Task 1 - Interview Report.docx

1.0 INTRODUCTION Due to globalization and immigration, inevitably many countries will have to accommodate their own citizens, immigrants and foreigners under one roof. These residents have different cultural backgrounds and educational levels. They may need to co-exist by accepting and respecting the other cultural groups as unique and autonomous. In light of this, I have interviewed Mr. Ngo Lip Hoon, a teacher from Matu, Sarawak to examine the implications of sociocultural diversity in Malaysia. 2.0 IMPLICATION OF SOCIOCULTURAL DIVERSITY ON TEACHERS. Teaching in a school at Matu, Sarawak, Mr. Ngo’s class consists of more than one ethnic group, which are Malay (Melayu Sarawak) and Melanau. He has an adequate knowledge of his pupils’ cultural background even though he is a Chinese because of the time he spends with people of similar ethnic groups as he lives near the school. Although being fairly familiar with a culture other than his own, he humbly feels that there is much more for him to know and learn about his pupils. Moreover, he is definite when asked whether he presumes understanding his pupils’ cultural background an important element to foster a tactful environment in his classroom. By being conscious of his pupils’ differences, it helps him relate his lessons to their prior knowledge. It also serves as guidelines for him in creating culturally appropriate lessons. This is in line with the curriculum that suggests more cross-curricular information to be added into what the pupils learn in his class. He tries his best to make his lessons culturally friendly and informative at the same time. This, without a doubt can lead to his pupils being more understanding of each other’s cultural differences and nurture the value of respect as well as celebrating diversity. To enhance his knowledge of his pupils’ cultural background, Mr. Ngo makes an effort to find small pockets of time to have short chats with his pupils. These brief conversations can be about anything such as the things they do at home or why they do or say things in certain ways. Apart from assisting him to increase his knowledge of his pupils, this furthermore improves his relationship with his pupils as well as the pupils themselves where his pupils feel cared and loved by their teacher. This indirectly teaches his pupils that acceptance and respect is given beyond their cultural backgrounds.

3.0 IMPLICATION OF SOCIOCULTURAL DIVERSITY ON LANGUAGE LEARNING Mr. Ngo is unable to avoid facing challenges in teaching the English language in his socially diverse classroom. Due to the fact that English is an alienated language for his pupils, he has to rely on the Grammar Translation Method from time to time. Using this method, he is supposed to translate English words to Bahasa Melayu but because his pupils are also poor in the national language, he has to resort to translating those certain words to Bahasa Melayu Sarawak and Bahasa Melanau. Translating the words to two different languages is not difficult for him, yet it takes time and having only 60 minutes per lesson makes things worse. In a long run, Mr. Ngo is under the impression that the Grammar Translation Method strategy is effective for his pupils to learn better. He has a firm belief that in acquiring a language, one cannot run away from using the mother tongue. Therefore, in learning English as a second language, pupils do depend on their native languages in order to understand new words. As they gradually improve in their proficiency, the level of assistance using the first language will decrease in stages. 4.0 CONCLUSION This fruitful interview session with Mr. Ngo has given me insights that education plays a crucial role in socializing the individuals towards accepting multiculturalism and respect for cultural diversity. The teacher may start from himself, upholding this spirit of respecting the culturally diverse society and to spread it to the learning community.

Appendix C INTERVIEW QUESTIONS Implication 1 : Implication of sociocultural diversity on teachers 1. Does your class consist of more than one ethnic group? How many are there? 2. How well do you know each of your students’ cultural background? 3. Do you find it important to understand their cultural background? Why? 4. As a teacher, what do you do to enhance your knowledge of your students’ cultural background? Implication 2 : Implication of sociocultural diversity on language learning 1. In a socially diverse classroom, what are the challenges in teaching the English language in your classroom? 2. In order to cater to your students, do you use a different language in your English language class? 3. Will this strategy help your teaching and learning process in a long term?

Appendix B DESCRIPTION OF THE INTERVIEW SESSION NAME

Mr Ngo Lip Hoon

AGE

25

ETHNIC GROUP

Chinese

RELIGION

Christian

PROFESSION

Teacher

MODE

WhatsApp conversation (printscreen)

DATE

16 February 2019

TIME

2.20pm – 3.30pm

DURATION

1 hour 10 minutes

*Number of interview sessions conducted : 1

Appendices