LOCAL CULTURAL ASPECTS IN THE KBSM ENGLISH LANGUAGE
MATERIALS
NURSOPHIA HASDINA BINTI MOHD HASHIM
UNIVERSITI TEKNOLOGI MALAYSIA
i
LOCAL CULTURAL ASPECTS IN THE KBSM ENGLISH LANGUAGE
MATERIALS
NURSOPHIA HASDINA BINTI MOHD HASHIM
This Project Report is Prepared as a Requirement for
The Bestowal of Bachelor of Science and Education (TESL)
Faculty of Educational
Universiti Teknologi Malaysia
11 APRIL 2008
iii
Acknowledgements
I would like to grab this opportunity to offer my deepest gratitude to my Supervisor
Lecturer, Assoc. Prof. Dr. Mohamad Hassan Bin Zakaria for his great guidance and
endless efforts in helping me to complete this project. I would like to dedicate this project
to my very own sister, Nurshahida Binti Mohd Hashim, for becoming my greatest
inspiration in my writing. I would like to give my millions of appreciation to all my
family members for their greatest love to me ever. Last but not least, thank you to my
special buddies, Nor Hidayah Ramli and Rebecca Ida Stephen Kalong as well as all my
course mates and friends for all their helps and never-ending moral support in making
this project a big success to me.
I love you all.
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Abstract
Malaysian students come from various ethnicities and cultural communities since
Malaysia is known as a multiracial and multicultural country. Therefore, issues related to
the portrayal of local cultural aspects in KBSM English Language materials used in some
Malaysian schools have captured the attention of researchers. This study employs a set of
checklist which has been used as a guideline to analyze the cultural aspects in a
curriculum in order to examine English Language Form 1 to Form 5 textbooks used in
schools in Johor Bahru. The findings show that there was insifficient incorporation of
cultural aspects into the English materials. Many of the available cultural elements were
presented at a superficial level and not discussed within the holistic cultural experience.
The findings suggest that the absence and the lack of certain cultural aspects in the
materials may be due to the fact some cultural topics are avoided fearing sensitivity, and
that they may be implicitly portrayed through, for example, value integration, moral and
educational emphasis. This study recommends that language learning materials must be
able to present the language learners’ own culture and all the cultures that suround them
and the materials must be useful and effective both as English learning materials as well
as a tool for promoting cultural knowledge and understanding among Malaysian students.
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Abstrak
Pelajar-pelajar di Malaysia terdiri daripada pelbagai komuniti etnik dan budaya
memandangkan Malaysia merupakan sebuah negara yang dikenali sebagai negara
berbilang kaum dan negara berbilang budaya. Oleh kerana itu, timbul persoalan
berkenaan dengan pendedahan aspek kebudayaan yang terdapat dalam bahan Bahasa
Inggeris KBSM yang digunakan oleh sekolah-sekolah di dalam negara dan isu ini telah
mendapat perhatian daripada para pengkaji. Kajian ini telah memfokus kepada satu set
senarai semak yang telah digunakan sebagai garispanduan untuk menganalisa aspek
kebudayaan yang terdapat dalam Buku Teks Bahasa Inggeris KBSM Tingkatan 1 hingga
5 yang digunakan di sekolah-sekolah menengah di Johor Bahru. Secara keseluruhannya,
bahan-bahan tersebut mempunyai pendedahan yang cetek terhadap aspek-aspek
kebudayaan dan ia tidak dibincangkan secara meluas dan mendalam. Kajian ini
mencadangkan bahawa kekurangan aspek-aspek kebudayaan tertentu yang terdapat
dalam bahan-bahan tersebut berkemungkinan disebabkan oleh faktor sensitiviti
sesetengah topik kebudayaan dan bahawa ianya mungkin didedahkan secara implisit,
contohnya melalui penerapan nilai-nilai murni, penekanan-penekanan moral dan juga
pendidikan. Kajian ini juga mencadangkan bahawa bahan-bahan pembelajaran bahasa
perlu berupaya mendedahkan budaya sendiri pelajar-pelajar bahasa serta budaya-budaya
yang wujud dalam persekitaran mereka dan bahan-bahan tersebut mestilah berguna serta
efektif sebagai bahan pembelajaran Bahasa Inggeris mahupun sebagai alat untuk
mempromosikan pengetahuan dan kefahaman kebudayaan di kalangan pelajar-pelajar
Malaysia.
