摘要：AbstractThis paper reports on a study that investigated the roles played by master teachers of the English language in Malaysian secondary schools. The Ministry of Education based on their qualifications, expertise, selects master teachers; experience as well their literacy in ICT (Information technology). This appointment as a master teacher is a privilege and not a right. Hence the question is, how different are master teachers from ‘general Teachers? Further, in terms of classroom discourse, how is this difference manifested? Based on a research design that incorporated ethnography and applied discourse analysis, three master teachers were selected and observed during formal teaching hours as well as outside the classroom. Interviews were also conducted with the teachers as well as other stakeholders, namely the students and school administrators to triangulate the data. Additionally, documents were then collected and perused. The data went through a four-step analysis. The findings revealed that these master teachers design their classroom pedagogy based on their beliefs in learning. Hence, while the three master teachers are ‘experts’, the manifestation of their best practices is not exactly the same.
