2nd PROSPEN Kolokium Presentation

7/24/2019 2nd PROSPEN Kolokium Presentation

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Norsarihan bin Ahmad

Associate Prof. Dr Hamzah Omar

The Dilemmas of Nonnatives ESL TeacherTrainees: A Case Std! of Sara"a# $ala!ESL Teacher Trainees in %nstitte of Teacher

Edcation in Sara"a#

FACULTY OF PSYCHOLOGY AND EDUCATION

UNIVERSITI MALAYSIA SABAH

KOLOKIUM PROSPEN

30 June 4 JULY 2014


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Aim of the Std!

To describe and investi&ate thedilemmas of Sara"a# $ala! ESL

teacher trainees in %TE inSara"a#.


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'. (hat are the dilemmas face b! the Sara"a# MalayESL teacher trainee in%TE in Sara"a#)

*. (h! are the Sara"a# $ala! ESL teacher trainees facin& the dilemmas)

+. Ho" do Sara"a# $ala! ESL teacher trainee overcome his dilemmas in hisendeavor to be ESL teacher)

,. (hat are the factors that tri&&er Sara"a# $ala! ESL teacher trainees-

interest in their endeavor to be ESL teachers). Ho" do the Sara"a# $ala! ESL teacher trainees feel abot their trainin& in

%TE in Sara"a#)


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Researcher/Year

Subjecs P!ace "#n$#n%s

Gan (2012) twent !"na#ea$ %t&'ent%! a !&$ ea$Ba*e#$ !E'&at"n(Be') "nEn+#"%*#an+&a+e,$+$a-

tea*e$t$a"n"n+"n%t"t&t"n atte$t"a$ #e.e#"n Hn+ /n+

t*e %t&'ent% !ae' '"!!"t"e% "n t*e%e a$ea%1) "na'e&ate ,$n&n"at"n an' "ntnat"n2) "-,e$!et ,$n&n"at"n an' "ntnat"n 3)"na'e&ate ,,$t&n"t"e% t %,ea4 En+#"%* "n#a%% 5) #a4 !&% n #an+&a+e "-,$.e-ent"n t*e &$$"&- an' 6) ,$ en."$n-ent&t%"'e t*e #a%%7 T*e !"n'"n+% %*we' t*att*e ,$8#e-% we$e a#% nt$"8&te' 8 t*et&$e ! t*e ,#ae7

Ra9a'&$a"(2010)

twe#.e Ma#aTESL %t&'ent%

a ,&8#"Un".e$%"t "nPen"n%aMa#a%"a

-a9$"t ! t*e Ma#a %t&'ent% !ae '"#e--ae%,e"a## "n t*e"$ #ea$n"n+: t&$e "'ent"t:an' a&%at"n 8 t*e$ ,e,#e w"t*"n t*e%a-e et*n"7 It wa% ,%"te' 8 t*e $e%,n'ent"n t*e %t&' t*at Ma#a %*' n# %,ea4Ma#a7 T*e we$e #a8e#e' a% ;4a!"$< $ "n!"'e#"! t*e %,ea4 En+#"%* a-n+ t*e"$ Ma#a!$"en'%7 T*e we$e a#% #a8e#e' a% t$"n+ t%*w !! t*at t*e a$e 8ette$ t*an t*e$%7

S" Fan (2010) ten A%"an TESL%t&'ent%

%t&'"n+ TESL"n A&%t$a#"a

%t&'ent%< ,e$e,t"n% ! t*e"$ e=,e$"ene% a$e$e#ate' t #an+&a+e '"!!e$ene% w*e$e#an+&a+e %*4% &$$e' w"t*"n t*e&n".e$%"t nte=t7


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Sa$awa4 Ma#a ESL Tea*e$

T$a"nee%

D"#e--a% ! Sa$awa4 Ma#a

ESL Tea*e$ T$a"nee%

T*e Cn%t$&t"."%t T*e$

(V+t%4: 1>?@)

T*e S"t&$a# T*e$

(V+t%4: 1>?@ B$-an2001)

