PROPOSING AN AFFECTIVE LITERACY FRAMEWORK FOR YOUNG LEARNERS OF ENGLISH IN MALAYSIAN RURAL AREAS: ITS KEY DIMENSIONS AND CHALLENGES
Keywords:Affective literacy, English language teaching, teachersâ€™ knowledge, teacher reflection, teaching in rural areas
AbstractPurpose â€“ This study investigated rural English teachersâ€™ perceptions of factors which influence the literacy development of young learners in rural school settings. This investigation led to a further enquiry on the dimensions of an affective literacy framework to support the English learning of rural young learners. Methodology â€“ The study employed a qualitative approach to provide a holistic view of the phenomena being studied. Two English optionist teachers and two non-optionist teachers volunteered to participate in the study. The first investigation was based on audiotaped interview sessions with the teachers, and the second enquiry was grounded in video-taped class observations. The raw data from these instruments were used for qualitative content analysis, which resulted in the proposed Affective Literacy Framework for Rural Young Learners (ALFRYL).
Findings â€“ The analysis of interviews indicated that the teachers acknowledged the critical need for creating effective and interesting activities that can engage young learners cognitively and affectively, while arguing that their training background and learning experiences primarily influenced their pedagogical approaches. Classroom observations noted that the optionist teachers were confident in their pedagogical delivery. Based on the analysis of the affective teaching foci illustrated by the teachers in the classroom, six components of an affective literacy framework were identified as a tool to support affective literacy development among rural young learners: learner diversity, engaging pedagogy, meta-cognitive assessment, emotional management, pedagogical resources and positive interaction.Significance â€“ Providing pedagogical examples of how teachers frame the task of teaching English in rural areas, this study illustrates the realities of their struggle, which teachers in similar situations may face in helping pupils learn English effectively. Positive affective literacy environments would provide opportunities for young learners not only to make meaning but also to reach new language materials and express themselves in new ways. The dimensions that constitute the affective literacy framework makes available an initial reference for teachers to stimulate pupilsâ€™ learning in challenging contexts where English is used minimally.
How to Cite
The Malaysian Journal of Learning and Instruction (MJLI) has taken all reasonable measures to ensure that material contained in this website is the original work of the author(s). However, the Journal gives no warranty and accepts no responsibility for the accuracy or the completeness of the material; no reliance should be made by any user on the material. The user should check with the authors for confirmation.
Articles published in the Malaysian Journal of Learning and Instruction (MJLI) do not represent the views held by the editors and members of the editorial board. Authors are responsible for all aspects of their articles except the editorial screen design.