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Managing The Primary Esl Classroom (TSL 3109) : Socio Cultural

This document discusses the socio-cultural diversity present in Malaysian classrooms and the challenges it poses for teachers. It outlines the various social and ethnic groups in Malaysia and how this impacts the school system. The document also summarizes recommendations from Weinstein et al. that teachers should recognize their own biases, understand students' cultural backgrounds, place students in mixed groups, and build a caring classroom environment to best manage the socio-cultural diversity in their classrooms.

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Kamel Hafiz
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63 views7 pages

Managing The Primary Esl Classroom (TSL 3109) : Socio Cultural

This document discusses the socio-cultural diversity present in Malaysian classrooms and the challenges it poses for teachers. It outlines the various social and ethnic groups in Malaysia and how this impacts the school system. The document also summarizes recommendations from Weinstein et al. that teachers should recognize their own biases, understand students' cultural backgrounds, place students in mixed groups, and build a caring classroom environment to best manage the socio-cultural diversity in their classrooms.

Uploaded by

Kamel Hafiz
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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MANAGING THE PRIMARY

ESL CLASSROOM (TSL


3109)
SOCIO CULTURAL

INTRODUCTION
In Malaysia, a classroom consists of different pupils of a
different ethnic background and social setting.
A multicultural setting is a common scene prevalent in
ESL classroom.
Managing a classroom is challenging because,
definitions and expectations of appropriate behaviour
are culturally influenced, and conflicts are likely to
occur when teachers and pupils come from different
cultural backgrounds (Weinstein, Tomlinson-Clarke,
and Curran, 2004)

TYPES OF SOCIAL CULTURE IN


MALAYSIA
o

o
o

Social class:
High class
Midder class
Lower class
Religions/ethnics
Gender

IMPLICATION OF SOCIAL CULTURE


TO SCHOOL

Have varieties of school in Malaysia:


Sekolah Kebangsaan (bahasa melayu)
Sekolah Jenis Kebangsaan Cina (bahasa cina)
Sekolah Jenis Kebangsaan Tamil (bahasa tamil)
Sekolah Wawasan

WEINSTEIN ET. AL (2004) OUTLINE THE FOLLOWING FIVE


EXPECTATIONS THAT TEACHERS SHOULD HAVE:

A teacher should recognize his/her own ethnocentrism


and biases.
A teacher should know his/her pupils' cultural
backgrounds.
A teacher should understand the broader social,
economic, and political context in which the class is
situated.
A teacher should be able and willing to use culturally
appropriate management strategies.
A teacher should commit to building a caring classroom

Teachers should teach students without


discrimination as to nationality.
Teachers should teach without grouping students
according to certain people in one group only.
Instead, every student from different races and
different genders are placed in the same group so
that the opportunity to interact wide open.

CONCLUSION

Socio-cultural diversity in a pluralistic society


system in our country will have a direct
impact on the development of the education
system in general and in particular to the
learning environment.

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