Figure 9.1 Curriculum 9.2.1 The Absence of Curricular Standards for ELTE at the
Pre-service and In-service Levels
Issues • Absence of curricular
and Gaps standards at the pre-service The ELTE landscape is marked by a range of providers and
and in-service levels programmes which come under the purview of different agencies,
in ELTE such as the Institute of Teacher Education Malaysia (ITEM), MoE,
• Absence of English language Teacher Training Division, MoE, Department of Higher Education,
proficiency standards in the (MoHE) and the Malaysian Qualifications Agency (MQA). With
ELTE curriculum different providers at both the pre-service level (e.g. Universities
and ITEM) and in-service level (e.g. Institut Aminuddin Baki (IAB)
Teaching & Learning Assessment and the English Language Teaching Centre (ELTC)), there are
issues pertaining to the content and delivery of the different ELTE
• Inadequate use of English • Licensure assessment curricula, and these are compounded by a lack of coordinated
as a medium of instruction • Absence of a communication structure between the various divisions within
in ELTE the Ministry of Education and Ministry of Higher Education, and
standardised entry among the ELTE programme providers.
• Inadequate teaching and exit level
knowledge and ineffective benchmarked English At the pre-service level, ELTE is provided by 26 ITEMs (one
classroom practices language proficiency ITEM is purpose-built for Bahasa Malaysia only) and more than 20
test. public and private universities. These institutions offer both pre-
• Inadequate management of service and in-service programmes of different durations. In-service
in-service teacher training English language education programmes are provided by ELTC.
and development
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
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Component Credit Weightage % Taught in Taught in Bahasa
English Malaysia
Major 45 34
Professional studies ** 27 20 √
14 11 √√
Practicum **** 23 17
Compulsory subjects 24 18 √
133 100 √
Electives
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
276
for a diploma. ITEs conduct both diploma and degree level courses It also makes reference to the Pedagogy Standards for English
for the teaching of English. Language Teaching (“PSELT”), which is built along six dimensions:
proficiency, 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 proficiency, principles of language
(TESOL), B.Ed. (Hons.), B.Sc. with Education, B.A. Eng. Ed. learning, general and specific 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 proficiency 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
9.1 shows the components in the Bachelor of Teaching (TESL) This is likely to have a knock-on effect in turn on the language
Primary Education Programme. proficiency of students and also on the quality of teaching and learning
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 Qualifications 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
in 2014 that by 2015 all Higher Education Providers (HEPs) offering The Cambridge Baseline also found problems in teaching
programmes in Education must adhere to the Education Programme and learning practices in the classroom. These may be due to a
Standards (“EPS”) laid down by the Pekeliling MQA Bil. 3/2014. variety of factors, including the focus on teaching knowledge
in the ELTE programmes. There are also problems regarding
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BAND 4 Overall the teacher demonstrates a good range of procedures and techniques and is able
BAND 3 to plan and deliver a very effective lesson. The lesson provides for learner interaction,
BAND 2 and challenges and engages the learners.
BAND 1
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
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
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
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
278
teaching knowledge; for instance, the average Band for the ELTE curriculum. Although a Grade A in SPM English is now a
Teaching Knowledge Test (TKT)(see Bands in Table 9.2) was 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
than primary school teachers (49%), which is consistent with the Further, as shown in Appendix 9.B, while the different
findings for proficiency levels. institutions have similar general academic entry requirements,
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
9.2.2 The Absence of English Language Proficiency Standards standard, and then offering them at best English language
in the ELTE Curriculum proficiency courses which are again not aligned to common
standards, is likely to produce teachers without the necessary
The range of English language proficiency among student proficiency in the language they are trained to teach. As already
teachers and practising teachers reflects the absence of English mentioned, this can affect their teaching practices, and eventually
proficiency standards on entry to and exit from ELTE and in the the English language achievements of their students.
