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Exploring students' funds of knowledge for English language learning in a Malaysian refugee school
Author
Chan, Ivy Tsu Ai
Supervisor
Teo, Peter, 1962-
Abstract
With the rise in the number of asylum seekers and refugees (ASRs) globally, there is growing interest among researchers on how the multifarious issues related to their plight can be better understood and addressed. One of these issues is the learning of the English language, which is important not only to facilitate the ASRs’ success in school, work, and everyday communication but also their eventual integration into society as a whole. English language learning refers to acquiring skills, such as writing, reading, speaking, and listening in the classroom. While most refugee studies were situated in the U.S., the U.K. or Australia, the context of this study is Malaysia.
The study's overarching aim is to explore the ASRs’ Funds of Knowledge (FoK) and the extent to which teachers can use them to support ASRs’ English language learning (ELL) at a refugee learning center in Malaysia. FoK can be defined as the knowledge, skills and practices derived from lived experiences that can contribute to an individual’s well-being. Using an FoK approach, teachers can view ASRs as having a wealth of knowledge and experiences that can be harnessed for English language teaching instead of viewing the ASRs as under-achievers because of their low-test scores and limited literacy to facilitate communication with the teachers in the classrooms.
This study adopted a case study approach to gain an in-depth understanding of five ASRs’ lived experiences both in and out-of-school over 11 months. The five ASRs were selected via maximal variation sampling based on their age, gender, and country of origin. Data comprised interviews with the five ASRs, their parents/guardians, their English teachers, in-school and out-of-school observations, and artefact collection of the five ASRs. Data was also collected to understand the English language teaching practices of the refugee learning center in terms of the syllabus, textbooks and resources, teaching approaches, and assessment methods.
The data collected were digitised and uploaded to NVivo 12 Plus for ease of coding, which was conducted using both open and axial coding methods. The findings identified five types or categories of FoK shared by the five ASRs: Interest, Literacy Practices, Family, Religion and Aspiration. Furthermore, English language teaching practices revealed that the teachers tended to pay more attention to bottom-up processes and product-based outcomes. In addition, the teachers exercised a strong authoritative role in determining the curriculum, teaching methods, knowledge provision, classroom interactions, and language use.
Based on this research findings, I presented how the FoK approach can support ASRs' English language teaching pedagogy. The implementation of an FoK approach would require accessible, well planned, professional development available to the teachers that build on their strengths. Furthermore, this study's findings will have implications for stakeholders in refugee education and researchers working with refugees. These implications include ways to support ASRs’ education and integration into society through an FoK approach.
The study's overarching aim is to explore the ASRs’ Funds of Knowledge (FoK) and the extent to which teachers can use them to support ASRs’ English language learning (ELL) at a refugee learning center in Malaysia. FoK can be defined as the knowledge, skills and practices derived from lived experiences that can contribute to an individual’s well-being. Using an FoK approach, teachers can view ASRs as having a wealth of knowledge and experiences that can be harnessed for English language teaching instead of viewing the ASRs as under-achievers because of their low-test scores and limited literacy to facilitate communication with the teachers in the classrooms.
This study adopted a case study approach to gain an in-depth understanding of five ASRs’ lived experiences both in and out-of-school over 11 months. The five ASRs were selected via maximal variation sampling based on their age, gender, and country of origin. Data comprised interviews with the five ASRs, their parents/guardians, their English teachers, in-school and out-of-school observations, and artefact collection of the five ASRs. Data was also collected to understand the English language teaching practices of the refugee learning center in terms of the syllabus, textbooks and resources, teaching approaches, and assessment methods.
The data collected were digitised and uploaded to NVivo 12 Plus for ease of coding, which was conducted using both open and axial coding methods. The findings identified five types or categories of FoK shared by the five ASRs: Interest, Literacy Practices, Family, Religion and Aspiration. Furthermore, English language teaching practices revealed that the teachers tended to pay more attention to bottom-up processes and product-based outcomes. In addition, the teachers exercised a strong authoritative role in determining the curriculum, teaching methods, knowledge provision, classroom interactions, and language use.
Based on this research findings, I presented how the FoK approach can support ASRs' English language teaching pedagogy. The implementation of an FoK approach would require accessible, well planned, professional development available to the teachers that build on their strengths. Furthermore, this study's findings will have implications for stakeholders in refugee education and researchers working with refugees. These implications include ways to support ASRs’ education and integration into society through an FoK approach.
Date Issued
2022
Call Number
PE1073 Cha
Date Submitted
2022