have similar
physical characteristics.
Biological physical traits such as skin
colour, eye colour, hair colour etc.
Generally each race is considered to
have a common identity and speak
the same language, besides having
their own religion, ideologies and
culture.
In Malaysia, every race has its own
identity and culture but all races
live in harmony respecting each
other religious practices and
values.
 - enhance performance of
government agencies in general
- ease in data and resource sharing
- assist in national economic
recovery and development efforts

Topic 9: Teacher as an Agent of

Cultural Friendly in the
Community, National and Global
examples:
Cultural friendly programmes - SchoolNet Project
- Trust School Program
Collaborative programmes with - Teach for Malaysia Program
Parent Teacher Association (PTA) - PINTAR Program (promoting
intelligence, nurturing talents,
why involve parents? advocating responsibility)
a) children's first and most enduring
educators
b) have powerful effect on children Characteristics of cultural
learning friendly teachers
c) parents and teachers working in Personal
partnership benefit children - be sincere, honest, diligent and
have integrity in carrying out duties
purpose: and responsibilities
a) enables parents and teachers to - have good manners and be neat
come together and tidy
b) exchange ideas and information - be open-minded to accept diverse
c) to ensure the welfare, progress views of students
and needs of the children are met - have a good sense of humour to
providr a joyful learning
benefits: environmental, reduce students'
a) increase in children's performance anxiety, capture attention nd
b) enhance quantity and quality of motivate students to participate in
school programs class
c) better relationship between
parents, teachers and administrators Professional
d) decrease in disciplinary problems - be proficient in the use of standard
in school language for communication
- be fair and not be biased against
roles (1996 Education Acts): any student
a) assist in the development - able to create cultural friendly
progress and welfare of the students learning environment
b) increase financial resources - consider the needs of multicultural
(facilities) students
c) enhance friendly relations and
communication channels Behavioural practices
d) enhance the condusiveness of - polite and corteous when
school environment communicating with others
- respect the diverse local cultures
Smart partnership with - be aware of and understand the
government and private local language and customs of the
agencies community
- cost saving
- be non-judgmental and not Ways to overcome
ethnocentric towards other ethnic -consider the message before speak
groups -pay attention
-pronounce clearly
Role of teacher as cultural -communicate with respect
friendly agent
- instructor: applies cultural friendly Effective verbal comm skills
pedagogy - clarity of speech
- resource developer: choose and -intonation( rise/fall)
develop various materials which are -tone( how we say the words)
relevant to the students' culture - polite
- classroom manager -calm and focused
- motivator
- organiser of co-curricular activities Importance of verbal comm for
teachers
- build relationships with students
-share info with students
-clarify issues
-give feedback
- motivate students
Topic 8: Effective Communication
in a Cultural Friendly Classroom
Non verbal
Effective Communication Skills Definition: Communication through
- spoken ( face to face, telephone, facial expressions, gestures and
radio or other media) also thorough postures.
- written ( letter, email, books etc) can affect peoples perceptions and
-non verbal ( body language, exchanges in subtle but significant
gesture, posture) ways.
- visualisation (graph, maps, symbols five main functions of non-verbal
- sign language communication: to express
emotions, communicate
Teachers need to understand interpersonal relationships, support
process of communication so verbal interaction, reflect
that students can understand personality and perform rituals,
clearly. such as greetings and goodbyes.

Verbal & Non-Verbal Purpose

Verbal -reinforce/modify what is said
- verbal is spoken or oral -convey info abt emotional state
- interpersonal comm/ public -regulate the flow of communication
speaking -provide feedback to others

Purpose Aesthetic communication

- to inform,inquire,argue, discuss -creative expression by arts like
- forming bonds music, dance, theatre, painting etc
- help in teaching &learning Ex: music or sound resemble identity
or feeling of a specific ethnic group
Challenges of Using Verbal
Communication Physical communication
-poor choice of words -smile,thumbs up etc
- different perspective - teacher need to be aware of
-language barriers different understanding of gestures
in different culture
Ex: thumbs up can be considered
offensive by others in Greece n Italy
Signs
-mechanical kind of nonverbal
-21 gun salute, display of airplanes
Symbols of communication
-religous or personal status
-clothing, jewelry etc
Ex: different dress codes in city n
village
Importance of non verbal
communication
-effective comm with students
-increase trust, clarity and interest
-help to improve interaction
-encourage students to talk about
their concerns & lead to a greater
shared understanding
Language register (laras
bahasa)
- varieties of language determined
by factors like social occasion,
purpose n audience.
-language register varies according
to different situation
Clarity
-understandable by students
Precise
-avoid unnecessary words
- use specific terms
Concise
-using the fewest possible words
without sacrificing meaning
Accuracy
The correct language, no mistakes
Politeness
-teachers need to use polite phrases
n respectful forms of expression
-aware of taboos of different ethnic
-be a good role model
National Language as Medium
of Unity
- Malay language
- provides identity for all Malaysian
- medium of communication
- plays a role as a language for
knowledge
Importance of Communication
Skills to Teachers
Various roles of teacher:
-educator
-instructor
-leader
-moderator
-agent of socialisation
-agent of change