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TABLE OF CONTENTS
CHAPTER CONTENTS PAGE NUMBER
Thesis Status Approval
Supervisor’s Approval
Title Page i
Researcher’s Admittance ii
Acknowledgements iii
Abstract iv
Abstrak v
Table of Contents vi
List of Figures x
List of Tables xi
1.0 INTRODUCTION 1
1.1 Introduction 1
1.2 Background of the Study 4
1.3 Statements of the Problem 6
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1.4 Objectives of the Study 8
1.5 Research Questions 8
1.6 Significance of the Study 9
1.7 Limitations of the Study 10
1.8 Definition of Terminologies 10
2.0 LITERATURE REVIEW 12
2.1 English as an International Language 12
and a World Language
2.2 Learning English through Learner’s 14
Own Culture (C1)
2.3 Learning English through the Target 17
Culture (C2)
2.4 Cultural Syllabus 19
2.5 Considerations for Multicultural
Language Learning 20
3.0 RESEARCH METHODOLOGY 26
3.1 Introduction 26
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3.2 Research Instruments 26
3.3 Research Procedure 28
3.4 Data Analysis 30
4.0 ANALYSIS OF FINDINGS 31
4.1 KBSM English Language Materials Form 1 31
4.2 KBSM English Language Materials Form 2 34
4.3 KBSM English Language Materials Form 3 36
4.4 KBSM English Language Materials Form 4 39
4.5 KBSM English Language Materials Form 5 41
4.6 Summary of Findings 44
5.0 DISCUSSIONS AND CONCLUSIONS 47
5.1 Discussions of Findings 47
5.1.1 Participation of the Whole
Cultural Experience 47
5.1.2 Presentation of Ideals and Realities 49
5.1.3 Support towards Diversity 51
5.1.4 Opportunities for Participation in
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Aesthetic Experiences 53
5.1.5 Presentation of Target Culture and
Use of L1 55
5.2 Conclusions 56
5.3 Recommendations and Implications 58
5.4 Suggestions for Further Studies 60
REFERENCES 61
x
List of Figures
FIGURE TITLE PAGE
1 Multidimensional Engagement 24
2 The Research Procedure 29
xi
List of Tables
TABLE TITLE PAGE
1 KBSM English Language Materials Form 1 31
2 KBSM English Language Materials Form 2 34
3 KBSM English Language Materials Form 3 36
4 KBSM English Language Materials Form 4 39
5 KBSM English Language Materials Form 5 41
6 Summary of Findings 45
1
CHAPTER I
INTRODUCTION
This chapter describes the numerous problems related to cultural aspects in ELT
materials in second language education and also the reason why this study was conducted.
The discussion begins with the introduction, background of the study, statement of the
problem, objectives of the study, research questions, significance of the study, limitations
of the study, and finally ends with the definition of terminologies.
1.0 Introduction
Malaysia is a small Asian country which is known as a multiracial country. It is
populated by 23 million people who are from various ethnicities, races, religions, dialects,
and of course, from hundreds of different cultural practices. Basically there are three
main Malaysian societal communities which are Malay, Chinese, and Indian. Many of
people in the eastern part of the Peninsula, which is Kelantan, have some Thai blood, as
intermarriages between the Thais and Malays have been and remain common. Besides, in
Melaka (Malacca) there is the ‘Peranakan’ community from Baba and Nyonya families.
In some parts of the south like Johor and Selangor, there are Javanese and Bugis
communities that originated from Indonesia and the culture have been brought by the
Indonesian migrants. In the west, which are Sabah and Sarawak, hundreds more of
ethnicities like Iban, Bidayuh, Kadazan, Dusun and Melanau can be found. All these
societal communities are very unique and distinctive. They practice their own cultural
practices and they speak their own dialects and languages. However, no matter how
distinctive and different they are, all of these hundreds of communities form one big,
strong, harmonic community called Malaysians.
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In Malaysian education system, curriculum is one of the tools to promote cultural
understandings. It is clearly stated in the National Educational Philosophy. It emphasizes
the goal of education to produce citizens who contribute to the harmony of the nation
(National Educational Philosophy, 2003). As English is taught as a second language in all
Malaysian primary and secondary schools in line with its status as a second language, it
also aims for the same matter.
“The English language curriculum enables learners to:
i. form and maintain relationships through conversation and
correspondence; take part in social interactions; and obtain goods
and services;
ii. obtain, process and use information from various audio-visual and
print sources; and present the information in spoken and written form;
iii. listen to, view, read and respond to different texts, and express ideas,
opinions, thoughts and feelings imaginatively and creatively in spoken
and written form;
iv. show an awareness and appreciation of moral values and love towards
the nation.”
(KBSM English Language Syllabus, 2003)
KBSM (Kurikulum Bersepadu Sekolah Menengah) English Language Syllabus, as a
national syllabus, incorporates local cultural elements, such as local ethnicities, religions,
as well as societal and family values. This shows that Malaysian educators are aware of
the interconnection between language and culture.
Language is a bridge to access knowledge, skills and attitudes within and across
cultural and political boundaries. Ethnographic language studies done by Ochs &
Schieffelin (1984) and Peters & Boggs (1986) have been summarized as the following:-
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• Language acquisition does not follow a universal sequence, but differs across
cultures.
• The process of becoming a competent member of society is realized through
exchanges of language in particular social situations.
• Every society orchestrates the way in which children participate in particular
situations and this, in turn, affects the form, the function and the content of
children’s utterances.
• Caregivers’ primary concern is not with grammatical input, but with a
transmission of socio-cultural knowledge.
• The native learner, in addition to language, acquires also the paralinguistic
patterns and the kinesics of his or her culture.
(Buttjes, 1990, p.55)
Culture and communication are inseparable because culture not only dictates who
talks to whom, about what, and how the communication proceeds, it also helps to
determine how people encode messages, the meanings they have for messages, and the
conditions and circumstances under which various messages may or may not be sent,
noticed, or interpreted. Culture is the foundation of communication. (Samovar, Porter &
Jain, 1981)
According to a study carried out by Louis (2005), 60 English language teachers in
Johor Bahru agreed that in order to enhance students’ awareness of local cultural heritage,
they need to be instilled with cultural awareness. They also viewed language teaching, as
being the means by which cultural knowledge should be imparted by them. Besides that,
the group of teachers believed that in the process of instilling cultural awareness among
students, the very first thing to be included is the methodology of imparting the
knowledge. The syllabus, which takes into considerations the materials used in imparting
the knowledge, is the second thing to be incorporated.
