Opportunities for active language engagement have to be created for young learners.

Opportunities for active language engagement have to be created for young learners.

The lack of an English-rich environment providing purposeful

engagement with English is needed in both formal, structured

and contextualised use of English

contexts and informal, less structured contexts. Related to the issue of insufficient engagement with English is the need for more purposeful and contextualised use of the language. At present, Malaysian students study English only as an

Parental and Community Engagement

academic subject in the EL classroom. According to the literature All over the world, it has been seen that school programmes

on second language learning, however, effective and enhanced are most successful when parents and the community support and

learning takes place best in immersion situations (Lightbown engage in school activities and events. This is a resource which

& Spada, 2013) where the second language is also used for is currently insufficiently exploited by Malaysian schools, partly

communicative purposes outside the academic setting. Since an because most schools do not have well-planned programmes and

immersion programme is not possible in the current social and partly because parents and community members themselves are

education situation in Malaysia, we need to create opportunities not fully cognizant of the impact their involvement can make.

for learners to use the language for communicative purposes There is thus a need to design programmes, such as teacher-aide

beyond the EL classroom. For optimal and sustained learning, programmes, EL immersion camps and EL club activities, which beyond the EL classroom. For optimal and sustained learning, programmes, EL immersion camps and EL club activities, which

The lack of clarity on teacher competencies required for the

community can play in supporting EL learning in primary school.

primary EL programme

The involvement of parents and communities will in this way assist The current KSSR makes specific demands of teachers. For

in the creation and sustainment of English-rich environments. instance, in Stage 1 (i.e. Years 1-3), phonics is included as a focus

area under reading. Teachers handling this early but crucial stage of learning need to have a grounding in phonics so that their pupils

5.2.2 Teaching and Learning

will benefit optimally from phonemic awareness development as

Low teacher proiciency levels

a first step towards independent reading. A critical question to The translation of the English language curriculum into ask to ensure curricular fidelity among teachers is whether English suitable, meaningful and purposeful classroom learning activities

teachers are sufficiently acquainted with phonics and thus able to requires teachers to be acquainted with effective pedagogies as

independently develop phonics support for their students. well as to have a sound command of the target language. Unless

The Ministry needs to identify the critical teacher competencies both of these aspects are addressed in the EL teachers’ initial that are required for the effective delivery of the English curriculum

training and continuous professional development, the quality of in primary and secondary schools. This important step in the delivery of the English curriculum in schools will most likely

enhancing curriculum compliance requires collaboration between

be compromised. Statistics published by the Ministry indicate teacher education, curriculum development and other related that in 2012 according to the Cambridge Placement Test, 70,000

agencies in the Ministry. In recent years, the Ministry has rolled teachers required further support in the target language. A total of

out initiatives to address teacher competencies such as the Native 15,012 (Cohort 2012-2015) of these teachers have since taken the

Speaker Programme (from 2011-2015), the Pro-ELT programme EL Teachers Proficiency Up-skilling course (PRO-ELT) run by the

(2012 onwards), and the introduction of English language School English Language Training Centre, which focuses specifically on

Improvement Specialist Coaches (SISC+), which was piloted and teachers’ English proficiency. These efforts need to be continued.

implemented in 2013-2014.

These initiatives attempted to focus on improving teachers’ English proficiency and pedagogical skill sets. However, there is

English Language Education Reform in Malaysia The Roadmap 2015-2025

a notable lack in teachers’ classroom practice with regard to the

5.2.3 Assessment

handling of mixed-ability classrooms. Differentiated instruction

The lack of knowledge regarding assessment principles and to cater to specific individual needs is an area of professional methods

development that the Ministry must address in the pre-service and Assessment in KSSR emphasises the holistic achievement

in-service development of English language teachers. of an individual in the learning process. The KSSR emphasises

continuous formative assessment as an integral part of learning which enables teachers to assess the extent to which pupils have

The lack of skills in implementing effective remedial intervention

fulfilled the learning standards targeted. However, teachers still Related to the lack of effective remedial programmes is the lack

need to be given adequate training in assessment principles, of requisite skills among English teachers to identify, manage and

methods and techniques to enable them to carry out the relevant support children with learning difficulties. Many of these learning

assessment as well as in the analysis, interpretation and use of the difficulties need to be addressed early in a child’s development and

assessment data to plan remediation and follow-up activities that it is imperative that our primary teachers have the necessary skills

contribute to the holistic development of the learner. to provide the support these children need.

