Abstract
The key thrust of the Malaysian Higher Education Action Plan (MoHE 2007a, 2007b) is to develop first class human capital for sustainable Higher Education in terms of employability and citizenship (Dam-Mieras, 2005; Ryden, 2005). Critical and independent thinking (MoHE, 2007a) is a vital attribute for first class human capital. This paper reports the preliminary findings of a research which examines the voices and experiences of postgraduate students from different linguistic backgrounds registered in a course which is committed to building situated critical literacy from the critical Literacy Awareness (CLA) Instructional perspective and method. The conceptual framework aims to redefine the construction of meaning in terms of the intersecting and/or conflicting voices and discourses with respect to ideological perspective ideas on literacy and awareness of knowing (Wallace, 1988; Lankshear & McLaren, 1993; Kress, 2003; Koo Yew Lie, 2009). Using action research involving transcripts of teacher talk and student logs, this paper qualitatively analyzes a subject's reflections of her journeys through CLA Instructional pedagogy in a transnational Malaysian Higher education classroom. The use of multilayered codes (vernacular languages, dialects, registers) and diverse cultural resources in the subject's reflective logs demonstrates the complex ways in which hybrid texts are constructed based on the subject's various social locations. The teacher's deliberate engagement with the subject's positions is also seen as a contributory influence on the use of diversity for cultural meaning-making. The findings indicate that for it to be inclusive and transformative, teacher's talk and interventions through CLA pedagogy has to multiply and inter-culturally engage with student's language and cultural resources as variously valued in diverse context.
| Original language | Undefined/Unknown |
|---|---|
| Pages (from-to) | 99-119 |
| Number of pages | 21 |
| Journal | GEMA Online Journal of Language Studies |
| Volume | 11 |
| Issue number | 2 |
| Publication status | Published - 2011 |
Fingerprint
Keywords
- Action research
- Critical literacy awareness
- Higher education
- Multilingual students
- Pluriliteracy
ASJC Scopus subject areas
- Literature and Literary Theory
- Language and Linguistics
- Linguistics and Language
Cite this
Literasi kritikal dalam konteks pendidikan tinggi : Suara dari sebuah bilik darjah di Malaysia. / Lie, Koo Yew; Wong, Fook Fei; Ismail, Kemboja; Chang, Peng Kee; Mohd Yasin, Mohamad Subakir.
In: GEMA Online Journal of Language Studies, Vol. 11, No. 2, 2011, p. 99-119.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Literasi kritikal dalam konteks pendidikan tinggi
T2 - Suara dari sebuah bilik darjah di Malaysia
AU - Lie, Koo Yew
AU - Wong, Fook Fei
AU - Ismail, Kemboja
AU - Chang, Peng Kee
AU - Mohd Yasin, Mohamad Subakir
PY - 2011
Y1 - 2011
N2 - The key thrust of the Malaysian Higher Education Action Plan (MoHE 2007a, 2007b) is to develop first class human capital for sustainable Higher Education in terms of employability and citizenship (Dam-Mieras, 2005; Ryden, 2005). Critical and independent thinking (MoHE, 2007a) is a vital attribute for first class human capital. This paper reports the preliminary findings of a research which examines the voices and experiences of postgraduate students from different linguistic backgrounds registered in a course which is committed to building situated critical literacy from the critical Literacy Awareness (CLA) Instructional perspective and method. The conceptual framework aims to redefine the construction of meaning in terms of the intersecting and/or conflicting voices and discourses with respect to ideological perspective ideas on literacy and awareness of knowing (Wallace, 1988; Lankshear & McLaren, 1993; Kress, 2003; Koo Yew Lie, 2009). Using action research involving transcripts of teacher talk and student logs, this paper qualitatively analyzes a subject's reflections of her journeys through CLA Instructional pedagogy in a transnational Malaysian Higher education classroom. The use of multilayered codes (vernacular languages, dialects, registers) and diverse cultural resources in the subject's reflective logs demonstrates the complex ways in which hybrid texts are constructed based on the subject's various social locations. The teacher's deliberate engagement with the subject's positions is also seen as a contributory influence on the use of diversity for cultural meaning-making. The findings indicate that for it to be inclusive and transformative, teacher's talk and interventions through CLA pedagogy has to multiply and inter-culturally engage with student's language and cultural resources as variously valued in diverse context.
AB - The key thrust of the Malaysian Higher Education Action Plan (MoHE 2007a, 2007b) is to develop first class human capital for sustainable Higher Education in terms of employability and citizenship (Dam-Mieras, 2005; Ryden, 2005). Critical and independent thinking (MoHE, 2007a) is a vital attribute for first class human capital. This paper reports the preliminary findings of a research which examines the voices and experiences of postgraduate students from different linguistic backgrounds registered in a course which is committed to building situated critical literacy from the critical Literacy Awareness (CLA) Instructional perspective and method. The conceptual framework aims to redefine the construction of meaning in terms of the intersecting and/or conflicting voices and discourses with respect to ideological perspective ideas on literacy and awareness of knowing (Wallace, 1988; Lankshear & McLaren, 1993; Kress, 2003; Koo Yew Lie, 2009). Using action research involving transcripts of teacher talk and student logs, this paper qualitatively analyzes a subject's reflections of her journeys through CLA Instructional pedagogy in a transnational Malaysian Higher education classroom. The use of multilayered codes (vernacular languages, dialects, registers) and diverse cultural resources in the subject's reflective logs demonstrates the complex ways in which hybrid texts are constructed based on the subject's various social locations. The teacher's deliberate engagement with the subject's positions is also seen as a contributory influence on the use of diversity for cultural meaning-making. The findings indicate that for it to be inclusive and transformative, teacher's talk and interventions through CLA pedagogy has to multiply and inter-culturally engage with student's language and cultural resources as variously valued in diverse context.
KW - Action research
KW - Critical literacy awareness
KW - Higher education
KW - Multilingual students
KW - Pluriliteracy
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UR - http://www.scopus.com/inward/citedby.url?scp=79956265338&partnerID=8YFLogxK
M3 - Article
VL - 11
SP - 99
EP - 119
JO - GEMA Online Journal of Language Studies
JF - GEMA Online Journal of Language Studies
SN - 1675-8021
IS - 2
ER -