English Language Competency among Malaysian Children: A Socialisation Process

Abstract

In many countries, the practice of teaching a second language is treated like teaching a subject matter that needs to be mastered; that there is a syllabus to be completed without fail and is tested for grammar accuracy. However, language is social and therefore language learning should be interpreted as a socialisation process; particularly when it is taught at a young age. This sets the purpose of the study presented and discussed in this paper - to demonstrate that language learning is a socialisation process. Hence, an Ethnographic Case Study approach was employed as it enabled a close exploration of the lived experiences of young children. Three children aged six, their mothers and classroom teacher were purposively as the participants in this study. Data was gathered through interviews and triangulated with classroom and home observations. Themes and codes were developed and analysed through the grounded theory constant comparative data analysis process. Validity and reliability measures included triangulation, memberchecking, rigouressness and trustworthiness in reporting the data. Findings indicate that the children ‘got’ the language at play; through language use as they interacted with others and their environment. This highlighted the socialisation process. It implies that language is a tool of communication which is to be used, not memorised. Hence, it should not be taught as a subject at schools or institutions. Instead, it should be used as the medium of socialisation in the teaching and learning process of subject matters such as History where it involves telling stories or in Sports Education where sports is an internationally shared interest.