A micro-function analysis of teachers' perception and utilisation of Bahasa Melayu in the English language classroom : towards the development of guideline

Abstract

The use of students’ first language (L1) in the second language (L2) classroom is often dismissed due to the ascendancy of the Monolingual approach. Although studies have indicated that L2 teachers support the maximum use of the target language (TL), the utilisation of L1 is still prevalent in the classroom. The discrepancy between the teachers’ views and the L1 practices illustrates their limited awareness on how to use the language in the teaching process. This is due to the absence of definitive guidelines on how to utilise the micro-functions judiciously. It is crucial to investigate L2 (English) teachers’ perspectives of L1 (Bahasa Melayu) and the utilisation of the micro-functions in the classroom. Pertinent aspects of Common Underlying Proficiency theory, Sociocultural theory, Affective Filter Hypothesis, Mother Tongue as a Base of Reference theory and a combination of L1 frameworks by L2 scholars are framed to guide this study. A mixed-methods design was chosen to collect quantitative and qualitative data using questionnaires, audio-recording lessons and semi-structured interviews. A total of 899 questionnaires were administered to all English teachers in Pahang in which 469 responses were returned. Eight teachers from four districts recorded their lessons and participated in the interview sessions. The findings demonstrated that majority of the teachers supported the use of the micro-functions of L1 in helping them to teach English especially to the low proficiency students. However, the lessons’ transcriptions revealed that the utilisation of the micro-functions was quite low. Although the English teachers regarded the micro-functions as useful, they were concerned about its impact on the students’ TL development. The most important findings are the discovery of specific ways teachers have utilised the micro-functions and the formation of the L1 guideline in the teaching of L2. It is pivotal to have the point of reference so teachers can systematically use L1 in the classroom.