4
Therefore, a question however arises, whether the learners need to acquire the
culture of the target language (C2) or the learner’s own culture (C1) in learning the target
language (L2). Buttjes (1990) cautions readers that since the first language acquisition
takes place differently from second language acquisition, it is expected the acquisition of
the first culture (C1) occurs differently in many aspects from second culture acquisition
(C2).
1.1 Background of the Study
In the 1990s, the cultural syllabus has been supported by research in the National
Core French Study (Flewelling, 1994; LeBlanc, 1990; LeBlanc & Courtel, 1990), and its
importance was reaffirmed by Stern (1992). The European emphasis on cultural studies
has developed further and has also been supported by empirical research. In short, culture
in second language education today is clearly much more than great literature. As our
understanding and communication has evolved, the importance of culture in second
language education has increased. This reality is reflected in current methods of language
teaching and learning, including the incorporation of cultural elements in second
language materials.
All ESL learners in Malaysia, whether primary or secondary schools students, are
provided with the local cultural aspects through the English materials in schools. This is
for the reason that the materials for English language teaching and learning in schools in
Malaysia incorporate local cultural aspects, such as local ethnicities, religions, as well as
societal and family values. Of course, Malaysians are aware of the interconnection
between language and culture. It also further shows that the educational system in
Malaysia follows the theory of learning English (L2) through the learners’ own culture
(C1). Such understanding acknowledges the influence of the sociocultural backgrounds
of the learners and their social network on English language learning. Malaysian learners
of English come form various sociocultural backgrounds which include their ethnicities,
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family socioeconomic status, upbringing , socialization or social network, communities,
as well as school location and its institutional culture (Mohamad Hassan 2006, 2003).
The implementation of the cultural syllabus in Malaysia, though, may not be easy
and uncomplicated. Cultural matters such as races, religions, status, and even mother
tongues (L1) are all very sensitive issues. This phenomenon does not only happen in
Malaysia, indeed, since those issues are sensitive to all people around the world.
Therefore, any matters and decisions related to these sensitive matters need to be done by
the government very carefully so that they will not invite any unwanted controversy in
the country. The same goes in the educational system. The stability of our country and
social cohesion really depend on racial harmony, understanding and tolerance among
different social communities. Reaffirming such national concerns, Mohammad Hassan
(2003, 2002) examined the nation’s policy intents pertaining to cultural pluralism and
multicultural education and proposed a localized conception of the curriculum especially
English syllabus, that examines “shared values, practices, and cultural accessibility
surrounding the learner’s home, school, and community” (p.1).
Taking into consideration, the importance of English language in Malaysia, the
richness of the culture of the Malaysian learners of English, and the roles of the learners’
culture in the learning of English, this study chooses to examine the available textbooks
used in the school in order to identify and describe the cultural elements that are present.
The study adapted the framework and concepts previously used by scholars such as in,
language and culture, language learning, cultural syllabus, multicultural syllabus, and
intercultural communication. Using the adapted checklist, this study examined materials
in the selected text books in order to find out the extent the cultural aspects are presented
to the learners.
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1.2 Statements of the Problem
There are various materials for English language teaching and learning that can be
obtained in the market and from other various sources. Obviously, there are local cultural
elements presented in most of the current English learning materials. However, one can
argue whether they are sufficient and comprehensive enough to tap on the culture of the
English language learners. As known to the world, Malaysia is a multiracial and
multicultural country. It is rich of cultural practices and traditions of many cultural
communities. Therefore, the materials will not be able to present these cultural practices
and traditions of all cultural communities that exist in this country. As a result, the
cultural elements of the majority groups like Malay, Chinese, and Indian are commonly
found. But, what happens to learners from other minority cultural communities in the
country? Their cultural elements also need to be presented for the reason that they are all
language learners and learning a language is learning cultures.
The English materials available also may not provide enough cultural information
to the teachers in order for them to fully utilize cultural aspects that can enhance the
learning of English among the learners. This is important especially when the English
teacher does not really belong to the learners’ community that he or she is teaching. How
can a teacher teach a language to a group of learners without understanding the cultures
that surround them and when language teaching must be incorporated with cultural
elements? Here in Malaysia, we have hundreds of cultural communities including all the
minorities. Let us take a situation for instance. A teacher from Kuala Lumpur is sent to
teach English in the area of an Iban community in Sarawak. In this circumstance, the
teacher most probably will fully depend on the cultural elements that are present in the
English materials in order to make the connection and correlation of what he or she is
going to teach and the learners’ culture. So the moral of the story is clear that the
presence of local cultural elements in the KBSM English materials is important not just
for English language learners but also for English language teachers.
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Although we live in a multiracial and multicultural society, the local and
international mass media are still discussing racial misunderstanding and polarization in
segments of our society. All the discussions of the sensitive issues are made worse when
the international community interferes. As a result, all the impressions of harmony and
peacefulness presented through the cultural elements in the English materials do not
really hit the target. This happens when the learners are exposed to negative perceptions
and at the same time, those can be negative stimulations toward learning English.
Since Malaysia is a multiracial and multicultural country, its stability and social
cohesion are so much depending on harmony, understanding and tolerance among all
members in all communities. Without these elements, then such word like ‘harmony’ is
impossible to be possessed. A social community needs to have the respect to other social
communities so that an impressive multiracial and multicultural country still exists on
this planet.
