• Abdul Mutalib Embong Universiti Malaysia Terengganu
  • Hezlina Hashim Universiti Teknologi Petronas
  • Azza Jauhar Ahmad Tajuddin Universiti Malaysia Terengganu
  • Hawa Mahmood Eureka Centre Education
  • Maisarah Akmal Mohamad Rahim Eureka Centre Education
  • Aishah Umairah Abdul Halim Eureka Centre Education


orang asli, curriculum, cultural, classroom


Orang Asli are the aboriginal people in Malaysia. They lack in every aspect of life compared to others. It is obvious in education especially in English language. This most likely happens because Orang Asli are quite isolated with the outside world and not familiar with the present curriculum. The Orang Asli knowledge is never taken into consideration as one of the elements in the system. These issues can be addressed by introducing a reconciling theory for working with multiple knowledge curriculum/systems and by focusing on Orang Asli meta-knowledge into the pedagogy. This paper discusses how teachers can engage with Orang Asli knowledge to improve the English language performance among the orang Asli children . The proposed solution involves applying a reconciling theory of Cultural Interface in the T&L lessons. Secondly, is how teachers can use Orang Asli knowledge productively in English language classrooms. The proposed solution lies in the application of Orang Asli processes rather than content, specifically the application of Orang Asli pedagogy. In investigating these questions, it is believed that the incorporated authentic Orang Asli perspectives in the curriculum can increase intellectual rigour and supported mainstream academic success for Orang Asli children especially in English language performance.


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How to Cite

Mutalib Embong, A., Hashim, H., Ahmad Tajuddin, A. J., Mahmood, H., Mohamad Rahim, M. A., & Abdul Halim, A. U. (2020). BEYOND THE CURRICULUM DOCUMENTS: PROPOSING THE ORANG ASLI CULTURAL INTERFACE TO THE CLASSROOM. Proceeding International Conference on Information Technology, Multimedia, Architecture, Design, and E-Business, 1, 26–35. Retrieved from