ABSTRACT
This chapter focuses on some of the sociocultural factors that contributes to the Orang Asli children's poor educational outcomes. It also focuses on ways in which the Malaysian government and the Department of Orang Asli Development continue to marginalize and disadvantage the Orang Asli children through their educational policies and practices. The chapter details the indigenous students in rural Queensland and concluded that teachers should take into consideration the remote background of these indigenous students in developing their curriculum and pedagogical approaches. It introduces storytelling techniques in the classroom of Orang Asli students is to encourage reading habits and improve their writing skills. The chapter provides valuable insights on the ways in which the Orang Asli community continue to negotiate poverty and discrimination in Malaysia. Language plays a very significant role in the process of teaching and learning of the Orang Asli children.