The lack of balanced and discrete testing of all four language skills Under-development of creative language use

In language teaching and learning, the need to undertake a As one of the five language learning modules in the KSSR, balanced and discrete testing of all four language skills cannot be

the Language Arts component provides a means for teachers to overemphasised. It is often observed that teachers do not place as introduce fun learning and expose children to creative language

much importance on assessing listening and speaking skills in our use in the classroom. Unfortunately, teachers are not always primary schools. adequately trained to exploit the opportunity effectively. Teachers

need to be equipped with skills to help learners appreciate quality language models found in children’s literature as well as to develop creative language use in a variety of contexts and modes.

Limited ability in using formative assessment to support learning

5.3 THE WAY FORWARD

Current trends in assessment stress the value of assessment for

5.3.1 The English Language Education Roadmap: Structure

formative learning in the classroom. While this does not suggest that

and Components

the assessment of summative learning has no relevance, it implies the need for teachers to possess the required skill sets to carry out

The issues and gaps in the three key areas that have been accurate and valid school-based assessment (SBA) to support their

identified point to the need for reform in English language pupils’ learning. To this end, English teachers’ language proficiency

education at primary level. For the reform to be effective, certain needs to be sufficiently sound to carry out the tests and use the

conditions must be in place, and corresponding action plans must test data to inform their teaching in the classroom.

be implemented to achieve the intended outcomes. The direction of reform and the implementation plan proposed for ELE in primary schools is laid out in an English Language Roadmap for English

The need for alignment to international standards

language learning at different education levels.

To obtain a picture of student performance that has more The English Language Roadmap specifies the actions to be validity beyond the school, end-of-year and exit assessments taken in three key areas: curriculum, teaching and learning, and

need to be aligned to international standards. The adoption assessment. Each area addresses a set of concerns, as follows: of the CEFR in the development of the English curriculum and assessment standards is an important next step in aligning our • Action plans for the curriculum address issues relating to the English curriculum to international standards.

primary English syllabus as the central curriculum document that frames the structure and texture of the delivery of English language education in our schools. The curriculum document has to meet not only the needs of English learners in primary schools, but the standards that it sets should also match internationally accepted language education standards. The proposals offered in connection with the curriculum will also consider how greater engagement with English can be made

English Language Education Reform in Malaysia The Roadmap 2015-2025

possible in primary schools. The CEFR is used to align the in response to the conditions and the foundation laid for the existing curriculum to international standards.

implementation of those plans. In view of the fact that the end of Phase 1 is not too distant, the outcomes proposed for this phase

• Action plans for Teaching and Learning consider changes to take into account what is logistically and practically achievable. improve the efficacy of EL teachers, teaching, and related

resources, including what is needed to implement CEFR-

Phase 2: (2017 – 2020)

oriented pedagogy. Phase 2 focuses on the implementation of the plans initiated • Assessment strategies focus on actions needed to improve

in Phase 1. The actions to be taken in the second phase follow assessment in general, and to reform assessment so that it is

and leverage on the outcomes of developments in Phase 1. In this aligned to CEFR-based assessment in particular.

phase, there will be an emphasis on monitoring and making in- progress improvements where necessary.

It is imperative, however, that elements in the Roadmap are

viewed as components of an integrated whole. An action or Phase 3: (2021 – 2025)

initiative suggested in each key area may be interconnected with The final phase of the Roadmap will focus on reviewing the others within the same area or in a different areas. The success

implementation and outcomes of the action plans from preceding of actions taken in one area is dependent on the successful waves, and making appropriate improvements with a view to implementation of those in other areas. The up-skilling of teachers,

consolidating those plans. An impact study on the reformed system for example, must be accompanied by the availability of quality

will also be carried out at this stage.

teaching-learning resources and the presence of a set of consistent, The hope is for all primary students to achieve CEFR A1

coherent and effective assessment tools. by Year 3, and leave primary school at the end of Year 6 with at

The Roadmap is to be implemented as follows over three least A2, the higher end of Basic User proficiency. This target, if phases corresponding to the three MEB waves:

reached, will prepare primary school leavers more effectively for education or communication in English in secondary school.

