[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-589487-105":59,"doc-detail-589487-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","promoting-intercultural-understanding-among-school-students-through-an-english-language-based-reading-programme","Promoting Intercultural Understanding among School Students through an English Language Based Reading Programme","","Malaysian intercultural society is shaped by Malays, Chinese and Indians, yet education is reported to lack sufficient intercultural embedding, with national schools sometimes becoming spaces for racial polarization. This conceptual paper introduces the English Language Intercultural Reading Programme (ELIRP) for secondary schools, aiming to strengthen intercultural understanding via a reading framework for national integration. ELIRP is designed to deliver intercultural inputs while avoiding ideological, political, or psychological constraints, focusing on cognitive and behavioural transformations among Form 4 students.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/promoting-intercultural-understanding-among-school-students-through-an-english-language-based-reading-programme/589487/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/promoting-intercultural-understanding-among-school-students-through-an-english-language-based-reading-programme/589487.png","ImageObject",300,407,{"name":92,"@type":93},"Terk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main objective of the ELIRP in this paper?","Question",{"text":112,"@type":113},"To introduce the English Language Intercultural Reading Programme (ELIRP) in secondary schools to promote intercultural understanding among secondary school students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the proposed framework support intercultural inputs?",{"text":117,"@type":113},"It is meant to facilitate acquisition of intercultural inputs without being constrained by ideological, political, or psychological demands.",{"name":119,"@type":110,"acceptedAnswer":120},"Which students are considered for studying the impact of ELIRP?",{"text":121,"@type":113},"The paper focuses on how ELIRP could affect cognitive and behavioural transformations harboured by selected Form 4 students of 20 national schools in Malaysia.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589487,1792189129,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1099525198933,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Advances in Language and Literary Studies ISSN: 2203-4714  \nVol. 7 No. 5; October 2016  \n Australian International Academic Centre, Australia  \n|  |  |  |\n| --- | --- | --- |\n|  |  |  |\n|  | Flourishing Creativity & Literacy |  |\n|  |  |  |\n\nPromoting Intercultural Understanding among School Students through an English Language Based Reading Programme  \nManjet Kaur Mehar Singh (Corresponding author)  \nSchool of Languages, Literacies and ranslation, Universiti Sains Malaysia, Malaysia  \n[E-mail: manjeet@usm.my](E-mail: manjeet@usm.my)  \nFatin Najwa Amelia binti Marsani  \nSchool of Languages, Literacies and Translation, Universiti Sains Malaysia, Malaysia  \nParamaswari Jaganathan  \nSchool of Languages, Literacies and Translation, Universiti Sains Malaysia, Malaysia  \nAhmad Sofwan Nathan Abdullah  \nSchool of Languages, Literacies and Translation, Universiti Sains Malaysia, Malaysia  \nPremalatha Karupiah  \nSchool of Social Science, Universiti Sains Malaysia, Malaysia  \nDoi:10.7575/aiac.alls.v.7n.5p.128  \nURL: [http://dx.doi.org/10.7575/aiac.alls.v.7n.5p.128](http://dx.doi.org/10.7575/aiac.alls.v.7n.5p.128)  \nReceived: 02/06/2016  \nAccepted: 09/08/2016  \nThis work is supported by Fundamental Research Grant Scheme (FRGS), Education Ministry Malaysia under Grant 203/PBAHASA/6711390  \nAbstract  \nMalaysian intercultural society is typified by three major ethnic groups mainly Malays, Chinese and Indians. Although education system is the best tool for these three major ethnic groups to work together, contemporary research reveals that there is still lack of intercultural embedding education context and national schools are seen as breeding grounds of racial polarisation. In Malaysian context, there is a gap in research that focuses on the design of a proper intercultural reading framework for national integration and such initiatives are viable through schools. The main objective of this conceptual paper is to introduce the English Language Intercultural Reading Programme (ELIRP) in secondary schools to promote intercultural understanding among secondary school students. The proposed framework will facilitate the acquisition of intercultural inputs without being constrained by ideological, political, or psychological demands. This article will focus on elucidating how ELIRP could affect cognitive (knowledge) and behavioural transformations to intercultural perceptions harboured by selected Form 4 students of 20 national schools in Malaysia.  \nKeywords: behavior, knowledge, intercultural reading framework, intercultural understanding, English Language Intercultural Reading Programme, secondary school students  \n1. Introduction  \nMalaysia is a country that is characterized by multiple racial, ethnic, and cultural differences. The pillar of intercultural oriented countries like Malaysia is none other than its national unity. As a country with a plural society, Malaysia is made up of many ethnic groups, for each has its own unique culture and heritage such as languages, identities and values that sees unity as the key for the citizens to live harmoniously.  \nThere are three major races in Malaysia: The Malays (50.1%), who are Muslims are the majority community in the country. The other two major racial groups are the Chinese (22.6%), who generally follow Buddhism and Confucianism, and the Indians (6.7%), who mostly follow Hinduism. The Chinese community in Malaysia, for example uses a number of dialects including Hokkien, Hakka, Cantonese and Mandarin. For the Indian society, the language spoken is Tamil and for the Malay is Bahasa Melayu. Other groups (8.9%) that make up the population include the Eurasians and indigenous groups in the Sabah and Sarawak regions like Kadazan, Dusunus, Muruts, Ibans, Bidayuhs, Penans, just to name a few (Malaysia Demographic Profile, 2014)  \nAgreeing with the concept of being an intercultural oriented country, prime ministers of Malaysia have been heralding amore idealistic future of greater equality between ","cbCaiuGBU92xmFKJ","https://ap.wps.com/l/cbCaiuGBU92xmFKJ","pdf",345234,"English","# Abstract\n# 1. Introduction\n# 2. Background of the Study","[{\"question\":\"What is the main objective of the ELIRP in this paper?\",\"answer\":\"To introduce the English Language Intercultural Reading Programme (ELIRP) in secondary schools to promote intercultural understanding among secondary school students.\"},{\"question\":\"How does the proposed framework support intercultural inputs?\",\"answer\":\"It is meant to facilitate acquisition of intercultural inputs without being constrained by ideological, political, or psychological demands.\"},{\"question\":\"Which students are considered for studying the impact of ELIRP?\",\"answer\":\"The paper focuses on how ELIRP could affect cognitive and behavioural transformations harboured by selected Form 4 students of 20 national schools in Malaysia.\"}]","Promoting Intercultural Understanding among School Students through an English Language Based Reading Programme | PDF",1792067456,23]