Task 2 : PRODUCT DEVELOPMENT EDUP3143; HANI ADIBA MAISARA BINTI HALIM (TESL 5)
Division of students into different social groups based on factors such as socioeconomic status, academic achievement, ethnicity, or popularity It can lead to unequal access to resources, opportunities, and privileges within the school environment Classroom-Based Assessment school community instruments socio-cultural diversity social stratification An ongoing, formative assessment methods that occur throughout the learning process rather than at the end of a unit or semester. align with the Malaysian national curriculum standards : KSSR & KSSM By implementing inclusive policies, fostering positive intergroup relationships, and engaging with the broader community, schools can work towards creating a more equitable and inclusive learning environment for all students. Classroom-based assessments can include a variety of instruments to evaluate students' understanding and progress. Observation - checklists Oral -presentations, roleplay Written - essay, short answer questions Variety of social and cultural backgrounds represented among students, staff, and the broader school community. This diversity encompasses differences in race, ethnicity, language, religion, socioeconomic status, family structure, and other cultural factors INTRODUCTION TASK 2: 1 5 2 4 3
EFFECTS OF SOCIAL STRATIFICATION 1 2 4 3 Pupils’ view : A More Diverse Perspectives (Conerly et al., 2021) Empowerment (Strayer et al., 2022) Instill Cultural Awareness in Pupils ((Jack Westin, 2020) Promotes Critical Thinking (Sola et al., 2022) Inclusion of a diverse range of perspectives, experiences and voices in learning materials Enriches learning experience : students are exposed to different cultures, backgrounds & viewpoints How teachers can include diverse perspectives in instruments? Representation of Ethnic Diversity 1. Incorporate passage/texts from diverse ethnic backgrounds (Malays, Chinese, Indians & Indigenous Communities), allow pupils to be exposed to many cultural perspectives. Select Materials that Includes Marginalized Voices 2. Provide topics related to highlight their struggles/experiences (discrimination, racism, cultural identity) Promotion of Cultural Understanding 3. literature & text that includes cultural diversity in Malaysia [traditional stories, folktales], can develop deeper understanding, learning to respect & value differences Discuss about Socioeconomic Issues 4. Explore themes related to [social inequality, poverty, socioeconomic mobility, access to education] The empowerment of students from marginalized or underrepresented groups through the inclusion of diverse voices and experiences in teaching English is crucial for : Validation of Identities 1. Malaysia is a diverse country with multiple ethnicities, cultures, and languages. However, certain groups may feel marginalized or underrepresented in mainstream narratives. Include tasks that represent themselves [pupils], affirms their cultural heritage, language, and identity, fostering a sense of pride and belonging. Cultivation of Empathy & Understanding 2. students develop empathy for others' perspectives and challenges, cultivates a more inclusive and compassionate classroom environment where students respect and appreciate diversity. 3.Boosting Confidence & Self-Esteem When students encounter characters who share their background or face similar struggles, they are inspired and motivated to overcome obstacles and achieve their goals. Representation of Multicultural Society in Malaysia 1. e M t a h l n a ic ys it i i a es is , la re n n g o u w a n g ed for its multicultural society [various es, religions] used. Include theses aspects in form of pictures, texts, show videos and songs. Promotion of Intercultural Dialogue (oral assessment method) 2. a Classroom discussions, group activities, collaborative projects ; m ll u ow pupils to [share perspectives, learn from each other, foster tual respect & understanding] Critical Analysis of Cultural Representations 3. l L it e e t r p a u tu p r i e ls a a n n d al m ys e e d & ia t ] hink critically about other cultures [from s p t u e p re il o s t e y x p a e m s i a n n e d h b ow different social groups are portrayed, Cultural Sensitivit i y ases in cultural depictions, misconceptions through Literature 4. English subject materials : stories poems Pup e ils ss le a a ys rn [d to ep re ic s t p s e c c ultural practices, values & perspectives] more impac t & appreciate cultural differences , interactions. tful cultural sensitivity & inclusivity in their Examination of Social Inequalities 1. Socioeconomic groups = different