PEDAGOGICAL PRACTICES OF LANGUAGES OTHER THAN ENGLISH TEACHERS: A CASE STUDY OF A MALAYSIAN PRIVATE UNIVERSITY
Purpose: This narrative research was conducted with focus on innovative learner-centered technologically integrated pedagogy in Languages Other Than English (LOTEs) teaching. Internationalization of education has made it important to have command not only on English as a global language, but also on LOTE which can be second, national, or heritage language. This narrative inquiry explored teachers' perspective on their use of English and the pedagogical practices for teaching LOTE to international students.
Methodology: Narratives of three language teachers, all from different linguistic and cultural background, teaching French, Korean, and Mandarin at a Private University in Malaysia were recorded. The discussion addressed important issues in teaching LOTE such as teaching strategies, use of technology and importance of using English for teaching LOTEs. Data analysis was done using Nvivo, where Saldana's (2016) coding technique was applied consisting of structural, descriptive, and values coding. 48 codes emerged during first cycle coding which were categorized under nine categories in the second and final coding process.
Findings: Data revealed that for achieving practical outcomes, technologically integrated teaching is an alternative to traditional teaching practices. Further, teachers’ narratives also showed the importance of English owing to internationalization of education.
Significance: This narrative study will help LOTE teachers reflect on their own teaching practices, devise technology integrated curriculum and accustom them with up-to-date pedagogies. It can be used in other contexts where LOTE is offered as a foreign language. This research offers insight to practically implement ‘Teach-Less-Learn-More’ concept upon LOTE teaching and explore its effectiveness.
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