In summary, in order to understand the problems better, one can ask the following
questions:
1. How relevant are cultural aspects in the materials?
2. How can English language teaching be more effective in Malaysia?
3. Have the materials sufficiently incorporated the cultural aspects?
4. Are the available cultural aspects useful and effective in order to be used as
English learning materials and as tool for understanding cultures?
The answers to the questions allow us to see the major role of the English
language materials in incorporating the cultural aspects. They also inform us on the
status of the English language syllabus, its materials and also the teaching of it.
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1.3 Objectives of the Study
The objectives of this study are:
1. to determine the degree that the English language materials provide the wholeness
of experiences of ethnic and cultural groups in Malaysia;
2. to examine the extent that the materials present the ideals and realities of
Malaysian societies;
3. to discover the way the materials support ethnic and cultural diversity in
Malaysia;
4. to ascertain the degree that the materials offer opportunities for participation in
aesthetic ethnic and cultural experiences;
5. to find out the degree that the materials present the culture of the native speakers
of English (C2) and make use of the learners’ first language (L1).
1.4 Research Questions
This study will provide answers to the following questions:
1. To what degree do the English language materials provide the wholeness of
experiences of ethnic and cultural groups in Malaysia?
2. To what extent do the materials present the ideals and realities of Malaysian
societies?
3. In what way, do the materials support ethnic and cultural diversity in Malaysia?
4. To what degree do the materials offer opportunities for participation in aesthetic
ethnic and cultural experiences?
5. To what degree do the materials present the culture of the native speakers of
English (C2) and make use of the learners’ first language (L1)?
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1.5 Significance of the Study
The textbook is the main source of teaching in many subjects. Many modern
textbooks strive to give students at least a superficial knowledge base for understanding
other cultures and people. The study on local cultural aspects presented in the English
language materials is necessary for the reason that Malaysia is a multiracial and
multicultural country. The learners’ social background factors need to be taken into
teachers’ serious consideration. This study will enable to guide materials developers or
textbook writers to identify proper cultural elements to be integrated into the materials.
Besides that, this study is important for English language teachers who need to
fully utilize cultural aspects in order to enhance the learning process of the language. The
English materials that they are using may not provide sufficient information on those
aspects. This will, at the same time, bring difficulties to the teachers in order to link the
cultural background of learners and English language learning. With the exposure to such
matters and issues in this study, English teachers in Malaysian schools will have the
awareness of the importance of culture in any second language classrooms.
The study also provides better understanding for English language teaching (ELT)
practitioners as it links the teaching of English to broader but more important cultural
dimension. There is a tendency among practitioners to confine ELT within the teaching
of structures or grammar, neglecting its communicative aspects. Also learner factors and
the differing needs as well as their sociocultural are overlooked.
Besides, the study also offers policy makers or curriculum planners useful insight
into the area of teaching culture across the curriculum. We need to participate in the
global society and curriculum can be a useful tool to impart cultural knowledge and skills.
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1.6 Limitations of the Study
The analysis of this study would be based on a set of textbooks used by secondary
schools in Johor Bahru. The quantity and quality of the materials in the textbooks
examined would depend on many factors, such as the limitations posed by the
Curriculum Specifications designed by the Ministry of Education as well as the
requirement by the publishers.
The description of the cultural aspects in the textbooks depends on the selected
criteria in the checklist used in this study. There are other aspects in Banks’ checklist as
well as from other scholars. Those aspects may not have been examined.
Another limitation is due to the fact that cultural aspects can be implicitly
portrayed. The cultural aspects were also sometimes presented in different forms such as
value integration and moral education. It was thus difficult to identify or describe the
aspect within the scope of this study.
1.7 Definition of Terminology
The following terminologies are used to refer to the intended meanings within the
content of this study:-
• Cultural content or cultural aspects: Any materials used in the textbooks that are
based on a specified important part of the learners’ lives, such as cultural events
or cultural items.
• Local culture refers to any Malaysian cultures of people from various
backgrounds.
• First culture or C1 refers to the learner’s own culture as opposed to the target
culture which refers to culture of the second language learned (e.g. English).
• Materials can consist of language tasks or activities designed for the learners in
the selected textbooks.
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• Checklist is a list of criteria based on previous relevant studies which will be used
in order to analyze the materials.
• The textbooks are English textbooks used by the schools in Johor Bahru. Here are
the ISBN numbers of all the textbooks used throughout this study:-
o KBSM English Form 1 ISBN 983 – 59 – 1491 – 5
o KBSM English Form 2 ISBN 983 – 2438 – 17 – 9
o KBSM English Form 3 ISBN 983 – 9403 – 94 – X
o KBSM English Form 4 ISBN 983 – 143 – 454 – 4
o KBSM English Form 5 ISBN 967 – 73 – 0150 – 0
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CHAPTER II
LITERATURE REVIEW
This chapter serves as the backbones of the study. It is important to provide the
related concepts of local cultural aspects in ELT materials from other prominent
researchers so that one could see the importance of conducting this study. First of all, I
will highlight on English as an International Language and a World Language. Secondly,
I will highlight on Learning English through Learner’s Own Culture (C1). Next, the
stress will be put on Learning English through the Target Culture (C2). After that, I will
continue with discussing Cultural Syllabus and finally, the last section will deal with
Considerations for Multicultural Language Learning.