wealth, education, access of resources English subject materials allow analysis of these aspects, teacher can guide pupils to evaluate factors leading this Interrogation of Power Dynamics 2. Power dynamics : shape individuals’ lives & opportunities Teacher helps students to critically analyze the distribution of power in society, question dominant narratives, and recognize the impact of privilege and marginalization on people's lives. Exploration of Social Justice Themes 3. Search for literature themes related to social justice, equity, and human rights. Provide stories of resistance, activism, and social change. Through the analysis of such texts, students develop a critical understanding of social justice issues and engage in discussions about the importance of fairness, equality TOWARDS CBA INSTRUMENTS
socio-cultural diversity factors of cba instruments When students see themselves reflected in the materials and topics, they are more likely to feel engaged and motivated to participate in learning activities. Cultural Relevance Incorporate materials and topics, like including excerpts from Malaysian literature written in English curriculum more relatable and meaningful to students, thus capturing interest & encourage active participation Language Proficiency Enhancement When tasks cater to different language proficiency levels, teacher can ensure that all students are appropriately challenged and supported in their language learning journey. opportunities for students to use English in real-life contexts should be provided ; like discussing about [cultural events] Promotion of National Identity English is taught as a second language alongside Bahasa Malaysia. By including elements of Malaysia culture, history & identity to questions & worksheet, it can help reinforce students' sense of national pride and belonging while also fostering global citizenship skills. Not just beneficial but crucial for fostering unity, respect, and harmony among its citizens, learning about diverse sociocultural can also enhance cultural understanding among students through : Empathy & Perspective-Taking Teacher can engage students with [stories, poems, narratives] from multicultural perspectives. Students are able to walk in the shoes of others, developing empathy for individuals whose lives may differ from their own. Preparation for Global Citizenship Cross-cultural competence is crucial in an increasingly interconnected world. By exposing students to diverse cultural backgrounds in English subject tasks, teachers equip them with the intercultural communication skills, empathy, and cultural sensitivity needed to navigate multicultural environments and engage with people from diverse backgrounds, both locally and globally. How creating English subject tasks sensitive to socio-cultural diversity can contribute to promoting equity and inclusion: Representation : Tasks should reflect the diversity of Malaysia's population, including various ethnicities, cultures, languages, and socioeconomic backgrounds. This validates students' identities and experiences, fostering a sense of belonging and inclusion in the classroom. language Support : Malaysian’s students may face language barriers in learning English as a second language. Tasks should provide language support and scaffolding, while also valuing and affirming their linguistic diversity. Example : Teacher can provide bilingual resources, using culturally relevant examples, and encouraging peer collaboration and support. Culturally Responsive Teaching : Adopt culturally responsive teaching practices that acknowledge and leverage students' cultural backgrounds, experiences, and knowledge, [resonates with students from diverse backgrounds]. Engagement with Cultural Contexts : Diverse texts : reflect the cultural, historical & social contexts By engaging with texts from different cultural backgrounds, students develop a deeper appreciation for cultural diversity gain insights into the values, beliefs, and experiences of people from different times and places. This enhances students' ability to empathize with others, understand cultural nuances, and navigate cross-cultural interactions. Analysing Different Perspectives : encourages students to question assumptions, biases, and stereotypes analyse various perspectives, understand different cultural norms, values, and beliefs, and appreciate the human experiences beyond their own culture. Better Cultural Appreciation & Understanding Malaysia is a melting pot of diverse cultures, including Malay, Chinese, Indian, and indigenous communities. Provide students to the richness and diversity of Malaysian society, leading to