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Literacy Uses and Practices in English: Six Cases of Malay Primary Schoolchildren's Experiences in a Contemporary Malaysian Context

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dc.rights.license Creative Commons GNU GPL en_NZ
dc.rights.license Allow modifications en_NZ
dc.rights.license Allow commercial use en_NZ
dc.contributor.advisor Dickie, John
dc.contributor.advisor Tait, Carolyn
dc.contributor.author Syahrin, Syahro Syerina
dc.date.accessioned 2016-11-24T22:40:33Z
dc.date.accessioned 2022-11-03T19:54:10Z
dc.date.available 2016-11-24T22:40:33Z
dc.date.available 2022-11-03T19:54:10Z
dc.date.copyright 2015
dc.date.issued 2015
dc.identifier.uri https://ir.wgtn.ac.nz/handle/123456789/30001
dc.description.abstract The aim of the study is to investigate the uses and practices of literacy in English of a small group of students from Malay ethnic backgrounds. This is significant since Malay ethnic background students score the lowest in national English tests compared to students from other ethnic backgrounds in Malaysia. The participants were six 10-year-old schoolchildren from a Malay and Malay-Minang background, their parents and their English subject teacher. Data collection included visual and verbal data generated by the students’ participation in Photovoice research. Semi-structured interviews were undertaken with the students’ parents and English subject teacher. The conceptual and theoretical framework underpinning this research is social and cultural theory developed through Wenger’s (1998) notions of learning by belonging to a community which includes joint enterprise, mutual engagement and shared repertoire, and the New London Group’s (1996) concept of multiliteracies. The findings of this qualitative study illustrate how the students were socialised into particular practices of their communities that were contextualised both in the classroom and out-of-classroom environments. The results reveal four major findings. First, the students’ experience with out-of-classroom literacies in English were largely afforded by new technologies such as the internet, smart phones and social media sites. Second, popular culture played a considerable role in the students’ out-of-classroom lives and it reflected the types of texts that they value. Third, the students’ engagement with out-of-classroom texts was influenced by cultural artefacts and social discourses, and fourth, there were also complementing and contrasting literacy practices reflected in their in-classroom and out-of-classroom environments. This thesis argues that awareness of the students’ uses and practices of English as they participated in different communities may enable teachers to incorporate aspects of out-of-classroom literacy into the classroom, building on aspects of literacy that students value in different contexts. This in turn may facilitate the students’ learning in English. Additionally, it may also help teachers prepare the students to face the growing challenges of using English in the 21st century, an important aspect of the newly implemented Malaysia Primary Classroom Standard Curriculum (KSSR). en_NZ
dc.format pdf en_NZ
dc.language en
dc.language other
dc.language.iso en
dc.language.iso other
dc.publisher Te Herenga Waka—Victoria University of Wellington en_NZ
dc.rights Access is restricted to staff and students only. For information please contact the Library. en_NZ
dc.rights.uri http://creativecommons.org/licenses/by/3.0/nz/
dc.subject literacy en_NZ
dc.subject Malaysian context en_NZ
dc.subject English teaching en_NZ
dc.title Literacy Uses and Practices in English: Six Cases of Malay Primary Schoolchildren's Experiences in a Contemporary Malaysian Context en_NZ
dc.type Text en_NZ
dc.date.updated 2015-10-28T22:45:25Z
vuwschema.contributor.unit School of Education en_NZ
vuwschema.subject.anzsrcfor 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL) en_NZ
vuwschema.subject.anzsrcfor 130105 Primary Education (excl. Māori) en_NZ
vuwschema.subject.anzsrcseo 930103 Learner Development en_NZ
vuwschema.subject.anzsrcseo 930201 Pedagogy en_NZ
vuwschema.subject.anzsrctoa 1 PURE BASIC RESEARCH en_NZ
vuwschema.type.vuw Awarded Doctoral Thesis en_NZ
thesis.degree.discipline Education en_NZ
thesis.degree.discipline Teaching en_NZ
thesis.degree.grantor Te Herenga Waka—Victoria University of Wellington en_NZ
thesis.degree.level Doctoral en_NZ
thesis.degree.name Doctor of Philosophy en_NZ

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