KBSM curriculum-specific content.

iii. KBSM curriculum-specific content.

heavily evaluated in the examinations.

The KBSM curriculum specifications include content that Hence performance through discussions and interviews as

is not present in the CEFR descriptors. An examination of the well as the use of Productive/Interactive Strategies are not given

Malaysian KBSM secondary school curriculum and the CEFR due attention. These are the skills and abilities that are important

descriptors reveal that there are some curriculum specifications in performing well in interviews for scholarships or jobs and enable

that are not found in the CEFR B1 descriptors. For example, the students to function confidently in the wider world.

KBSM curriculum contains the following items: interpreting and presenting information in non-linear texts; answering a variety of questions on texts listened to; and identifying different points

6.2.1.2. Emphasis on a Standardised Curriculum

of view in a text; making inferences from texts that are read. One of the major drawbacks of the Malaysian, standardised In contrast, the CEFR only mentions the use of inference in curriculum is its regimented and stepwise progression from one identifying “unfamiliar words from the context” (B1.6.1). level to another as well as its inherent limitation in effectively

There are also academic and thinking skills that relate to dealing with students who may require specialised attention, language ability that go beyond simple proficiency emphasised whether in the form of remediation or enrichment. by the KBSM that are not given as much emphasis by the CEFR

The KBSM curriculum does make references to remediation and descriptors. Clearly, the KBSM is a national curriculum and it is enrichment in the form of different “levels” of learning outcomes but understandable that it must address some general needs within it is unclear how teachers should implement the activities as either the context of the nation. The national education philosophy also remediation or enrichment activities. The following example from the provides a general guideline that cuts across all subjects in the Form 4 Curriculum Speciications demonstrates this lack of clarity in Malaysian school curriculum.

these different activities.

LEARNING OUTCOMES

SPECIFICATIONS

EXAMPLES / ACTIVITIES / NOTES

2.2 Process information by:

A. Processing texts listened to

• To hone students’ listening skills, teachers

by:

can set pre-listening, while listening and

a. skimming and scanning for specific

post-listening tasks.

information and ideas;

Level 1

- Pre-listening tasks include

b. extracting main ideas and details;

i. Stating what the text is

guessing the answers to several

about.

questions.

c. discerning sequence of ideas;

ii. Noting important details

- While-listening tasks include

d. getting the explicit and implicit meaning

(e.g. place, time, date).

completing the information,

of the text;

detecting errors, sequencing.

iii. Asking and answering

e. predicting outcomes;

questions.

- Post-listening tasks include

checking True/False statements,

f. drawing conclusions;

Level 2

sequencing, filling in details.

g. identifying different points of view;

iv. Identifying main ideas and

• To guide weaker students by giving them

jotting down key words and

an outline in which they underline key

h. using print and electronic dictionaries;

phrases.

words and main ideas.

i. interpreting non-linear texts such as

Level 3

• To teach higher-order skills, texts must

maps, charts, diagrams, tables, graphs;

be chosen at a level that is manageable.

and

v. Taking notes of the text

Teachers must strike a balance between

heard

j. making short notes and mapping out ideas

the need for students to be stretched and the need that the task given is manageable. Use simple texts to teach higher-order listening skills.

Figure 6.1 Differing Levels of proficiency in the Form 4 Curriculum SpecificationS

The standardised nature of the curriculum makes it difficult

i. Encouraging student independent learning.

to cater to the needs of students with varying abilities. Measures must therefore be taken to meet this challenge.

The CEFR supports an individualised learning approach as the performance–based descriptors provide learners with the opportunity to reflect on their progression in language learning. The CEFR promotes a more student-centred approach with students taking more responsibility for their own learning.

English Language Education Reform in Malaysia The Roadmap 2015-2025

This is done by making the proficiency descriptors in the

ii. Using English Language Electives/Subjects to meet

CEFR available to students and thereby allowing them to reflect

individualised needs

on these descriptors and assess their own abilities based on these

A second strategy that can be used to address the challenge descriptors. Related CEFR initiatives like the Language Portfolio,

of meeting individualised needs through a standardised curriculum which has “the development of the capacity for independent

is by effective use of English language electives. In the KBSM, language learning” as a major goal (Schneider & Lenz, 2001, p. 3),

two subjects – English Literature and English for Science and have also been developed to strengthen student ability to assess

Technology – are currently offered in the English language as themselves.

electives at the upper secondary level.

The Language Portfolio and the CEFR are referred to by Both these subjects are related to CEFR benchmarks and

Trim (2007) as “not separate projects, but aspects of a coherent, descriptors to varying degrees. As upper levels of the CEFR (B2,

integrated programme” (p. 43). Elements of such self-assessment C1 and C2) are more academically oriented, English for Science

and independent learning should therefore be built into the KSSM and Technology can be fairly well suited for students to meet some

curriculum in order to address individualised needs in learning the

of the descriptors at those levels.

language. At the same time, while the curriculum specifications of the

In relation to the issue of individualised needs, the introduction English Literature course may not be directly related to CEFR

of the KSSM and the call to align the curriculum to the CEFR descriptors, it does allow for greater exposure to the language,

is also an opportune time to address the question of how a new and may even help enhance and refine language ability attained

performance-based curriculum can accommodate pupils with

through general English.

special needs. A CEFR-informed curriculum can be carefully structured to give due consideration to the language performance

English Literature requires a good command of the English that is attainable by special needs pupils.

language and is therefore taken by students who are proicient in the language and have a keen interest in literature. It should however be noted that compulsory general English includes a literature component with the aim of allowing students to language and is therefore taken by students who are proicient in the language and have a keen interest in literature. It should however be noted that compulsory general English includes a literature component with the aim of allowing students to

good works for enjoyment and for self-development. They will

English Literature

also develop an understanding 535

No. of candidates

of other societies, cultures, values and traditions that will

Distinctions (%)

contribute to their emotional and spiritual growth.

60.6 55.8 52.5 54.4 50.8 (Introduction to Sukatan Pelajaran KBSM, 2000)

Pass & Credit (%)

2.4 7.2 5.4 5.5 4.5 On the other hand, English for English for Science and

Failures (%)

Science and Technology (EST) was Technology

2,097 introduced in 2001 and is described in

No. of candidates

the KBSM Curriculum as “designed to help students develop an ability

14 25.3 27.3 22.6 26.9 to grasp basic concepts and ideas in

Distinctions (%)

84.7 74.0 72.2 75.7 science and to understand methods 71.4 of scientific thought and enquiry

Pass & Credit (%)

1.3 0.7 0.5 1.7 in English common to all kinds of 1.7 scientific and technical discourse” (pp.

Failures (%)

1-2). This is therefore a subject taken

Table 6.1 PERFORMANCE OF CANDIDATES IN

by students who are in the Science