Abstracts Language, Literature, and Linguistic

An Additive, Dynamic, Usage-based Approach in Malaysian English as Second Language Classrooms

by David Tchaikovsky Boon Ern Teh

<p dir="ltr">This study aims to develop guiding principles and procedures for an additive, dynamic, and usage-based multilingual approach (ADUMA) for teaching English as a Second Language (ESL) in the Malaysian classroom. The principles of usage-based linguistics, dynamic view of language, and additive bi/multi/plurilingualism form the ADUMA pedagogical framework. Utilising a comparative case study paradigm, this study investigated the proposed framework in three different school contexts in Malaysia. Each school is contextually defined using the principles of linguistic landscape and communities of practice. Classroom-based assessments were used as need analyses to identify the specific learning needs of the students. Based on the precepts of coteaching and lesson Study, teacher-participants and I collaboratively planned and delivered a series of lessons. Finally, another classroom-based assessment, functioning as a performance analysis, determined the effectiveness and feasibility of the proposed pedagogical framework. Audio/visual recordings, field notes, and various documents were collected and curated throughout the case studies. Thematic analysis was employed to analyse the recurring themes and patterns. The case studies produced two significant findings. Firstly, they identified six conditions necessary for ADUMA: (i) teacher’s multilingual instruction, (ii) classroom nano-community of practice, (iii) school meso-landscape, (iv) multilingual resources and infrastructure, (v) existing school ethos, and (iv) teacher’s collaborative pedagogical practice. Together, these conditions function as a profiling system that advises teachers on the feasibility and relevance of ADUMA in their teaching context. Secondly, four main guiding principles for ADUMA were identified: (i) empowerment of teacher autonomy, (ii) empowerment of language learners, (iii) implementation of ADUMA as an enrichment or remedial approach, and (iv) cultivation of a safe language learning space. Wherever and whenever feasible, these principles facilitate the implementation of ADUMA in specific teaching contexts. The study concludes with a strong advocacy for ADUMA as a medium of teacher and learner empowerment, alongside humanising the teaching and learning of English in real-life, authentic Malaysian classrooms. Future studies may investigate the relevance and validity of various models, frameworks, paradigms, and toolkits proposed throughout the study. Robust quantitative studies may explore the reliability and validity of the six conditions for and four thrusts of ADUMA.