Changing traditional reading pedagogy: the importance of classroom interactive talk for year one Malay readers

Tarasat, Hajah Suraya Haji and O'Neill, Shirley (2012) Changing traditional reading pedagogy: the importance of classroom interactive talk for year one Malay readers. International Journal of Pedagogies and Learning, 7 (3). pp. 239-261. ISSN 1833-4105

Abstract

The ability to read is one of the most crucial survival skills a person can possess. Besides being necessary in everyday life it is well established as the best predictor of future educational achievement. However, learning to read is a complex task and even in the new millennium education systems across the world continue to face the challenge of meeting targets for literacy acquisition. Current practices in Western education settings draw upon decades of research that emphasise the importance of developing children’s language and phonemic awareness and the adoption of a an eclectic approach. They recognise reading as a process that requires thinking and metacognitive skills. In conjunction with this researchers have also shown that the quality of classroom interactive talk exerts a powerful influence on children’s literacy learning success. This research examines the application of this contemporary practice in the context of teaching reading in Malay language (L1) to year one children in Brunei Darussalam. It compares a trial of a balanced reading approach with the traditional approach that has long pervaded the current system in Brunei. As a qualitative exploratory study data were collected through classroom observations in three classrooms across two schools over two terms. This included transcribing the classroom interactive talk of reading lessons. The results provide insights into the value of the study of interactive talk as a window into the quality of literacy and reading pedagogy, and why students may be experiencing difficulty in learning to read. Recommendations are made for teacher professional learning and changes to resources to increase teaching effectiveness and to enhance young children’s beginning literacy experiences in their first language of Malay.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: The article is part of a special issue entitled Cross-cultural pedagogies: The interface between Islamic and Western pedagogies and epistemologies. Authors' accepted version made not accessible at author's request. See link to published version online. Copyright of published articles is held by eContent Management Pty Ltd. No limitation will be placed on the personal freedom of authors to copy or to use in subsequent work, material contained in their papers. Please contact the Publisher for clarification if you are unsure of the use of copyright material. Apart from fair dealing for the purposes of research and private study, or criticism and or review, as permitted under the Copyright Act 1968 of Australia, this publication may only be reproduced, stored or transmitted, in any form or by any means, with the prior permission in writing of the Publishers.
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 21 Mar 2013 01:31
Last Modified: 05 Mar 2015 01:58
Uncontrolled Keywords: Year one Malay readers; reading pedagogy; pedagogical change; classroom interactive talk, Flanders Interactional Analysis
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Maori)
20 Language, Communication and Culture > 2003 Language Studies > 200314 South-East Asian Languages (excl. Indonesian)
17 Psychology and Cognitive Sciences > 1702 Cognitive Sciences > 170299 Cognitive Science not elsewhere classified
Socio-Economic Objective: C Society > 93 Education and Training > 9302 Teaching and Instruction > 930201 Pedagogy
E Expanding Knowledge > 97 Expanding Knowledge > 970117 Expanding Knowledge in Psychology and Cognitive Sciences
Identification Number or DOI: 10.5172/ijpl.2012.7.3.239
URI: http://eprints.usq.edu.au/id/eprint/23083

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