2.1 English as an International Language and a World Language
The world in this era is rapidly changing and developing with advanced
technology and modern facilities. The same goes with the communication and language
area. Mediums of communication in this day and age are getting more modern and this
leads to the way we communicate with people around the world faster and simpler. This
is what has being called as ‘globalization’ and ‘the borderless world’.
Globalization is bringing the whole world closer together whereby the world is
becoming a small village. The society in this small village shares educational, economic,
political, environmental, medical and social needs and concerns. Hence, they need one
13
language in order to help them to communicate and interact among themselves
effectively. For this reason, English has become one of the most widely used
international languages. Now English is also the first international language that
facilitates interlingual communication.
Here are some opinions by some scholars and researchers toward English and the
global world.
“As an international language, English is perceived by many as the future
language of the global village. In Oman – as in many parts of the world –
English has become the language of education, technical and vocational
training, the workforce and technology … English came to be perceived by
many Omani officials and authorities as the second language through
which all economic, technological, vocational, educational, and
communicative functions could be conducted.”
(Al-Balushi, 2001: 5)
“Globalization involves systematic interrelationships of all individual
social ties that are established on the planet … it involves processes of
economic systemization, international relationship between states, and an
emerging global culture of consciousness.”
(Waters, 1995:62)
As an international language, English needs to accommodate the sociocultural
aspects of the international communities of English speakers. English speakers of various
cultures use different forms of English to express various language functions. This
creates various sociolinguistic variations in the uses and among users of English
(MacKay, 2004, Holmes, 2000). Meanings, to an extent, must be understood from the
cultural lens of the speakers.
14
Why must learners of English be made aware of their own culture through the
materials? Such concept of international and world language allows learners of English to
capitalize on their own culture in order to facilitate their communication as well to inform
the listeners on the speakers’ cultural differences. Materials designers must select the
learners’ cultural nuances in order to facilitate their learning of English. They must also
be able to identify and highlight the crucial cultural aspects of the speakers to the
listeners in order to avoid misunderstanding and miscommunication. Thus, knowledge of
the speakers’ own culture benefits both the speakers and the listeners, supporting the
arguments for English as an international language and world language.
2.2 Learning English through Learner’s Own Culture (C1)
There are various materials for English language teaching and learning that can be
obtained from various sources. Textbooks, however, are the major source of cultural
knowledge and vicarious experience for learners of English as the second language in
schools and higher education contexts. There are also some cases where textbooks
become the only source that is available for those aspects.
“Some national textbooks largely or exclusively feature students’
presumed own culture and cultural identity, i.e. their ‘home’ or ‘source’
culture (C1), although the target language is clearly English (L2).”
(Cortazzi & Jin, 1999)
Norway is a country which is known for a tolerant, international and peace-
brokering outlook. Recent changes in this country include significant numbers of ‘new
Norwegians’ who have migrated from other countries. In the Norwegian English syllabus
(The Royal Ministry of Education, Research & Church Affairs, 1999), English is learned
from grade 1 until grade 10. In grade 1, all students need to be exposed to two different
forms of Norwegian. First is about the northern minority language, which is called ‘Sami’,
and second is the culture. The main aim or the learning outcome for grade 7 is to ensure
15
that learners are able to describe the cultures of Norway, including Sami, in English. For
example, they will exchange letters with learners in other countries, using English as the
medium of communication. Learning French or German is then to be started only in
grade 8. Finally, by grade 10 learners will be able to make use of international contacts in
English for other kinds of learning, including C2 or even C3. (Cortazzi & Jin, 2003).
In this country, schools are viewed as a mediator of C1 and an international
culture of learning which links humanity together through the development and use of
new knowledge to better the human condition, which depends on familiarity with other
countries, languages and cultures. (Cortazzi & Jin, 2003).
As can be seen, there are some emphases on C2 culture in this country in the
contexts of creative work, critical reflection, and a school’s culture of knowledge and a
culture of cooperation.
In Omani Language Education System, an interesting concept is introduced
(Ministry of Education, 1997-98a). ‘Our World Through English’ (OWTE) is a concept
that corresponds very much with ‘learning English through learner’s own culture’.
However, literature part, which has been described as particularly good and highly
generative by Ghosen (2002), is absent from the material that they provide. Literature
plays a significant role in Second Language Acquisition (SLA).
“Literature described this way can provide exposition, imagination,
insights and argument. Argument here can lead students to engage in
active thinking and critical analysis beyond the mechanical aspects of the
EFL system.”
(Al – Issa, 2005)
OWTE gives more attention to the local culture and tries to use the language to
transmit knowledge about ‘selective traditions’ (Williams, 1989) and ‘interested
knowledge’ (Pennycook, 1989). Even the accompanying stories, rhymes and songs are
16
simplified and controlled in terms of the structural and lexical items they present (Stern
1992). Access to English is confined to the classroom parameters and to the school texts.
However, OWTE contains simplified listening tasks, a few songs and rhymes on
the accompanying tapes, which attempt to stress certain lexical and structural aspects of
the lesson or topic introduced. The tasks, which contain native speakers, are primarily for
the students to listen to and try and model their pronunciation. In other words, OWTE
restricts access to the native speaker. The students listen to the mandated textbook’s
language and voice more through the carefully controlled presentation of the teacher,
despite the fact that the writers advocate building flexibility into the material. (Al – Issa,
2005)
Furthermore, the Teacher’s Guide – Elementary Level (Ministry of Education of
Oman, 1997 – 98) claims that learners learn when they are enjoying themselves and
finding things out for themselves, or via discovery learning. In other words, there is an
emphasis laid on autonomous learning where students actively and dynamically take
initiatives, manipulate knowledge and create meaning. OWTE, however, is largely
teacher – proof and teachers are required to finish teaching it in time as the end – of –
semester exams are to a large extent based upon it. (Al – Issa, 2005)
“It is important … that you complete the syllabus as this is what you test.”
