Use of Differentiated Pedagogical Approaches by Malay Language Teachers: Issues and Challenges

Abstract

This research synthesizes various articles, journals, and books to examine the challenges faced by Malay educators in implementing Differentiated Pedagogy, recently introduced by the Malaysian Ministry of Education. Differentiated Pedagogy addresses diverse student learning needs but encounters significant obstacles in practice. This paper explores these challenges for Malay Language Teachers, focusing on teacher preparedness, student diversity, curriculum constraints, parental involvement, and the availability of teaching aids and materials. Many teachers lack the necessary knowledge and confidence to implement Differentiated Pedagogy effectively, struggling with classroom management and time constraints.From the students' perspective, challenges include varying interests, achievement gaps, inconsistent attendance, large class sizes, and high student numbers. Curriculum limitations and inadequate teaching aids further complicate implementation.Despite these challenges, Differentiated Pedagogy offers significant benefits by allowing Malay Language Teachers to employ diverse teaching methods, enhancing their strategies and making learning more inclusive and engaging. The varied pedagogical techniques reflect the dynamic nature of education and unique teaching styles. Adapting methods to suit different learning preferences can create more effective and engaging learning environments.Therefore/To conclude, Differentiated Pedagogy enriches the educational experience for Malay Language students by providing multiple avenues to engage with the language and improve linguistic skills. The diverse pedagogical strategies cater to varied learning needs, enhancing the overall teaching and learning process.