T*e Att$"8&t"n T*e$(e"ne$ 1>@: 2000)

T*e Se#! Dete$-"nat"n

T*e$ (De": Cnne##

Ran:1>@>)

T*e S"e'&at"na#M'e# (Ga$'ne$: 1>@6)

M'e# ! Sen' Lan+&a+eMt".at"n (T$e-8#a an'

Ga$'ne$:1>>6)

Sa$awa4 Ma#a ESL Tea*e$ T$a"nee%

O.e$-"n+ t*e '"#e--a% "n t*e"$ en'ea.$

a% ESL Tea*e$ T$a"nee%

&he're#ca! "ra(e)'r* '+

&he Su$,


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*Ethno&ra/h! aims to describe and inter/ret acltral or social &ro/ via observations0intervie"s0 and other anal!ses to nderstand thenatre of the cltre.

*Ethno&ra/h! is an in2de/th descri/tion andinter/retation of cltral /atterns and meanin&s"ithin a cltre or social &ro/ 3LeCom/te 4Schensl0 '5556.

*The case stdies allo" the researcher to be morefamiliar "ith the data in its natral settin& andths0 a//reciate the conte7t of the std! 3Cres"ell0

'5586*The std! describes the sitations that are facin&

b! the teacher trainees and it 9focs on an in2de/the7/loration of the actal case 3Cres"ell0 *;;0 /.,+56.


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*The /artici/ants of this std! isSara"a# $ala! ESL TeacherTrainee in one %TE in Sara"a#.

*The /artici/ant is in TESL /ro&ramas teacher trainees.

*Pr/osive sam/lin& "ill be sed asthe /artici/ants are


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*Observation "ill be carried ot inthe classroom and otside theclassroom.

*The >eld notes "ill be ta#en onthe s/ot as soon as /ossible.

*The se of ta/e recorder or videorecorder as additional instrmentdrin& the /rocess of observation.


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'.Semi2strctred intervie"s 3?o&dan 4 ?i#lan0*;;=6 "ith Sara"a# $ala! ESL teacher trainee to ta/his vie"s and /ers/ectives of the dilemmas he facein his std! in %TE.

*.T!/e of @estions as#ed "ill be o/en2ended

@estions.+.Probin& 2 to &et the /artici/ant of tal# abot theirdilemmas in their @est to be ESL teachers.


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Step Focus Pre-analysis Steps in

analysis

Outcomes

17 Ana#%"n+ t*e"nte$."ew%

Ma#a tea*e$t$a"nee%>@)%&++e%t% ,ee$ e=a-"nat"n an' -e-8e$ *e4%7

27 T en%&$e .a#"'"t($e'"8"#"t): t*e !"n'"n+% we$e %entt #et&$e$% an' ,$!e%%$% "n TESL ,e'a++ an'

&a#"tat".e $e%ea$* e=a-"ne' t*e $e%,n%e%737 Data ##ete' !$- t*e "nte$."ew% we$e $et&$ne' t

t*e ,a$t"",ant t en%&$e $e%t% we$e ,#a&%"8#e7

57 A $e%ea$*e$,a$t"",ant $e#at"n%*", wa% -a"nta"ne't*$&+*&t t*e %t&' t !&$t*e$ a%%&$e t*at t*e 'ata

##ete' we$e a% a&$ate a% ,%%"8#e7


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Participant Interview Pages inInterviews

(typed/ singlespaced)

Observation Length otime

(hours)

(a#

*+ $a! *;'+ '* * febrar! *;'+ ,

'8 October *;'+ 8 '. $arch *;'+ ,'. November

*;'+= * A/ril *;'+ =

'5 anar! *;', ' B anar! *;', ,

8 anar! *;', .

'+ anar! *;', ,

Total *B /a&es *B hors

!ata "ollection (#udit trail)


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$he !ilemmaThe sitation and clashes of

interests that the Sara"a# $ala!ESL teacher trainees have to facein their /re/aration as ftre ESL

teacher in %TE.