Phase 1 (2015 – 2016)

The first phase of the Roadmap is the time for the conditions The following sections explain the conditions for reform, actions necessary for reform to be identified. Action plans are initiated

relating to Curriculum, Teaching and Learning, and Assessment relating to Curriculum, Teaching and Learning, and Assessment

the CEFR to work with the Curriculum Development Division of each phase. The lead agency or agencies responsible for each set

(henceforth “BPK”) to align the KSSR with the CEFR, including of action plans is also identiied. A comprehensive summary of these

the development of “can do” statements as learning targets plans and expected outcomes is laid out in Section C of this document.

appropriate for Malaysian learners. The review and alignment exercise should be completed by the end of Phase 1.

Concurrently in Phase 1, a familiarisation programme needs

5.3.2 Curriculum

to be initiated for relevant stakeholders. The MoE and Institut

Developing and delivering internationally aligned curriculum and

Aminuddin Baki (“IAB”) will play a major role in promoting the

understanding of the CEFR-aligned EL curriculum among teachers, In Phase 1 of the Roadmap, the primary English education learners, school leaders and parents, so that they appreciate the curriculum, KSSR, should be reviewed and aligned to international

learning standards

significance of the reform and its importance in preparing learners standards to produce pupils with the skills required to compete

for the global arena. This appreciation is a necessary precursor to at an international level. The alignment cannot be just a matter

their support for the implementation of the curriculum. In this first of matching learning standards in the national curriculum with phase, Master Trainers must be identified to act as key deliverers

those in the CEFR. In the first place, the CEFR serves only as a of the curriculum. Training and capacity building for these Master framework of reference that does not claim to “offer ready-made

Trainers will need to be carried out by the Institutes of Teacher solutions but must always be adapted to the requirements of Education, Malaysia (henceforth “IPGM”) and Teacher Training

particular contexts” (www.coe.int/lang-CEFR). It is a framework Division (henceforth “BPG”) of the Ministry in collaboration that has to be adapted to meet the specific needs of learners of

with BPK. It will be imperative for the trainers to fully grasp the English in Malaysian primary schools.

philosophy behind the CEFR principles and approach.

In the review exercise, it is also important to ensure that the The CEFR-aligned curriculum will be rolled out in Phase 2 of exit targets at the end of the 6-year primary English programme

the Roadmap. The BPK will need to carefully put in place a plan match international standards appropriate for Malaysian learners.

for the gradual implementation of the curriculum at all stages of

English Language Education Reform in Malaysia The Roadmap 2015-2025

learning. During the roll-out, the MoE will need to ensure that all continuing to support the implementation of the internationally English teachers are adequately inducted into the CEFR-oriented

aligned curriculum.

approach, methods and techniques. We need to ensure that the It is proposed that the ELTC play a key role in the overseeing teachers are competent and confident in interpreting and translating and monitoring of developments under this initiative. As the the curriculum contents into meaningful and effective classroom agency tasked with enhancing the quality of ELE, the ELTC is best learning activities. The curriculum should be accompanied by a placed to coordinate, supervise and monitor the implementation of supporting tool-kit containing exemplars of lessons, work sheets, the various initiatives including the exercise to align the English teaching-learning aids and assessment tools. The implementation

curriculum to the CEFR.

of the curriculum as well as the training of teachers will need to be monitored and evaluated so that improvements can be made.