(Teacher’s Guide – Elementary Level, 1997 – 98)
OWTE is not accompanied with any material appearing either in a hard copy form
or produced as software to facilitate independent learning and varied exposure to the
target language in a contextualized manner and to its culture. Teachers are invited to
supplement OWTE in case they finish teaching it in time. OWTE is designed in a way
that guarantees the teacher finishes teaching it by the end of the academic year. (Al – Issa,
2005)
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Davis (1996) has proposed the principles underlying good classroom materials.
In the principles, one of the principles says that English learning teaching materials
should be relevant to the local social, cultural and political situation, besides be
purposeful and functional. Banks (1991) emphasizes on the importance of learner’s
culture in learning experience and the curriculum. Therefore, culture is a big element to
be seriously taken into consideration in producing materials for English language
learning.
2.3 Learning English through the Target Culture (C2)
Let us take a look at another interesting example of English and cultural
orientation. The people in Lebanon are well known for their cosmopolitan or
international outlook and in their education system, English plays a significant role. The
cultural orientations to EFL in the republic have quite distinct emphases.
“By learning about C2 cultures, students are expected to obtain ‘a livelier
appreciation’ of both C1 and C2, and in fact, to promote C1 among C2
people, to spread in the world a better understanding and appreciation of
one’s own religion, culture and values and to influence world opinion
favourably towards one’s people and their causes.”
(Ministry of National Education, Youth & Sports of Lebanon, 1997)
This type of cultural learning outcome of English in Lebanon is seen as a part of a
wider education, which fosters spiritual and intellectual development, critical thinking
and a critical awareness of the ethical dimension of language use. Although, as it is
known to others, French has a strong influence of heritage in Lebanon and in fact many
students go to French medium schools. But then a growing number go to English –
speaking schools. Until now, the majority of the Lebanese people are educated through
English – speaking educational institutions.
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Many countries in this world, in fact, are implementing this Colonialist /
Culturalist type in ELT. A textbook series from Greece for secondary school students,
Task Way English (Epikefalis & Denthrisou, 1991), contains mainly C2 context, but with
some examples of C1 situations. Many tasks require students to imagine and express their
ideas and opinions towards C2, which they have been exposed to through the material
itself, and then reflect their own culture (C1).
Another textbook, English G, Band 6 (Hennig, 1999), for year 10 or 11 German
learners of English, is focused on the C2 of the United States, but the target culture (C2)
is treated in problematizing task which invite the exploration of alternative explanation of
minority groups. Black Americans, for instance, are shown to be middle class and
successful as well as from struggling working class groups. A historical dimension is
given with a time line of Black history and learners are asked to make comparisons with
groups of people in Germany and elsewhere in Europe who have had difficulty in
winning equal rights. In other words, the textbook presents contrasting views of Black
Americans, offering more complex, problematized views of C2, with the comparison of
C1 and C3 (Black Americans).
“Arguably, such a nuanced approach to cultural engagement is much
easier for material designers for more advanced levels of learners …”
(Cortazzi & Jin, 2003)
Besides, it may be true that material designers and those who are expert in this
field internationally will find that it is much easier for them to design materials engaged
with C2 which will be able to suit advanced level learners for the sake of more effective
and excellent materials to be produced. This, though, may also be not true when all the
effective and excellent materials cannot be understood by or attractive to the learners
since they have never being exposed to different and strange cultures. These English
syllabuses in different countries emphasize quite different kind of engagement with
cultures.
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2.4 Cultural Syllabus
Jiang (2000:328) claims that culture and language are inseparable and are
intimately related. Jiang suggests some interesting metaphors about culture and language
taking different views into account. For instance, from a philosophical view, she
describes language as flesh, culture as blood, and the two of them make living organism.
She also provides a communication view by saying that language is a swimming skill,
culture is water, and the two of them make swimming. Jiang further considers a
pragmatic view through her statement which says that language is a vehicle, culture is a
traffic light, and the two of them make transportation.
Here are some opinions quoted from some scholars and researchers toward the
definition of culture and language. Let us see how they view these two terminologies are
correlated and associated with each other.
“Current pedagogy stresses that language cannot be taught without
culture and that culture is a necessary context for language use.”
(Singhal, 1998)
“… culture teaching is essential to language learning…”
(Singhal, 1998)
“… culture teaching is a part and parcel of second language education.”
(Singhal, 1998)
“… language teaching is indeed culture teaching.”
(Lessard – Cluston, 1997)
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“Students will master a language only when they learn both its linguistic
and cultural norms … linguistic competence alone is not enough for
learners of a language to be competent in that language.”
(Krasner, 1999)
“In order for communication to be successful, language use must be
associated with other culturally appropriate behaviour.”
(Peterson and Coltrane, 2003)
“Language reflects culture and that culture must be fully incorporated as
a vital component of language learning since students can be successful in
speaking a language only if cultural issues are an inherent part of the
curriculum.
(Peterson and Coltrane, 2003)
All these definitions, consideration and views toward language and culture show
that there is a very strong association and correlation between the two terminologies.