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-a*.s !ee!s '+ $#!e((as

#spects

Levels

Social

relationship

"ultural

mis%t

Linguistic

conusion

Learning

to teach

Sel-

tunneling

Low dilemma Diclt! in"or#in& "ith $ala!

friends

Painfl e7/erience

in ta#in& /arts in

class discssion

As#in& @estions is

as#in& for

/roblems

Dealin& "ith traitor

in the &ro/

Lan&a&e as barrier%rritatin& En&lish

slan&

Easier to s/ea#

$ala! "ith the

$ala!s

S/ea#s En&lish "ith

the non2$ala!s not

$ala!s

n"illin& to ta#e the

ris#

Ne&ative remar#s

"hen s/ea#in&

En&lish

Shold % sta! "ith

m! $ala! &ro/

members)

Confse "ith theEn&lish lan&a&e

strctre

Pro>cienc! is

more im/ortant

than accent

Learnin& tooman! theories

%t loo#s eas! bt

the reslt is

frstratin&

Theories or

/ractice)

$an! tas#s "ith

limited time bt

hi&h e7/ectations

Short2livedmotivation

% am st a srvivor

Str&&le to &et

&ood /ointers

A srvivor rather

than com/etitor

school mentalit!

Slo"l! fadin&

ener&! and /assion

&ild dilemma Dealin& "ith

ninterested

friends in teachin&Distractions from

social media

Dealin& "ith

/eo/le-s behavior

Not ambitios0 as

lon& as the "or# is

com/letedNothin& has chan&e

and % am satis>ed

"ith it

Does not ta#e

com/etition

seriosl!

Does not "ant to

loo# li#e a fool

Shold % sit in frontor at the bac#)

nderstandin&

ne" and diclt

"ords

Learnin& more

than ESL sbects

Not reall! &ood in"ritin&

Did not read a lot

Findin& relevant

materials and

information

%nconsistent mood

$aintainin& the

ri&ht attitde asftre ESL teacher


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'hy are the Sarawa &alay SL teacher trainees acing thedilemmas*

1 L') sense '+res'ns#b#!#,

N $e%,n%"8"#"t ! w*at *e "% '"n+ "n ITE e%,e"a## w*en *e*a' t ta4e *"% wn $e%,n%"8"#"t twa$'% *"% %t&'7

2 !a(e # 'n heh'r('nes

T*e ,$e%% ! +$w"n+ &,7 T*e teena+e *$-ne% w*"*%"t&ate *"- "n t*e "-a+"na$ %"t&at"n7 Cannt wa"t t !"n"%*t*e ESL t$a"n"n+ ,$+$a- an' %ta$t a !a-"#7

3 I )as n'e'se$ 'c'(e##ecu!ure

Nt e=,%e' t t*e t&$e ! -,et"t"n7 N8' e=,%e'*"- t*e -,et"t".e t&$e "n aa'e-" e=e##ene7


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'hat are the actors that trigger Sarawa &alay SL teachertrainees, interest in their endeavor to be SL teachers*

1 L'e '+ each#n% Se#!-t".at"n t 8e tea*e$ w"t*&t 8e"n+ !$e' t 8etea*e$7

2 Ins#ra#'ns+r'( +'r(ereacher #nsch''!

T*$w8a4 t*e e=,e$"ene t*e *a' w"t* t*e"$ tea*e$ w*"*"n%,"$e' t*e- t 8e tea*e$7 T*e"$ tea*e$ a% $#e -'e#7

3 Ins#ra#'ns+r'( 'bser#n%eacher #n

sch''!

In%,"$e' 8 t*e wa% t*e tea*e$% tea* "n #a%% '&$"n+ t*e"$SBE7

5 Less'ns )h#chc'u!$ s#(u!aeh'u%hr''*#n% (#n$

ant% t 8e a tea*e$ w*"* ' +ene$ate %t&'ent% ,%"t".et*"n4"n+7

6 b!e ' a!*ab'u aca$e(#cs

T*e %e#!"nte$e%t t 8e a tea*e$7

5' n' $een$'n 'hers +'rass#sance

In'e,en'ent ,e$%n7


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+ow do the Sarawa &alay SL teacher trainees eel about theirtraining in I$ in Sarawa*

