Proposing an Affective Literacy Framework for Young Learners of English in Malaysian Rural Areas: Its Key Dimensions and Challenges

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Autor/inn/en	Abdul Rahim, Fauziah; Chun, Lee Seung
Titel	Proposing an Affective Literacy Framework for Young Learners of English in Malaysian Rural Areas: Its Key Dimensions and Challenges
Quelle	In: Malaysian Journal of Learning and Instruction, 14 (2017) 2, S.115-144 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1675-8110
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Rural Areas; Teacher Attitudes; Learning Experience; Interviews; Foreign Countries; Language Teachers; Literacy; Guidelines; Audio Equipment; Content Analysis; Learning Activities; Teaching Methods; Language Usage; Qualitative Research; Communicative Competence (Languages); Elementary School Students; Observation; Malaysia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Rural area; Ländlicher Raum; Lehrerverhalten; Lernerfahrung; Interviewing; Interviewtechnik; Ausland; Language teacher; Sprachunterricht; Alphabetisierung; Schreib- und Lesefähigkeit; Richtlinien; Audio-CD; Inhaltsanalyse; Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Qualitative Forschung; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Beobachtung
Abstract	Purpose: This study investigated rural English teachers' perceptions of factors which influence the literacy development of young learners in rural school settings. This investigation led to a further enquiry on the dimensions of an affective literacy framework to support the English learning of rural young learners. Methodology: The study employed a qualitative approach to provide a holistic view of the phenomena being studied. Two English optionist teachers and two non-optionist teachers volunteered to participate in the study. The first investigation was based on audio-taped interview sessions with the teachers, and the second enquiry was grounded in video-taped class observations. The raw data from these instruments were used for qualitative content analysis, which resulted in the proposed Affective Literacy Framework for Rural Young Learners (ALFRYL). Findings: The analysis of interviews indicated that the teachers acknowledged the critical need for creating effective and interesting activities that can engage young learners cognitively and affectively, while arguing that their training background and learning experiences primarily influenced their pedagogical approaches. Classroom observations noted that the optionist teachers were confident in their pedagogical delivery whereas the non-optionist teachers were more challenged in engaging their pupils through learning activities, and hence in need of more support. Based on the analysis of the affective teaching foci illustrated by the teachers in the classroom, six components of an affective literacy framework were identified as a tool to support affective literacy development among rural young learners: learner diversity, engaging pedagogy, meta-cognitive assessment, emotional management, pedagogical resources and positive interaction. Significance: Providing pedagogical examples of how teachers frame the task of teaching English in rural areas, this study illustrates the realities of their struggle, which teachers in similar situations may face in helping pupils learn English effectively. Positive affective literacy environments would provide opportunities for young learners not only to make meaning but also to reach new language materials and express themselves in new ways. The dimensions that constitute the affective literacy framework makes available an initial reference for teachers to stimulate pupils' learning in challenging contexts where English is used minimally. (As Provided).
Anmerkungen	Universiti Utara Malaysia Press. UUM Press, Universiti Utara Malaysia, 08010 UUM Sintok, Kedah, Malaysia. Tel: +60-4-928-4816; Fax: +60-4-928-4792; e-mail: uumpress@uum.edu.my; Web site: http://mjli.uum.edu.my/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01