Also, Brown (1994) describes language and culture as ‘intricately interwoven’. This
gives us an idea that language and culture reflect each other and they furthermore need
each other.
2.5 Considerations for Multicultural Language Learning
There are many principles for designing materials and even for designing
materials and even for selecting them. A set of guidelines has been proposed for teachers
by Renner (1994) so that their efforts do not meet walls of frustration and resistance.
1. Teachers need to begin seeing themselves as educators and not people who are
just doing their job. Whenever the teacher observes racism, prejudice and hate, he
or she must speak out against it. This implies that the teacher needs to start taking
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time for his or her own study and reflection and his or her own opinions seeing
where the learners need to be broadened; what attitudes do the teachers hold are
based on racist stereotypes and falsehoods they were taught along their life
journey.
2. Teachers need to be aware of the language they use with the students and the
racial attitudes it reflects. This includes prejudice referrals about people from your
own country as well. Why are people in the south (of Italy, Germany, France,
Spain, USA) always considered inferior to people from the north? (Renner, 1994).
This must happens for a reason.
3. Besides that, teachers need to convey a positive image of all racial and ethnic
groups in the classroom. For instance by putting up pictures of people of colour or
immigrants to the country may work. Also, the teacher can try to change the maps
so they reflect real proportion and not the usual disproportional maps of big
northern countries and small southern countries.
4. Teachers need to choose wisely the teaching materials. Set up for themselves
some criteria as a textbook must have: people of colour, cultural diversity, English
as a world language principles, diverse pronunciations and social standings. Most
of the textbooks in use contain both blatant and subtle stereotypes of ethnic
groups. Point out to students when a publisher has stereotyped a group or
presented historical events from only a Eurocentric point of view.
5. If the textbook is not all it should be, then the teacher needs to use supplementary
materials which present the perspectives of ethnic and racial groups.
6. Children see colour and become aware of racial differences at a very early age.
Banks (1991) points out that not only do students see colour, they tend to accept
as normative the evaluations of various ethnic groups by the wider community.
Therefore, the teacher may invite his or her friends of various ethnic backgrounds
into the classroom. This is to show that he or she does not ignore racial and ethnic
differences but always responds positively and affirmatively.
7. Teachers must be aware of students’ developmental levels when selecting themes
or concepts to present. Learning activities should be clear and specific in lower
levels, gradually becoming more complex as the level of the student increases.
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There are a variety of children’s fiction which presents concepts like similarities,
differences and prejudice which can be used at lower levels. At upper levels,
fiction biographies can be used to present the more complicated ideas of racism
and oppression.
8. If the teacher has a racially or ethnically mixed classroom, pair and group work
among different races or ethnics can promote integration and provide students
with the possibility of creating friends.
9. Finally, for schools that have diverse racial groups, make sure that these groups
are included in school activities and functions. They need to be viewed as winners
and encouraged to ensure academic studies. They need teachers who make them
feel like they belong and who help them succeed in their academic goals.
Banks (2001) outlines the following guidelines among his 21 items for his
Curriculum Guidelines:
1. The curriculum should reflect the cultural learning styles and characteristics of the
students within the school continuity.
2. The multicultural curriculum should provide students with continuous
opportunities to develop a better sense of self.
3. The curriculum should help students understand the totality of the experiences of
ethnic and cultural groups.
4. The multicultural curriculum should promote values, attitudes, and behaviors that
support ethnic pluralism and cultural diversity as well as build and support the
nation-state and the nation’s shared national culture.
5. The multicultural curriculum should help students develop their decision-making
abilities, social participation skills, and sense of political efficacy as necessary
bases for effective citizenship in a pluralistic democratic nation.
6. The multicultural curriculum should help students develop the skills necessary for
effective interpersonal, interethnic, and intercultural group interactions.
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7. The multicultural curriculum should be comprehensive in scope and sequence,
should present holistic views of ethnic and cultural groups, and should be an
integral part of the total school curriculum.
8. The multicultural curriculum should include the continuous study of the cultures,
historical experiences, social realities, and existential conditions of ethnic and
cultural groups, including a variety of racial compositions.
9. Interdisciplinary and multidisciplinary approaches should be used in designing
and implementing the multicultural curriculum.
10. The multicultural curriculum should use comparative approaches in the study of
ethnic and cultural groups.
11. The multicultural curriculum should help students to view and interpret events,
situations, and conflict from diverse ethnic and cultural perspectives and points of
view.
12. The multicultural curriculum should provide opportunities for students to study
ethnic group languages as legitimate communication systems and to help them
develop literacy in at least two languages.
13. The multicultural curriculum should make maximum use of experimental learning,
especially local community resources.
A survey and some works carried out by Cortazzi & Jin (2003) for the ‘Creating
Reading’ series in China have made them come out with a model of ‘Multidimensional
Engagement’. These kinds of engagement presented through the model fit the recent draft
requirements for English in Chinese schools and universities. It attempts to summarize
some key relations in orientations to materials between language skills and socio-cultural,
creative and cognitive engagement, where engagement crucially includes participation in
classroom interaction together with personal and affective engagement.
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(Cortazzi & Jin, 2003)
Figure 1: Multidimensional Engagement
Presented through this model, according to Cortazzi & Jin (2003), language
consists of knowledge and skills, which are listening, speaking, reading, writing and plus
with teaching (LSRW + T). Cognitive aspects covers thinking and study skills. Creative
aspects, furthermore, includes the creativity and flexibility in appropriate use. Socio-
cultural aspects explains the cultural awareness, C1, C2, C3, IC (intercultural
communication), while engagement means cognitive and social participation in
classroom interaction, personal and affective engagement.
