The Absence of Curricular Standards for ELTE at the Pre-service and In-service Levels

9.2.1 The Absence of Curricular Standards for ELTE at the Pre-service and In-service Levels

Figure 9.1 The ELTE landscape is marked by a range of providers and

Issues programmes which come under the purview of different agencies,

Curriculum

such as the Institute of Teacher Education Malaysia (ITEM), MoE,

and Gaps • Absence of curricular

Teacher Training Division, MoE, Department of Higher Education,

in ELTE

standards at the pre-service and in-service levels

(MoHE) and the Malaysian Qualifications Agency (MQA). With

• Absence of English language

different providers at both the pre-service level (e.g. Universities

proficiency standards in the

and ITEM) and in-service level (e.g. Institut Aminuddin Baki (IAB)

ELTE curriculum

and the English Language Teaching Centre (ELTC)), there are issues pertaining to the content and delivery of the different ELTE curricula, and these are compounded by a lack of coordinated communication structure between the various divisions within

Teaching & Learning

the Ministry of Education and Ministry of Higher Education, and • Inadequate use of English

Assessment

as a medium of instruction

• Licensure assessment

among the ELTE programme providers.

in ELTE

• Absence of a

• Inadequate teaching

At the pre-service level, ELTE is provided by 26 ITEMs (one knowledge and ineffective

standardised entry

classroom practices ITEM is purpose-built for Bahasa Malaysia only) and more than 20

and exit level

benchmarked English

• Inadequate management of

public and private universities. These institutions offer both pre- in-service teacher training

language proficiency

service and in-service programmes of different durations. In-service and development English language education programmes are provided by ELTC.

test.

Pre-service programmes are teacher preparation courses, mostly at the certificate and diploma levels, offered to school- leavers who have chosen to be teachers. These courses are usually long-term courses ranging between one and a half to three years

English Language Education Reform in Malaysia The Roadmap 2015-2025

Taught in

Taught in Bahasa

Component

Credit

Weightage %

English

Malaysia

Major

Professional studies **

27 20 √

Practicum ****

14 11 √

Compulsory subjects

23 17 √

Electives

24 18 √

TOTAL

** may be conducted in English if the lecturers from the Education Department are proficient in English **** in both languages as trainees will teach the major and one or two other non-English subjects which will be taught in Malay

Table 9.1 The Bachelor of Teaching (TESL) Primary Education Programme at Institutes of Teacher Education Table 9.1 The Bachelor of Teaching (TESL) Primary Education Programme at Institutes of Teacher Education

Language Teaching (“PSELT”), which is built along six dimensions: proiciency, English language curriculum, learners, methodology,

Apart from ITEs offering the Bachelor of Teaching (TESL), management, and assessment. However, there is no consistency in

local universities offer a range of TESL programmes under different the standards and type, depth and breadth of coverage for elements

names such as B.Ed. with Education (Hons), B.Ed. TESOL, B.A. of English language structure and proiciency, principles of language

(TESOL), B.Ed. (Hons.), B.Sc. with Education, B.A. Eng. Ed. learning, general and speciic ELT pedagogy, and professional practice.

(Hons.), B.Ed. (Hons.) Primary Ed. and B.A. (Hons) English Studies (see Appendix 9.B). Since there are numerous TESL

Since there are no clear programme standards for ELTE, including programme providers, the curriculum for ELTE varies from one

language proiciency levels, subject knowledge (e.g. knowledge of public university to another (e.g. Faculty of Education, University

the language, how it is formed, used, taught and learnt), and no of Malaya; Fakulti Bahasa dan Komunikasi, Universiti Pendidikan

internationally aligned language curriculum for ELTE, the quality of Sultan Idris; Kulliyyah of Education, International Islamic the output of such programmes cannot be guaranteed. University Malaysia) and with the Teaching Institutes. Table

This is likely to have a knock-on effect in turn on the language

9.1 shows the components in the Bachelor of Teaching (TESL) proiciency of students and also on the quality of teaching and learning

Primary Education Programme. practices as indicated by the Cambridge Baseline. In this study, more

Whereas the 26 ITEs follow a standard curriculum, universities than half of the Form 5 students sampled achieved a CEFR A2 have autonomy in designing their curriculum within the guidelines and below, which categorises them as basic users of English. Low provided by universities themselves and by the Malaysian Qualiications

achievements in English language were also reported in the MEB: Agency (MQA). Like other Bachelor’s degree programmes, the “only 28% of students achieved a minimum credit in the 2011 SPM TESL programmes at universities generally cover university, core English paper against Cambridge 1119 standards” (MEB, p. E-13). faculty, core programme and elective courses. The MQA stipulated

The Cambridge Baseline also found problems in teaching in 2014 that by 2015 all Higher Education Providers (HEPs) offering

and learning practices in the classroom. These may be due to a programmes in Education must adhere to the Education Programme

variety of factors, including the focus on teaching knowledge Standards (“EPS”) laid down by the Pekeliling MQA Bil. 3/2014.

in the ELTE programmes. There are also problems regarding

English Language Education Reform in Malaysia The Roadmap 2015-2025

Overall the teacher demonstrates a good range of procedures and techniques and is able

BAND 4

to plan and deliver a very effective lesson. The lesson provides for learner interaction, and challenges and engages the learners.

