Implications and Recommendations

8.5 Implications and Recommendations

• the recertification of English language competency for the

promotion of teachers;

Several implications can be drawn from the discussion within the chapter thus far. In essence, it was emphasised that the three

• an internationally benchmarked exit test for all graduates and key areas, namely language curriculum, teaching and learning, and

• institutional support for the creation of an English-rich assessment, need a certain level of standardisation. Since there

environment.

is no common university curriculum, students’ language learning

English Language Education Reform in Malaysia The Roadmap 2015-2025

In addition, it is recommended that English language reform in to teach them is not going to work. The more realistic approach universities be carried out in tandem with a move to educate the

proposed here is to provide a general framework which universities public about the CEFR. Employers in particular will need to be

can draw upon to design their own English language programmes, informed about what the various proficiency levels indicate, the

and modify to suit their own circumstances. This approach is in aspirations of the English Language Roadmap in implementing the

keeping with the spirit of the CEFR, which provides a framework CEFR as a common framework, and its impact on employability.

but carefully avoids telling individuals and institutions exactly what they have to do.

8.6 Conclusion

Although the onus is on universities to provide their students with suitable courses, this does not mean that students are

In Malaysia, as in many other countries, the higher education passive participants in their own education. Being employable also sector is set the task of producing a highly educated workforce

includes taking responsibility for one’s own personal development. able to operate in an increasingly competitive and globalised The emphasis on English teaching at university level therefore has world. Since English is the language of the globalised world, this

to be on enabling the students to become autonomous learners, means in practice that universities have to produce graduates able

to assess for themselves what they have to do to improve their to operate internationally in English.

English and attain the necessary skills, and to develop the study skills required to learn independently during their university career

The key ability involved here is to communicate effectively in

and later in the workplace.

English both within Malaysia and internationally, and take part in interactive situations in speech and in writing. Employability is no

In line with such autonomy, students will be able, at the end of longer seen as an incidental outcome of higher education, but as a

their studies, to have their own language portfolio, which will be target that has to be reached by appropriate and realistic strategies.

the documentation of their university English language experience and achievements.

In view of the different institutional cultures of our public universities, and the relative independence they enjoy, a top-down approach informing the universities what English courses they have to provide for their students, and when and how they have

English Language Education Reform in Malaysia

The Roadmap 2015-2025

Teacher Education

English Language Education Reform in Malaysia The Roadmap 2015-2025