The inverted cone for language skills shows a narrow traditional focus. As shown
by the dotted lines, the language skills aspect needs to be taken into consideration more
seriously and broadened towards a greater engagement with the three aspects discussed.
At the same time, they emphasize on the flexible use language skills in the real world,
together with the development of cultural awareness, and knowledge and ability in
MULTIDIMENSIONAL ENGAGEMENT
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intercultural communication (IC). Therefore this model also puts stress on cultivating a
creative spirit, cultivating students’ thinking, besides developing collaboration and
teamwork as well as developing their learning and study strategies.
The orientation to cultural engagement in ELT materials is deeply linked to
critical thinking and creativity. For this reason, English language teachers in China, for
instance, are encouraged, as priority, to make greater use of imaginative texts to develop
critical thinking, creativity and collaboration. By definition, engagement includes
personal and affective involvement (Cortazzi & Jin, 2003).
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CHAPTER III
RESEARCH METHODOLOGY
This chapter will start with the Introduction. The discussion will continue with
discussing Research Instruments, which contains all the adapted questions from Banks’
Multicultural Curriculum checklist. Next, this chapter continues with discussing Research
Procedure and finally Data Analysis.
3.1 Introduction
This section discusses the methodology of the study. The main purpose of this
research is to investigate the local cultural aspects in the KBSM English Language
materials. To access and evaluate the aspects presented in the KBSM English textbooks,
the document analysis is used. Data was collected from Form 1 to Form 5 KBSM English
Textbooks and analyzed based on Banks’ Multicultural Curriculum Checklist which was
adapted for this study.
3.2 Research Instruments
This study utilizes a checklist adapted from Banks’ (2001) checklist for
multicultural curriculum to examine Form 1 to Form 5 KBSM English textbooks. Here
are the questions adapted from the checklist which was used to evaluate the English
materials:-
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1. Does the textbook help students understand the wholeness of experiences of
ethnic and cultural groups in Malaysia?
a. Does the textbooks include the study of societal problems some ethnics
and cultural group members experience, such as racism, prejudice,
discrimination, and exploitation?
b. Does the textbook include the study of historical experiences, cultural
patterns, and societal problems of ethnic and cultural groups?
c. Does the textbook include both positive and negative aspects of ethnic and
cultural group experiences?
2. Does the textbook help students identify and understand the ever-present conflict
between ideals and realities in human societies?
a. Does the textbook help students identify and understand the value
conflicts inherent in a multicultural society?
b. Does the textbook examine differing views of ideals and realities among
ethnic and cultural groups?
3. Does the textbook promote values, attitudes and behaviours that support ethnic
and cultural diversity?
a. Does the textbook help students examine differences within and among
ethnics and cultural groups?
4. Does the textbook provide opportunities for students to participate in the aesthetic
experiences of various ethnic and cultural groups?
a. Do students read and hear the poetry, short stories, novels, folklore, plays,
essays, and autobiographies of a variety of ethnic and cultural groups?
5. Does the textbook provide opportunities for students to develop full literacy that
considers both local and target language and culture?
a. Are students taught about the culture of the people who use the second
language?
a. Are students for whom English is as second language taught in their native
languages as needed?
(Banks, 2001)
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The checklist was adapted to fit the focus of this study. Banks’ checklist was
designed for the evaluation of multicultural curriculum. It has broader scope of inquiry
and much more comprehensive criteria. Since the focus in this study is on the English
language material within the context of second language learning (ESL materials), only
relevant items from the checklist were selected to be used. The following criteria were
taken into consideration when identifying and adapting Banks’ guidelines for this study:
• In English language materials, cultural elements must be linked to the linguistic
items intended for teaching.
• Integration of both culture and language has to translate into manageable content
for classroom procedures.
• In Malaysian national English language curriculum, multiculturalism may not be
explicitly stated or it may appear in different forms, such as value integration,
moral emphasis, and broader educational emphasis.
• Multiculturalism may entail some sensitive issues that are sometimes avoided in
public discussions.
3.3 Research Procedure
During the actual study, all Form 1 to Form 5 KBSM English Textbooks used in
schools in Johor were selected. Then I evaluated and examined the books in a holistic
manner identifying the local cultural elements in the books. After that I continued
adapting Banks’ Multicultural Curriculum Checklist.
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Figure 2: The Research Procedure
SELECTION OF FORM 1 TO FORM 5 KBSM ENGLISH TEXTBOOKS
HOLISTIC EVALUATION AND EXAMINATION
IDENTIFYING
CULTURAL ELEMENTS
USING BANKS’ MULTICULTURAL
CURRICULUM CHECKLIST
DESCRIBING THE
CULTURAL ASPECTS IN THE MATERIALS
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3.4 Data Analysis
In analyzing the data, Form 1 to Form 5 KBSM English Textbooks were
preliminarily studied. All local cultural elements found in the textbooks were identified.
Each of the aspects was then further described.
All the local cultural aspects that were found in the KBSM English Textbooks
were studied in terms of the extent that they influence the usefulness of the materials to
the English language learners in Malaysian society.
Finally, all the data was studied and analyzed again on how they describe the
syllabus of English education in Malaysia as a cultural syllabus. In this section, Banks’
Multicultural Curriculum Checklist was referred to.