In the review of the curriculum for primary English, it is imperative for the reviewers to examine the coherence and cohesiveness

In Phase 2, the first cohort of Year 3 learners who will have between primary and secondary English curricula. The two curricula gone through three years of CEFR-aligned ELE should undergo need to dovetail so that as pupils enter secondary school, they are school-based assessment to ascertain whether they have achieved provided with appropriate and continuous support building on what

a proficiency level of A1, as planned. they have learnt in primary school. This approach will give learners

In Phase 3, this cohort of pupils will have completed the first more conidence in learning new things at a higher level. full 6-year cycle of the CEFR-aligned curriculum. Assessment at the end of Year 6, whether it is national-level or school-based, will

Developing effective remedial programmes

indicate the extent to which the learners have successfully achieved the CEFR A2 target. The reformed curriculum should at this

To narrow or close the wide achievement gaps between high stage undergo review and revision with the aim of strengthening

and low proiciency learners, it is necessary to develop and run effective it for future cohorts of learners. For the sustainability of the remedial programmes. In Phase 1, remedial programmes for students reform, lead agencies and schools must continue capacity building

yet to achieve the targets set for years 4 to 6 should be developed for among teachers and also reinforce partnerships among relevant

use in Phase 2. These initiatives should be rolled out in Phase 2 and stakeholders so that there is a strong network of stakeholders their implementation monitored. In Phase 3, these programmes will

need to be reviewed and improved on for future use.

In addition to new initiatives, the existing LINUS 2.0 intended • What changes need to be made in the literacy programme or for Year 1 to 3 students needs to be reviewed and revised in Phase

the mainstream English curriculum to ensure they complement

1, based on a careful reading of the critique submitted in 2013.

each other?

Among the improvements that need to be made are the inclusion of a stronger theoretical framework in its design, a review of its

The findings of the impact study will contribute to further overall objectives, and a revision of its content. In addition, the

refinement of the programme by Phase 3.

teachers managing the programme will need to be given a sound knowledge of letter-sound relationships in English and how these

letters and sounds merge to form meaningful words. Increasing English engagement time in the classroom The aims and aspirations of the English Language Roadmap

The role played by the FasiLINUS should be reviewed with the cannot be achieved solely through reform in the curriculum. In

aim of giving them a more leading role in designing, implementing addition to changes in learning content and standards, students

and managing remedial programmes in schools. These FasiLINUS, also need increased engagement with the language, that is, they

who are based in PPD, can help to revise the existing LINUS need more time and more opportunities to use the language. The

2.0 modules based on their experience in helping teachers in the Roadmap proposes two strategies for bringing about this increase

literacy programme. in engagement within the classroom: (a) increasing the number of

The revised version should be used in Phase 2 and an impact hours for English in national-type schools, and (b) teaching other study conducted before the end of the second phase. The impact

school subjects in English.

study should be able to provide answers to the following questions: Class time for English in national-type Tamil and Chinese

• Do the skills acquired in the literacy programme support the schools is currently less than in national schools. This difference learning of skills identified in the Primary English curriculum?

should be addressed so that EL learning time is similar in all primary schools. In Phase 1, BPK and the schools involved have

• How can English teachers build on the basic skills that learners to determine the adjustments that need to be made for Malay and have acquired in their English lessons?

Mandarin/Tamil language classes, or other subjects, if a change is brought into effect. The increase in EL learning time should be

English Language Education Reform in Malaysia The Roadmap 2015-2025

implemented in Phase 2, and the implementation monitored. The The selection of appropriate subjects, as well as the percentage effectiveness of the strategy should then be reviewed in Phase 3.

of total learning time involved, needs to be carefully considered in The increase in EL learning time can be expected to bring benefits

Phase 1, taking into account school and teacher readiness as well to SRJK students by then, and so justify the increased time as the capacity of IPGM and BPG to train the subject teachers allocation.

involved, so that they can deliver content and guide learners in English. It must be remembered that the aim of this plan is not for

