Changing traditional reading pedagogy: the importance of classroom interactive talk for year one Malay readers

Article


Tarasat, Hajah Suraya Haji and O'Neill, Shirley. 2012. "Changing traditional reading pedagogy: the importance of classroom interactive talk for year one Malay readers." International Journal of Pedagogies and Learning. 7 (3), pp. 239-261. https://doi.org/10.5172/ijpl.2012.7.3.239
Article Title

Changing traditional reading pedagogy: the importance of classroom interactive talk for year one Malay readers

ERA Journal ID39917
Article CategoryArticle
AuthorsTarasat, Hajah Suraya Haji (Author) and O'Neill, Shirley (Author)
Journal TitleInternational Journal of Pedagogies and Learning
Journal Citation7 (3), pp. 239-261
Number of Pages23
Year2012
Place of PublicationSippy Downs, Australia
ISSN1833-4105
Digital Object Identifier (DOI)https://doi.org/10.5172/ijpl.2012.7.3.239
Web Address (URL)http://jpl.e-contentmanagement.com/archives/vol/7/issue/3/
Abstract

The ability to read is one of the most crucial survival skills a person can possess. Besides being necessary in everyday life it is well established as the best predictor of future educational achievement. However, learning to read is a complex task and even in the new millennium education systems across the world continue to face the challenge of meeting targets for literacy acquisition. Current practices in Western education settings draw upon decades of research that emphasise the importance of developing children’s language and phonemic awareness and the adoption of a an eclectic approach. They recognise reading as a process that requires thinking and metacognitive skills. In conjunction with this researchers have also shown that the quality of classroom interactive talk exerts a powerful influence on children’s literacy learning success. This research examines the application of this contemporary practice in the context of teaching reading in Malay language (L1) to year one children in Brunei Darussalam. It compares a trial of a balanced reading approach with the traditional approach that has long pervaded the current system in Brunei. As a qualitative exploratory study data were collected through classroom observations in three classrooms across two schools over two terms. This included transcribing the classroom interactive talk of reading lessons. The results provide insights into the value of the study of interactive talk as a window into the quality of literacy and reading pedagogy, and why students may be experiencing difficulty in learning to read. Recommendations are made for teacher professional learning and changes to resources to increase teaching effectiveness and to enhance young children’s beginning literacy experiences in their first language of Malay.

KeywordsYear one Malay readers; reading pedagogy; pedagogical change; classroom interactive talk, Flanders Interactional Analysis
ANZSRC Field of Research 2020390108. LOTE, ESL and TESOL curriculum and pedagogy
470320. South-East Asian languages (excl. Indonesian)
520401. Cognition
Public Notes

The authors' accepted version made not accessible at author's request.
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Byline AffiliationsFaculty of Education
Institution of OriginUniversity of Southern Queensland
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