Classroom discourse: A critical analysis of Malay language lesson

Idris Aman, Rosniah Mustaffa

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Research on the teaching and learning process of the Malay language in the classroom usually focuses on the method, content, strategy, and teaching aids. Contrary to this phenomenon, this study views the process from the discourse analysis perspective called pedagogic discourse analysis. The discussion is based on several hours of teaching - learning case study conducted in a secondary school classroom, which emphasizes integrated curriculum, in an attempt to understand the unseen social processes, i.e. teacher dominance in discourse. This study reveals that teacher dominance is concealed in turn - taking system, types of questions posed by the teacher, discourse control and the overall structure of the discourse. These types of classroom discourse have their implications to the implementation of the National Education Philosophy, which places emphasis on each student's potential. In spite of this, the nature of the learning process that takes place in the classroom hardly focused on students' thinking skills. This is indeed contrary to the objectives of the teaching and learning of the Malay Language whereby the major emphasis of the Integrated Curriculum for Secondary School is learner - centred, with thinking skills infused across the curriculum. In this respect, students should be given the opportunities to exercise their critical and creative potentials. For the analysis, this chapter adapts Fairclough's (1992; 1995) Critical Discourse Analysis framework.

Original languageEnglish
Title of host publicationLanguage and Literacy Education in a Challenging World
PublisherNova Science Publishers, Inc.
Pages133-152
Number of pages20
ISBN (Print)9781617611988
Publication statusPublished - 2011

Fingerprint

discourse analysis
classroom
discourse
language
curriculum
learning process
secondary school
Teaching
teacher
teaching aids
student
pedagogics
social process
learning
Critical Analysis
Classroom Discourse
Language Lessons
Discourse
education
Language

Keywords

  • Classroom discourse
  • Integrated curriculum
  • Malay language lesson
  • Secondary school
  • Teacher dominance

ASJC Scopus subject areas

  • Social Sciences(all)
  • Arts and Humanities(all)

Cite this

Aman, I., & Mustaffa, R. (2011). Classroom discourse: A critical analysis of Malay language lesson. In Language and Literacy Education in a Challenging World (pp. 133-152). Nova Science Publishers, Inc..

Classroom discourse : A critical analysis of Malay language lesson. / Aman, Idris; Mustaffa, Rosniah.

Language and Literacy Education in a Challenging World. Nova Science Publishers, Inc., 2011. p. 133-152.

Research output: Chapter in Book/Report/Conference proceedingChapter

Aman, I & Mustaffa, R 2011, Classroom discourse: A critical analysis of Malay language lesson. in Language and Literacy Education in a Challenging World. Nova Science Publishers, Inc., pp. 133-152.
Aman I, Mustaffa R. Classroom discourse: A critical analysis of Malay language lesson. In Language and Literacy Education in a Challenging World. Nova Science Publishers, Inc. 2011. p. 133-152
Aman, Idris ; Mustaffa, Rosniah. / Classroom discourse : A critical analysis of Malay language lesson. Language and Literacy Education in a Challenging World. Nova Science Publishers, Inc., 2011. pp. 133-152
@inbook{23e3d9ebec5c48d0815f984fa2c81141,
title = "Classroom discourse: A critical analysis of Malay language lesson",
abstract = "Research on the teaching and learning process of the Malay language in the classroom usually focuses on the method, content, strategy, and teaching aids. Contrary to this phenomenon, this study views the process from the discourse analysis perspective called pedagogic discourse analysis. The discussion is based on several hours of teaching - learning case study conducted in a secondary school classroom, which emphasizes integrated curriculum, in an attempt to understand the unseen social processes, i.e. teacher dominance in discourse. This study reveals that teacher dominance is concealed in turn - taking system, types of questions posed by the teacher, discourse control and the overall structure of the discourse. These types of classroom discourse have their implications to the implementation of the National Education Philosophy, which places emphasis on each student's potential. In spite of this, the nature of the learning process that takes place in the classroom hardly focused on students' thinking skills. This is indeed contrary to the objectives of the teaching and learning of the Malay Language whereby the major emphasis of the Integrated Curriculum for Secondary School is learner - centred, with thinking skills infused across the curriculum. In this respect, students should be given the opportunities to exercise their critical and creative potentials. For the analysis, this chapter adapts Fairclough's (1992; 1995) Critical Discourse Analysis framework.",
keywords = "Classroom discourse, Integrated curriculum, Malay language lesson, Secondary school, Teacher dominance",
author = "Idris Aman and Rosniah Mustaffa",
year = "2011",
language = "English",
isbn = "9781617611988",
pages = "133--152",
booktitle = "Language and Literacy Education in a Challenging World",
publisher = "Nova Science Publishers, Inc.",

}

TY - CHAP

T1 - Classroom discourse

T2 - A critical analysis of Malay language lesson

AU - Aman, Idris

AU - Mustaffa, Rosniah

PY - 2011

Y1 - 2011

N2 - Research on the teaching and learning process of the Malay language in the classroom usually focuses on the method, content, strategy, and teaching aids. Contrary to this phenomenon, this study views the process from the discourse analysis perspective called pedagogic discourse analysis. The discussion is based on several hours of teaching - learning case study conducted in a secondary school classroom, which emphasizes integrated curriculum, in an attempt to understand the unseen social processes, i.e. teacher dominance in discourse. This study reveals that teacher dominance is concealed in turn - taking system, types of questions posed by the teacher, discourse control and the overall structure of the discourse. These types of classroom discourse have their implications to the implementation of the National Education Philosophy, which places emphasis on each student's potential. In spite of this, the nature of the learning process that takes place in the classroom hardly focused on students' thinking skills. This is indeed contrary to the objectives of the teaching and learning of the Malay Language whereby the major emphasis of the Integrated Curriculum for Secondary School is learner - centred, with thinking skills infused across the curriculum. In this respect, students should be given the opportunities to exercise their critical and creative potentials. For the analysis, this chapter adapts Fairclough's (1992; 1995) Critical Discourse Analysis framework.

AB - Research on the teaching and learning process of the Malay language in the classroom usually focuses on the method, content, strategy, and teaching aids. Contrary to this phenomenon, this study views the process from the discourse analysis perspective called pedagogic discourse analysis. The discussion is based on several hours of teaching - learning case study conducted in a secondary school classroom, which emphasizes integrated curriculum, in an attempt to understand the unseen social processes, i.e. teacher dominance in discourse. This study reveals that teacher dominance is concealed in turn - taking system, types of questions posed by the teacher, discourse control and the overall structure of the discourse. These types of classroom discourse have their implications to the implementation of the National Education Philosophy, which places emphasis on each student's potential. In spite of this, the nature of the learning process that takes place in the classroom hardly focused on students' thinking skills. This is indeed contrary to the objectives of the teaching and learning of the Malay Language whereby the major emphasis of the Integrated Curriculum for Secondary School is learner - centred, with thinking skills infused across the curriculum. In this respect, students should be given the opportunities to exercise their critical and creative potentials. For the analysis, this chapter adapts Fairclough's (1992; 1995) Critical Discourse Analysis framework.

KW - Classroom discourse

KW - Integrated curriculum

KW - Malay language lesson

KW - Secondary school

KW - Teacher dominance

UR - http://www.scopus.com/inward/record.url?scp=84895348027&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84895348027&partnerID=8YFLogxK

M3 - Chapter

AN - SCOPUS:84895348027

SN - 9781617611988

SP - 133

EP - 152

BT - Language and Literacy Education in a Challenging World

PB - Nova Science Publishers, Inc.

ER -