Localizing English Literature as a School Subject: A Malaysian Experience

Autor/in	Lim, Jia Wei
Titel	Localizing English Literature as a School Subject: A Malaysian Experience
Quelle	In: Asia Pacific Journal of Education, 38 (2018) 2, S.151-163 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lim, Jia Wei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2018.1460254
Schlagwörter	English Literature; English (Second Language); Second Language Learning; Foreign Countries; Interviews; Educational Policy; Curriculum Implementation; Educational History; Cultural Context; Advisory Committees; Language Planning; Indonesian Languages; Language of Instruction; Exit Examinations; Secondary School Students; Higher Education; Malaysia + Suchen Sie Ihr Suchwort? Englische literatur; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Interviewing; Interviewtechnik; Politics of education; Bildungspolitik; History of education; Bildungsgeschichte; Beratungsstelle; Sprachwechsel; Indonesisch; Teaching language; Unterrichtssprache; Final examination; Abschlussprüfung; Sekundarschüler; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	This article explores some of the complexities involved in the act of localizing English literature as a school subject. Informed by Goodson and Marsh's stages of subject development, I explore the ways in which post-16 English literature was localized in Malaysia from an introduced and mythologized subject entitled "English" to its reconceptualization as "Literature in English" in the year 1998. The main question this article asks is: can a mythologized subject be sustained when it is introduced into another context (i.e., Malaysia)? This question is explored through attempts made to localize it by the subject's governing body in Malaysia, namely the Malaysian Examinations Council. Relevant documents as well as an interview with a subject committee member involved in the subject's reconceptualization form the data of this article. Analysis suggests that not only were acts of localization incoherent in the subject's implementation, the rationale for localization was also not shared by some constituencies within and beyond the education system. This article concludes by highlighting the importance of ensuring that support from relevant constituencies is based upon a shared understanding of a subject's role, aims and conceptualization in order to sustain subject development in an education system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01