Overall the teacher has good control of a range of procedures and techniques, and is able to plan and manage a useful lesson. More variety and challenge would increase

BAND 3

effectiveness and provide for more learner engagement and participation in the learning process.

Overall the teacher is aware of and can plan and implement a range of appropriate

BAND 2

teaching procedures and techniques, but needs to do so more consistently and effectively to maximise learner engagement and participation in the learning process.

Overall the teacher displays awareness of some appropriate procedures and techniques but is unable to plan for and implement them consistently, and there is little evidence

BAND 1

of learner engagement and participation in the learning process to achieve learning outcomes.

Table 9.2 TKT Bands as cited in the Cambridge Baseline 2013 Table 9.2 TKT Bands as cited in the Cambridge Baseline 2013

prerequisite for entry to TESL programmes, (Ministry of Education,

3, which included 65% of the teachers (p. 87). It was found (p. 2015b) this is not an internationally benchmarked qualification.

88) that more secondary school teachers (75%) reached Band 3 Further, as shown in Appendix 9.B, while the different

than primary school teachers (49%), which is consistent with the institutions have similar general academic entry requirements,

findings for proficiency levels. depending on whether students enter at SPM or STPM level or

The TKT “focused on concepts and terminology for describing have prior working experience in the case of those taking post- language and language learning and teaching, lesson planning and

graduate courses, English proficiency requirements vary, although use of resources, and managing the teaching and learning process”

common minimum requirements include MUET Band 4, or (p. 87) and is scored on a four-band scale, on which Band 4 indicates

IELTS 6, or TOEFL 550. In comparison, the minimum set by most “comprehensive and accurate knowledge” of the focus areas, and

European countries for language teacher education is CEFR B2 or Band 1 “restricted knowledge”.

C1. At entry level, the only standard requirement is the Malaysian Educators Selection Inventory (MEdSI) which is a psychometric

It is important to note that only 1% of the teachers reached a test for intending teachers. However, since there is no mandatory

Band 4, and 43% of primary teachers and 24% of secondary teachers standardised English language assessment at entry level, levels of

reached only Band 2. One of the reasons for the lower achievement

proficiency amongst trainees differ considerably.

of primary school teachers in the TKT could be due to the type of pre-service training they had received.

The practice of accepting students with different English language grades which are not benchmarked against a common standard, and then offering them at best English language

9.2.2 The Absence of English Language Proficiency Standards

proficiency courses which are again not aligned to common

in the ELTE Curriculum

standards, is likely to produce teachers without the necessary proficiency in the language they are trained to teach. As already

The range of English language proficiency among student mentioned, this can affect their teaching practices, and eventually teachers and practising teachers reflects the absence of English the English language achievements of their students. proficiency standards on entry to and exit from ELTE and in the

English Language Education Reform in Malaysia The Roadmap 2015-2025

In 2012 and 2013, all TESL trainees from the 26 ITEs sat for the Further, 60% claimed to have more than 11 years of teaching Cambridge Placement Test (CPT). The results indicated that 65%

experience (p. 8). The findings may thus show a higher average failed to achieve the CEFR C1 required on graduation. Only a small

proficiency because more proficient teachers took the test. percentage attained C2: 6.4% in 2012, and just 3.7% in 2013. Since

Nevertheless, the indings do show that 63% of those teaching 2014, all TESL students have had to take the British Council APTIS

in urban schools achieved CEFR levels C1 and C2 compared to only test, which showed that less than 50% of those in the Foundation

42% of those teaching in rural and remote areas. Secondary school (PPISMP) and degree (PISMP) programmes were at C1 or C2.

teachers generally ranged from B2 compared to B1 for primary In contrast, more than 70% of trainees on the twinning teachers. It was rather alarming to ind that 28% of teachers teaching programmes with overseas universities in the UK, Australia and

in primary schools and 18% in rural and remote areas had CEFR levels New Zealand scored C1 and above compared to less than 40% on

of below B2. Even more disconcerting was the inding from the CPT local training programmes. The difference in performance is most

that 15.5% of English language lecturers in ITEs were at B1 or B2. likely due to the different entry level requirements for English. The

All these results point to the lack of any standardised provision entry requirement for the twinning programmes is a distinction

for English language proficiency in ELTEs and universities. What in SPM English. The twinning programmes also give students the

is needed is for all trainees to take a standardised internationally additional advantage of taking all their courses in English.

benchmarked English language proficiency programme to ensure The Cambridge Baseline shows that Malaysian teachers that on graduation they meet the minimum level expected of achieved CEFR B2 on average, Speaking being the weakest of English language teachers according to assessment criteria aligned the four language skills, a finding which matches the finding that

to international standards.

Speaking was also the weakest skill for students. The majority of Without such standards, we are unlikely to achieve our

teachers (84%) achieved B2 to C2, 52% reaching C1 to C2, and aspiration to improve the English language proficiency of students.

32% remaining in B2 (p. 78). This presents a rather positive picture For example, research generally indicates that teachers use

of teachers’ proficiency levels; but as indicated in the study, the teacher-fronted approaches because of their own inadequate

teachers that took the tests may not have been representative of language proficiency (Butler, 2004; Nakata, 2010; Richards, 2011). Malaysian teachers in general, 40% having a BA and 10% an MA

in Education (p. 79).