In view of the current worrying proficiency levels, radical but these teachers to teach students English grammar or language skills, necessary action needs to be taken to give learners a purpose and but to develop learners’ knowledge of particular subjects while context for using English other than in the EL classroom. The providing a purpose and context for learners to communicate ideas Roadmap therefore includes a proposal for the teaching of other and interact in English. In-service training will need to be provided subjects in English. If students are taught content subjects in for teachers currently teaching the subjects involved, while pre- English, they employ the language to gain knowledge and express service training will need to be planned for future teachers. ideas; in other words, they are given an authentic communicative

purpose for using English. In phase 2, the focus of the plan will be on implementing the teaching of subjects in English. This initiative will also have

This contextualised use of the language in activities outside to be monitored closely to identify areas of need and to provide

the EL classroom can result in incidental learning, where in assistance. The training of teachers will continue to be carried

an unintentional and unplanned way, students acquire English out in this second phase. The effectiveness of this strategy vocabulary and grammar (Marsick, Watkins, Callahan & Volpe, and the training programmes will be evaluated in Phase 3 and 2006; Ortega, 2009). The learning of other subjects in English will

recommendations made for improvement.

allow students to “interact with samples of the target L2 which exemplify a wide range of structures” (Hawkins, 2005, p. 17) and to practise the language with the aim of achieving fluency rather

Increasing engagement with English outside the classroom

than accuracy in the L2, thus complementing the formal learning of grammatical forms and structures in the EL classroom.

In Phase 1 of the Roadmap, the ELTC and the BKK need to encourage schools to create English-rich environments, so that students are immersed in English language activities as much as

Members of the community can help by conducting interactive beyond-classroom activities in English.

possible. Possible strategies include using English in making and Taking lessons from language programmes in other countries displaying announcements, and conducting school assemblies and

such as the United Kingdom, Australia and New Zealand, parents co-curricular activities. The emergence of such environments in

can be trained to support their children in the early stages of learning some schools should be seen towards the end of Phase 1, with

English. In England, parents are encouraged to help their children more emerging and developing in Phase 2. By Phase 3, the ELTC

master phonics, and similar programmes can be implemented in our should monitor and review these school-based initiatives, and primary schools so that Year One pupils can be given more support assist every school to set up similar environments.

and exposure to English at home. Phase 2 should see the launch of programmes managed or assisted by parents and members of the

Engagement with English can also be increased by involving community. These programmes should be monitored in Phase 2,

an under-utilised pool of resources, namely, parents and the and their effectiveness reviewed in Phase 3, so that improvements

community, in developing English programmes. Best practices

can be made.

from schools that have implemented successful programmes with the help of their PIBG should be studied, compiled and used as models or guidelines for other schools.

English Language Education Reform in Malaysia The Roadmap 2015-2025

It must be noted that there may not be a clear distinction Implementing CEFR-informed pedagogy

between the different initiatives to increase EL engagement. With In Phase 1 of the Roadmap, the Master Trainers or SISC+ astute planning and management, and collaboration between identified as key deliverers of the curriculum need to be trained

school leaders, teachers, parents and the community, it is possible to in CEFR-compatible learning and teaching principles so that they create immersion-style EL-rich environments involving a coherent

become key personnel and reference points in CEFR-informed and cohesive integration of related programmes or activities within

pedagogy for primary school teachers. The training and capacity and outside the classroom. Again, successful programmes already

building of Master Trainers, which will fall under the purview in existence could be a reference point. For instance, the approach

of BPK and which will utilise the CEFR expertise employed in adopted by SK Ulu Lubai, Sarawak, could provide valuable lessons

aligning the curriculum, should be completed by the end of Phase 1. on how to optimise the support of the community for ELE in and

In Phase 2, these Master Trainers will be responsible for training out of school.

teachers in all schools to become capable and confident users of CEFR-oriented pedagogy.

5.3.3 Teaching and Learning

Teachers will need to move away from “teaching to the test” The CEFR is not merely a set of standards and “can do”

and helping students to provide correct answers to exam questions, statements, for its adoption also represents, among other things,

to an emphasis on helping learners to do things with English. The

a commitment to developing learners into self-directed language Master trainers will need to monitor the implementation of the

users capable of demonstrating those performance standards. pedagogy, with the BPK, BPG and IPGM overseeing the training

The alignment of the KSSR with the CEFR is thus not limited and monitoring exercise. Capacity building of teachers should

to establishing new learning standards, and it calls for attendant continue and expand in Phase 3, the outcome of which should be

changes in teaching and learning that are integral to the successful improvements in the delivery of the CEFR-aligned curriculum.

implementation of the reformed curriculum. It is envisaged that with the revised English curriculum, learners will be more motivated and better supported in the classroom by teachers who have clearer

targets to meet in a more cohesive and coherent curriculum.