a more inclusive and harmonious classroom environment. Global Citizenship & Intercultural Competence Teacher can help students develop intercultural competence, communication skills, and a global mindset to thrive in a multicultural world. Exposure to diverse cultures and viewpoints also promotes respect for cultural diversity and fosters a sense of belonging to the global community. Literary Appreciation and Creativity Highlighting literature [creative writing, storytelling & arts expression] from diverse cultural backgrounds sparks imagination, creativity, and appreciation. By learning about different ethnicities and cultures, students gain insights into the unique cultural heritage and artistic traditions of Malaysia. Increased Engagement Enhanced Cultural Understanding D Promoting equity & inclusion eveloped Critical Thinking Skills Strengthen Learning Outcomes 1 5 4 3 2 (McPherson & Dunn, 2022) (Go Guardian Team, 2024) (Inoue, 2005) (Chauhan, 2023) (Ricee et al., 2024)
Schools must ensure that CBA instruments & tasks designed are equitable for students from diverse socio-economic backgrounds. Considerations should be made to accommodate varying levels of access to resources, including language proficiency, technology, and cultural exposure. Tasks that highlight social stratification and socio-diversity factors can serve as a platform for addressing social justice issues within the community. Through critical analysis and discussion of texts and topics related to inequality, students are encouraged to advocate for positive change and equity in their communities. implications CULTURALLY RESPONSIVE ASSESSMENT equityin assessment 12 3 4 5 Addressing SocialJustice Different tasks assessed should reflect the diversity of the student population, incorporating culturally relevant texts, topics, and examples. It promotes engagement and relevance for students from different cultural backgrounds, enhancing their motivation and performance By incorporating socio-diversity factors into subject assessments, schools promote inclusivity within the community. Assessments that reflect diverse voices and experiences validate the cultural identities of students, fostering a sense of belonging and acceptance within the school and broader community. FosteringCommunity Engagement Schools that prioritize socio-diversity in English assessments may foster community engagement by involving parents, community leaders, and local organizations in curriculum development and assessment design. Collaborations can ensure that assessments reflect the needs and aspirations of the community, strengthening partnerships between schools and their surrounding communities. promoting inclusivity (Equitable Assessments | Center for Educational Innovation, 2023)) (Ncte, 2020) (Kenyon, 2018) (Assessment of Higher Education Community Engagement, 2022) (Syverson, 2011)
Conerly, T. R., Holmes, K., & Tamang, A. L. (2021, June 3). 9.4 Theoretical Perspectives on Social Stratification - Introduction to Sociology 3E | OpenStax. https://openstax.org/books/introduction-sociology-3e/pages/9-4-theoretical-perspectives-on-social-stratification Equitable Assessments | Center for Educational Innovation. (2023). https://cei.umn.edu/teaching-resources/assessments/equitable-assessments Jack Westin. (2020, July 29). Aspects of social stratification - Social class - MCAT content. https://jackwestin.com/resources/mcat-content/socialclass/aspects-of-social-stratification Kenyon, A. (2018, November 15). Best practices for inclusive assessment. Duke Learning Innovation & Lifetime Education. https://learninginnovation.duke.edu/blog/2018/11/inclusive-assessment/ Ricee, S., Chan, B. K., & Ricee, S. (2024, March 6). Cultural Diversity - The Ultimate Guide to Cultural Competence [2021]. Diversity for Social ImpactTM. https://diversity.social/cultural-diversity/ Sola, J., Díaz-Catalán, C., Rodríguez, I. S., Romanos, E., & Rendueles, C. (2022). The inequality mirror: using a student survey to teach social stratification. Teaching Sociology, 50(3), 241–255. https://doi.org/10.1177/0092055x211071131 Strayer, E., Jones, F., Scaramuzzo, G., Griffiths, H., Bry, J., Keirns, N., Vyain, S., Cody-Rydzewski, S., & Sadler, T. (2022, August 1). Social stratification and inequality. Pressbooks. https://louis.pressbooks.pub/introsociology/chapter/social-stratification/ Syverson, M. A. (2011). SOCIAL JUSTICE AND EVIDENCE-BASED ASSESSMENT WITH THE LEARNING RECORD. In BRILL eBooks (pp. 93–102). https://doi.org/10.1163/9789401206815_010 Team, G. (2024.). Cultural diversity in the classroom | GoGuardian. https://www.goguardian.com/blog/diversity-in-the-classroom REFERENCES LIST