Ismail Sheikh Ahmad

Intercultural communication in the Malaysian Vision Schools: Implications for the management and leadership in a multicultural primary school

This article discusses intercultural communication in Vision Schools in Malaysia. It also elaborates the extent to which the Vision Schools foster racial interaction across the three major ethnic groups: Malays, Chinese, and Indians. A total of 887 primary school students were surveyed across the Vision Schools. It was found that the intercultural communication in the Vision Schools had triggered intercultural understanding and awareness of cultural diversity in the schools. The dynamics of intercultural interaction were, however, more profound in the national school compared to the other two vernacular schools (Chinese and Tamil national-type schools). Nevertheless, students seemed to appreciate national integration beyond their school experience. Despite their youth, the children understood the significance of maintaining and sustaining national unity. Inspiring school leadership towards fulfilling intercultural awareness and exposure will lead the establishment and existence of Vision Schools in the right direction.

Exploring Problems Experienced by Malay Learners of Arabic in Reading: Implications for Strategic Instruction

Reading strategy instruction or strategic reading instruction (SRI) has proven to help facilitate effective reading skills among language learners, which will consequently enhance learners’ reading comprehension. The main concern of this research, thus, is to promote strategic teaching and learning of reading amongst instructors and learners of Arabic as a second/foreign language (AFL). This research is a part of a larger design and development study that engages in designing and developing a SRI that is tailored to the needs of Malay AFL learners. Hence, the purpose of this research is to use the analysis objective to summarise problems experienced by AFL learners drawn from the needs analysis. The problem of AFL learners in reading were examined from both the learning and the teaching aspects through an extensive literature review of the problem. In addition, one-to-one interviews with five experts in the field of Arabic language learning strategy research were conducted to gain insights of practitioners regarding AFL learners’ problems and strategy use in Arabic reading. Findings suggest that there is a crucial need to develop a SRI programme that is contextualized to the particular needs of Malay AFL learners. This study International Journal of Academic Research in Progressive Education and Development 2017, Vol. 6, No. 3 ISSN: 2226-6348 13 believes that when implemented with all the critical characteristics drawn from the needs analysis, the SRI has the potential to inculcate in learners a more strategic approach towards Arabic reading. The research then concludes with some implications and recommendations for the design of SRI in the teaching and learning of Arabic reading.