Using internationally aligned teaching and learning materials

the aim of procuring even better learning and teaching materials The reform in curriculum and pedagogy has to be supported by

for future cohorts of learners. It is also hoped that by that time, the use of internationally aligned and CEFR-compatible teaching Malaysian EL educators will have gained enough experience to and learning materials. The selection of materials is therefore of the

write locally developed materials for use with the curriculum. utmost importance. Phase 1 of the Roadmap should see the selection

of CEFR-aligned textbooks and support materials for Years 1 to 6

Coordinating and consolidating teaching and learning resources

using selection criteria determined with the help and advice of the CEFR experts employed in the development of the curriculum. This

A number of teaching and learning resources, both in print and task will be undertaken by the Textbook Division (BBT) and BPK.

on line, have been developed over the years by divisions of the Ministry to support the implementation of the English curriculum.

The books and materials selected should be procured in Phase 2. In addition, there will be new resources procured to support the In view of the lack of experience of working with the CEFR on the

implementation of the reformed curriculum. It is essential for part of Malaysian materials developers, it would be most prudent

these resources to be consolidated and coordinated to ensure their for the Ministry of Education to purchase books and materials optimal use among English teachers for the maximum benefit of

which have either already been produced for use with a CEFR

the learners.

curriculum, or which can be written specifically for the Malaysian CEFR-aligned curriculum. This option gives the MoE the best

A repository of all English-related teaching and learning chance of ensuring that the learning and teaching materials are in

resources procured or developed to support the English curriculum line with the aims of the curriculum.

needs to be set up in Phase 1 of the Roadmap, and a directory drawn up. The resources can consist of new and existing materials.

The selection of materials needs to be reviewed in Phase 3 However, the existing resources need to be assessed in terms of when at least one cohort of pupils has completed 6 years of CEFR-

their alignment with the CEFR and their potential role in CEFR- aligned EL learning.

aligned teaching and learning. This initiative can be undertaken According to the outcome of the evaluation, revisions can be

by the BBT, BPK and Educational Technology Division (BTP), made to the list of materials as well as the selection criteria with

with one agency identified as the ‘clearing house’ in charge of coordinating the distribution of these resources.

English Language Education Reform in Malaysia The Roadmap 2015-2025

Since all too often, a repository of resources remains under- resources so that they can effectively, purposefully and seamlessly utilised, Phase 2 of this action plan should focus on addressing integrate them into teaching and learning activities. For that the problem of utilisation. First, teachers should be encouraged

purpose, a Web portal or a user-friendly Learning Management to use the resources for the purpose of improving the delivery System (henceforth “LMS”) should be set up to serve as a of the CEFR-aligned English curriculum. However, teachers do

gateway for teachers with language needs, and provide them with not always know how best to use such materials, and so suitable

assistance from the database.

training will have to be provided. The utilisation of resources needs Since an LMS is as good as its content, it needs to be populated

to be monitored in the second phase, perhaps by the ELTC, and with attractive and exciting resources, and provide tools to help

then evaluated in Phase 3. The outcome of the evaluation should teachers and pupils share resources and communicate with each

lead to recommendations for improving the use of resources and other. Teachers are currently offered the use of the Frog VLE the repository. (Virtual Learning Environment) under the 1Bestari project. It is

At the present time, the search for information or ideas imperative for the Ministry to assess the impact of the project frequently takes users to the Internet or to an online database.