1 &he Ma!a,s arere!ucan ' chan%e

Ma#a% ' nt want t *an+e7 T*e a$e "n t*e"$ -!$t ne7

2 &he Ma!a,s arec'(e##e

Be#"e.e' t*at t*e Ma#a% a$e -,et"t".e "! t*e ,&t t*e"$ -"n' t "t

3 &he rea!#, #s n'jus ab'u aca$e(#c

D nt 'e,en' t -&* a8&t aa'e-"% 8&t t*e -%t "-,$tant t*"n+ "%t*e at&a# tea*"n+ a% a tea*e$7

5 E(brac#n% heMa!a,s#an En%!#shaccen

Ma#a "% ,a$t ! t*e "'ent"t7 T*e$e!$e: %*' nt !##w t -&* n t*eB$"t"%* aent7 T*e "-,$tant t*"n+ "% !#&en an' ,$!""en7

6 67P $'es n're+!ec he acua!er+'r(ance #nsch''!

T*e 8e#"e!% t*at & an +et e=e##ent CGPA "n ITE 8&t & ' 8e #&%tea*e$ "n %*#7

Learn#n% unre!ae$subjecs #s )ase '+#(e

T*e &e%t"n% a$"%e w*en t*e TESL tea*e$ t$a"nee% #ea$n t*e$ &n$e#ate'ESL %&89et% w*"* 'e% nt %&"t t*e"$ nee'7

? "ac#!##es #n I&E #sn' s'(eh#n% ' cr,

ab'u

Fa"#"t"e% "n ITE %*' nt 8e an "%%&e nt t %t&'7


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+ow do the Sarawa &alay SL teacher trainees eel about theirtraining in I$ in Sarawa*

@ I #s n' eas, 'each he Ma!a,su$ens

Re!#et *"% ne+at".e $'ea# w*en *e wa% a %t&'ent "n %*# 8e!$e7

> 6ha!!en%#n% bu +un En9 %t&'"n+ "n ITE a% "t "% *a##en+"n+ an' !&n7

10 8e! +r'( he!ecurers

He#, !$- #et&$e$% "n t*e %t&'7

11 Prear#n% +'r +uure'bsac!es

/nw w*at "% -"n+ "n t*e !&t&$e an' %ta$t ,$e,a$"n+ !$ t*e t"-e t-e7


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Sel-tunneling+.(a# realized that CPA does not ma#e a &ood teacher bt heis al"a!s strivin& a better teacher trainee in order to establishcredibilit! in his ESL teachin& /rofession.


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Social relationship'.The dilemmas "hich (a# had to face "hen s/ea#in&En&lish "ith his $ala! friends as most of hiscommnication in the classroom is his L'. This frthers//ort the >ndin& b! Gaadrai0 3*;';6 that Malays areexpected to speak Malay.

*.The dilemma faced b! (a# to either s/ea# En&lishlan&a&e or $ala! lan&a&e amon& his $ala! friends isthe bi&&est dilemmas in his endeavor of teacher trainin&becase he do not "ant to be accsed of


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17T*e Sa$awa4 Ma#a ESL tea*e$ t$a"nee% %*' 8e%&,,$te' 8 e=,%"n+ t*e- t $ea##"!e ! TESLen."$n-ent%: w*"* ' ,$."'e t*e- w"t* %&,,$t".een."$n-ent t ,$at"e t*e"$ En+#"%* #an+&a+e %4"##% an'%*a$e t*e"$ "'ea% n #an+&a+e #ea$n"n+7

27T*e Sa$awa4 Ma#a ESL tea*e$ t$a"nee% %*' nt 8ea&%e': 9&'+e': %$ne': an' 8#a-e' !$ nt *a."n+ t*e;,e$!et< an' ;"'ea#< %t"+-a ! e=e##ent ESL tea*e$t$a"nee%7

37T*e -8"nat"n ! t*e #w: -"#' an' %e$"&% '"#e--a%w' nt 9&%t 'ete$"$ate t*e a4


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2nd PROSPEN Kolokium Presentation

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