1.

0 INTRODUCTION

Due to globalization and immigration, inevitably many countries will have to accommodate
their own citizens, immigrants and foreigners under one roof. These residents have different
cultural backgrounds and educational levels. They may need to co-exist by accepting and
respecting the other cultural groups as unique and autonomous. In light of this, I have interviewed
Mr. Ngo Lip Hoon, a teacher from Matu, Sarawak to examine the implications of sociocultural
diversity in Malaysia.

2.0 IMPLICATION OF SOCIOCULTURAL DIVERSITY ON TEACHERS.

Teaching in a school at Matu, Sarawak, Mr. Ngo’s class consists of more than one ethnic
group, which are Malay (Melayu Sarawak) and Melanau. He has an adequate knowledge of his
pupils’ cultural background even though he is a Chinese because of the time he spends with
people of similar ethnic groups as he lives near the school. Although being fairly familiar with a
culture other than his own, he humbly feels that there is much more for him to know and learn
about his pupils. Moreover, he is definite when asked whether he presumes understanding his
pupils’ cultural background an important element to foster a tactful environment in his classroom.
By being conscious of his pupils’ differences, it helps him relate his lessons to their prior
knowledge. It also serves as guidelines for him in creating culturally appropriate lessons. This is
in line with the curriculum that suggests more cross-curricular information to be added into what
the pupils learn in his class. He tries his best to make his lessons culturally friendly and informative
at the same time. This, without a doubt can lead to his pupils being more understanding of each
other’s cultural differences and nurture the value of respect as well as celebrating diversity. To
enhance his knowledge of his pupils’ cultural background, Mr. Ngo makes an effort to find small
pockets of time to have short chats with his pupils. These brief conversations can be about
anything such as the things they do at home or why they do or say things in certain ways. Apart
from assisting him to increase his knowledge of his pupils, this furthermore improves his
relationship with his pupils as well as the pupils themselves where his pupils feel cared and loved
by their teacher. This indirectly teaches his pupils that acceptance and respect is given beyond
their cultural backgrounds.
3.0 IMPLICATION OF SOCIOCULTURAL DIVERSITY ON LANGUAGE LEARNING

Mr. Ngo is unable to avoid facing challenges in teaching the English language in his
socially diverse classroom. Due to the fact that English is an alienated language for his pupils, he
has to rely on the Grammar Translation Method from time to time. Using this method, he is
supposed to translate English words to Bahasa Melayu but because his pupils are also poor in
the national language, he has to resort to translating those certain words to Bahasa Melayu
Sarawak and Bahasa Melanau. Translating the words to two different languages is not difficult for
him, yet it takes time and having only 60 minutes per lesson makes things worse. In a long run,
Mr. Ngo is under the impression that the Grammar Translation Method strategy is effective for his
pupils to learn better. He has a firm belief that in acquiring a language, one cannot run away from
using the mother tongue. Therefore, in learning English as a second language, pupils do depend
on their native languages in order to understand new words. As they gradually improve in their
proficiency, the level of assistance using the first language will decrease in stages.

4.0 CONCLUSION

This fruitful interview session with Mr. Ngo has given me insights that education plays a
crucial role in socializing the individuals towards accepting multiculturalism and respect for cultural
diversity. The teacher may start from himself, upholding this spirit of respecting the culturally
diverse society and to spread it to the learning community.
Appendix C

INTERVIEW QUESTIONS

Implication 1 : Implication of sociocultural diversity on teachers

1. Does your class consist of more than one ethnic group? How many are there?
2. How well do you know each of your students’ cultural background?
3. Do you find it important to understand their cultural background? Why?
4. As a teacher, what do you do to enhance your knowledge of your students’ cultural
background?

Implication 2 : Implication of sociocultural diversity on language learning

1. In a socially diverse classroom, what are the challenges in teaching the English
language in your classroom?
2. In order to cater to your students, do you use a different language in your English
language class?
3. Will this strategy help your teaching and learning process in a long term?
Appendix B

DESCRIPTION OF THE INTERVIEW SESSION

NAME Mr Ngo Lip Hoon
AGE 25
ETHNIC GROUP Chinese
RELIGION Christian
PROFESSION Teacher
MODE WhatsApp conversation (printscreen)
DATE 16 February 2019
TIME 2.20pm – 3.30pm
DURATION 1 hour 10 minutes

*Number of interview sessions conducted : 1

Appendices