and take away lessons from its implementation to further improve Benefits from the use of ICT in supporting teaching and learning

on it or develop new platforms, and optimise its use in enhancing in the classroom need to be further exploited if our aspiration is

learning, including the learning of English. At the same time, for the integration of technology in teachers’ pedagogy. In Phase 2

infrastructural support will have to be upgraded to provide stable of the Roadmap, the BTP should look into adopting or developing

and speedy online access. In this way, there will be a greater chance online resources that can be made accessible to teachers in various

for online resources to be integrated regularly into EL lessons. geographical locations. The resources should cover all language

skills and themes to ensure a more balanced learning of the target language. These resources should be made available to teachers in

Enabling teachers to work with learners with differing levels of

an online database in Phase 3. ability One of the most important aspirations of the MEB is to provide

When resources are put online, the Ministry needs to plan Malaysian children with an equitable education system. In order to

a comprehensive programme to familiarise teachers with these a comprehensive programme to familiarise teachers with these

instruction

First, teachers need training in remedial instruction for learners • Continual assessment, reflection, and adjustment of content, with learning difficulties and disabilities. A greater command of

process, and product to meet student needs

theoretical and practical knowledge in this area would enable Finally, teachers must be trained to develop the aesthetic and

teachers to implement remedial programmes such as LINUS more creative use of English among learners as an enjoyable enrichment

effectively and help close the achievement gap between better- activity for learners from all ability levels. Creativity in the use and poorer-performing students. of language is aligned with the Ministry’s emphasis on developing

Secondly, teachers have to be competent in the use of pupils’ higher order thinking skills. It is important that in the pursuit differentiated learning techniques for the range of English of excellent academic outcomes, pupils are given opportunities proficiency levels in their classes. Differentiated learning is a to develop laterally and creatively as part of a more holistic framework or philosophy for effective teaching that involves development process. Doing this in the English lesson, just as in providing learners of different ability levels different avenues to

the other lessons, is neither misplaced nor wasteful.

learning, often in the same classroom. Training in remedial instruction, differentiated learning and

Some guiding principles suggested to support differentiated creative language use must be put in place without delay in Phase 1 of learning (Huebner, 2010) are:

the Roadmap through in-service sessions by ELTC and BPK, with as many teachers as possible trained by the end of Phase 1. These kinds of

• A focus on essential ideas and skills, eliminating ancillary tasks instruction should be implemented in Phase 2 and their implementation and activities closely monitored and evaluated by the agencies involved. Based on

• Responses that accommodate individual student differences the evaluation, recommendations can be made for improvements in (such as learning style, prior knowledge, interests, and level of

teachers’ use of the approaches. In Phase 3, these training programmes engagement).

will be reviewed and improved on so that eventually, every teacher should be suficiently competent to manage teaching and learning for

• Flexible grouping of students by shared interest, topic, or ability

learners with different levels of proiciency.

English Language Education Reform in Malaysia The Roadmap 2015-2025

5.3.4 Assessment

Also in Phase 1 of the Roadmap, plans need to be initiated for developing a new CEFR-aligned national EL examination for Year 6.

Aligning curriculum and pedagogy to the CEFR means that The draft of this new exam should be ready by the end of Phase 1

assessment must be similarly aligned and teachers properly trained and piloted early in Phase 2. Based on the response to the pilot,

to implement it. improvements will need to be made so that a valid and reliable

CEFR-aligned Year 6 national exam can be implemented. In Phase 3, it will be timely to review this first version of the national exam

Developing CEFR-aligned EL assessment

and re-calibrate it against international standards so that the LPM can be further assured of an internationally aligned national exam

In Phase 1 of the Roadmap, school-based assessment (SBA)

for primary school.

of EL learning and SBA tools used for Years 1 to 6 need to be reviewed and brought into alignment with the learning standards outlined in the new curriculum aligned to the CEFR. The nature of

