Malaysia, a country known for its vibrant culture and diverse population, presents a unique set of challenges for International Qualified Teacher Status (IQTS) teachers. These challenges often stem from cultural barriers that can impact the learning and teaching process. Understanding these barriers is crucial for IQTS teachers to effectively deliver their lessons and connect with their students. In this piece, we will delve into five examples of cultural barriers in Malaysian education.
1. Language Diversity
The first barrier that IQTS teachers may encounter is language diversity. Malaysia is a multilingual country with Malay, English, Mandarin, and Tamil being the main languages. While English is widely spoken and is the medium of instruction in many schools, it’s not uncommon for students to converse in their native languages.
This language diversity can pose a challenge for IQTS teachers, especially those who are not familiar with the local languages. It can lead to misunderstandings and communication gaps, which can hinder the learning process. Therefore, it’s essential for teachers to have a basic understanding of the local languages or employ effective communication strategies to bridge this gap.
2. Religious Sensitivities
Religion plays a significant role in the Malaysian society, and this is reflected in the education system as well. Malaysia is predominantly Muslim, but it’s also home to Buddhists, Hindus, Christians, and people of other faiths. This religious diversity can lead to sensitivities that IQTS teachers need to be aware of.
For instance, certain topics or discussions may be considered inappropriate or offensive from a religious perspective. Teachers must be mindful of these sensitivities when planning their lessons. They should also strive to promote an inclusive learning environment where all students feel respected and valued, regardless of their religious beliefs.
3. Hierarchical Society
Malaysian society is hierarchical, and this is reflected in the classroom as well. Teachers are highly respected and their authority is rarely questioned. This can create a barrier for IQTS teachers who are used to a more interactive and participatory teaching style.
Students may be reluctant to ask questions or express their opinions for fear of disrespecting the teacher. This can hinder critical thinking and active learning. To overcome this barrier, teachers can encourage open communication and create a safe space for students to voice their thoughts and ideas.
4. Differences in Learning Styles
Another cultural barrier in Malaysian education is the difference in learning styles. In Malaysia, rote learning is commonly practised, where students memorise information and reproduce it in exams. This is quite different from the more interactive and exploratory learning styles favoured in Western education.
IQTS teachers may find it challenging to implement their teaching methods in such an environment. However, by understanding and adapting to the local learning styles, they can make their lessons more engaging and effective. For instance, they can incorporate interactive activities that promote critical thinking, while still respecting the local emphasis on memorisation.
5. Socioeconomic Disparities
The last cultural barrier we will discuss is socioeconomic disparities. Like many countries, Malaysia faces a gap between urban and rural education. Schools in urban areas are often better resourced and offer a higher quality of education compared to those in rural areas.
This disparity can affect the learning opportunities and outcomes for students. IQTS teachers working in rural areas may have to deal with limited resources and infrastructure. They may also encounter students who face challenges outside of school, such as poverty or lack of access to basic amenities. To address this, teachers can employ creative teaching strategies and advocate for more resources and support for their students.
In conclusion, while these cultural barriers can pose challenges for IQTS teachers in Malaysia, they also offer opportunities for learning and growth. By understanding and navigating these barriers, teachers can enhance their teaching practice and make a positive impact on their students’ learning journey.
Enhance Your Teaching Career in Malaysia with iQTS
Understanding and overcoming cultural barriers is just the beginning of your journey as an educator in Malaysia. If you’re ready to make your next step, The IQTS at UWE is here to support you. Our International Qualified Teacher Status (iQTS) Programme is designed to elevate your professional development, increase your adaptability to international curricula, and connect you with a global network of educators. With the iQTS, you’re not just overcoming barriers; you’re also boosting your chances for interview callbacks, accelerating your career progression, and enhancing your salary prospects. Join a community that understands your challenges and supports your growth. Make Your Next Step today and transform your teaching experience in Malaysia with the iQTS Programme.