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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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