Upskilling EL teachers in the administration of school-based

the assessment, such as its content, the form it takes and whether

assessment

it is formative or summative, must also be looked into to ensure The outcome of the exercise to align SBA to the CEFR has that the assessment is consistent with the underlying philosophy

to be shared with teachers through well-planned comprehensive of the CEFR. The alignment exercise has to be led and facilitated

dissemination or induction programmes. Teachers need to be by the Examination Syndicate (LP). However, it would be crucial

informed early about changes to the content, form and frequency of for that agency to obtain advice and input from the CEFR experts

assessment. It will also require teachers to have a sound command employed for the alignment of curriculum standards. CEFR-

of English as well as commensurate competency to appreciate aligned SBA will be implemented in Phase 2 and closely monitored

these re-aligned SBA assessments. It is therefore strongly proposed to ensure that it is done effectively. This SBA will be reviewed in

that all English teachers be upskilled in the development, use and Phase 3 and necessary revisions made. It is hoped that nine years

management of these assessments, with BPG, IPGM and ELTC as of CEFR-informed EL learning and assessment will lead to valid

the lead agencies responsible for the upskilling. and reliable CEFR-aligned SBA for Years 1 to 6.

In Phase 1 of the Roadmap, the EL Master Trainers identified In Phase 2, the commissioned body will need to conduct a as key delivers of the curriculum will themselves need training so

benchmark study on Year 3 and Year 6 pupils to establish the that they are well informed in the implementation of CEFR-aligned

impact of the initiatives on the English proficiency of primary SBA. They will then go on to train other teachers in Phase 2 in

pupils. The results of the study will indicate at that point the hope of improving SBA at primary level. Teacher management

whether the target levels of A1 for Year 3 pupils and A2 for Year 6 and administration of CEFR-aligned SBA will be monitored and

pupils can be reached. The results with the most significance will evaluated in Phase 3, the outcome of which will be used in the

be those from the cohort of learners going through the CEFR- improvement of those assessments.

aligned curriculum from Year 1. This cohort is expected to be in Year 1 in 2017 and Year 3 in 2020, the end of Phase 2. A benchmark study report will be produced at that point as a checkpoint for the

Monitoring Progress

entire initiative.

Throughout the three phases of the Roadmap, the ELE reform In the final phase of implementing the Roadmap, student efforts in primary schools will have to be monitored in order to

performance in English will be benchmarked against international assess the progress being made towards creating a quality English

standards. Again, it is the results of the 2017 Year 1 cohort that will language education system. The monitoring will be done by the

be of most significance; these pupils will be in Year 6 in 2023, when ELSQC with the ELTC as the facilitating agency.

they will take the CEFR-aligned Year 6 national examination. The expected proficiency level to be achieved is A2. These results

In Phase 1 of the Roadmap, the ELSQC and MoE will need will be part of the impact study on the reformed Primary EL to select an independent body with expertise in the CEFR to education system to be conducted by the commissioned body. It

be commissioned to carry out benchmarking and impact studies is hoped that by the end of the EL reform programme in 2025, from the beginning of the Roadmap to its projected end in 2025.

primary school pupils will be achieving A2, and that the primary This body will need to review the existing curriculum as well as

EL education system will have been transformed into one that related materials and practices as a baseline from which to start

effectively prepares learners for the greater challenges that await the alignment exercise. The experts will have to remain available

them in secondary school.

as resources and reference points.

English Language Education Reform in Malaysia The Roadmap 2015-2025

5.5 Recommendations and Implications

• An increase in learning hours for English in school; • The teaching and learning of other subjects in English;

For the successful transformation of ELE in Primary schools, changes and new developments are recommended in • Optimal institutional, parental and community support for EL administration, teaching and learning, assessment, and linkages

programmes and initiatives;

between school and community. The proposed changes and • Intensive and expedient training and upskilling for teachers developments include but are not limited to the following: to meet the requirements of curriculum reform and related

processes.

• The adoption of the CEFR as a framework of reference for the primary school EL curriculum, learning targets, teaching and learning, and assessment;

• The commissioning of an independent body of CEFR experts to review and align the curriculum, pedagogy and assessment to CEFR standards, and to conduct benchmarking and impact studies;

• The dovetailing of the primary English syllabus with the secondary syllabus;

• The purchase of CEFR-based EL books and materials; • The rigorous review, revision and coordination of current EL

initiatives and resources;

English Language Education Reform in Malaysia

The Roadmap 2015-2025