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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
2014, all TESL students have had to take the British Council APTIS Nevertheless, the findings do show that 63% of those teaching
test, which showed that less than 50% of those in the Foundation in urban schools achieved CEFR levels C1 and C2 compared to only
(PPISMP) and degree (PISMP) programmes were at C1 or C2. 42% of those teaching in rural and remote areas. Secondary school
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 find 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 finding 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
entry requirement for the twinning programmes is a distinction All these results point to the lack of any standardised provision
in SPM English. The twinning programmes also give students the for English language proficiency in ELTEs and universities. What
additional advantage of taking all their courses in English. is needed is for all trainees to take a standardised internationally
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
teachers (84%) achieved B2 to C2, 52% reaching C1 to C2, and Without such standards, we are unlikely to achieve our
32% remaining in B2 (p. 78). This presents a rather positive picture aspiration to improve the English language proficiency of students.
of teachers’ proficiency levels; but as indicated in the study, the For example, research generally indicates that teachers use
teachers that took the tests may not have been representative of teacher-fronted approaches because of their own inadequate
Malaysian teachers in general, 40% having a BA and 10% an MA language proficiency (Butler, 2004; Nakata, 2010; Richards, 2011).
in Education (p. 79).
280
Teaching is generally
not seen as a profession
of choice where only
the best candidates are
selected to undergo
training and retained in
the teaching profession.
The Cambridge Baseline Study suggests that English language 9.2.3 The Inadequate Use of English as a Medium of
teachers as a whole need to improve their own level of spoken English, Instruction in ELTE
in terms of accuracy, fluency and pronunciation. This is corroborated
by reports from Heads of Departments and Schools that teachers Apart from the programme specific courses, which comprise
need to improve their language proficiency, and it is consistent with about 50-60% of the course structure (see Table 9.1 for examples),
the findings of the Ministry’s study on the feasibility of making English the medium of instruction is likely to be Bahasa Malaysia. This
a compulsory pass (EPRD, 2012) in the Form Five examination. reduces the amount of exposure and use of English during the
programme. This may be one of the reasons why trainees on the
The MoE study found that a substantial number of non-English twinning programme performed better in the APTIS test than
language option teachers are teaching English without the training those on local ELTE programmes (see section 9.2.2).
or the competency to teach the language with confidence. As
a consequence, opportunities to use English in the classroom are Public universities also vary in the use of English in the training
likely to be reduced as these teachers, especially those teaching curriculum. Some require students to submit assignments and tests
in vernacular schools, resort to the use of the mother tongue and for non-English subjects in Bahasa Malaysia. Private universities
teacher-fronted teaching. offering ELTE programmes, on the other hand, conduct the
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whole programme in English. The teaching practice component or A total of 78 classrooms in 41 schools were observed, and the study
Practicum also tends to be conducted in two languages as trainees reported the following observations on in-service teachers:
also have to teach another school subject, which is likely to be
presented in Bahasa Malaysia. • Lessons were teacher-fronted.
9.2.4 Inadequate Teaching Knowledge and Ineffective • The teaching model was transmissive.
Classroom Practices
• Teachers did not correct or provide feedback on learners’ use
The Cambridge Baseline study raises an issue concerning of English in class.
teaching knowledge (see 9.2.1) and classroom practices. Only about
half of the primary school teachers (49%) reached Band 3 in the • Teachers tended to avoid errors and students were encouraged
TKT, with as many more reaching only Band 2, which suggests not to make errors.
relatively shallow knowledge of the items tested (see 9.2.1). This
lack of knowledge becomes apparent during classroom observation • Tasks were not challenging.
and interviews with teachers, where “the predominant view
of learning in the lessons observed appeared to be that of a • There was a lack of supportive teacher talk.
transmissive input-output model”.
• There was a lack of skill in materials design to address
Classroom observation was evaluated both qualitatively and communicative needs.
quantitatively, the latter being based on four items contributing
to effective teaching. The majority of the teachers were placed in • There was a lack of skill in developing differentiation activities.
Bands 2 (42%) and 3 (35%), and only 18% reached Band 4 (p. 92).
The focus on teaching the skills of Reading and Writing will
The observation focused on five items evaluated on a four- not help students gain comprehensive mastery of the language
band scale: learning atmosphere, language and systems, classroom especially in Speaking, which was reported to be weak up to higher
management, use of English, and monitoring, feedback and correction. secondary level and even among tertiary students. The study found
that teachers’ inability to provide feedback on language errors and
design appropriate learning tasks could be linked to their lack of
knowledge and competence in developing appropriate assessments.
282
Teachers teach to the test instead of structuring their teaching 3 (PT3) included the assessment of listening and speaking skills
to meet the language needs of students and improve their with reference to the CEFR. This was done to benchmark student
language proficiency. There was no demonstration of assessment proficiency level to international standards.
literacy among teachers, and this inadequacy could affect the
implementation of School-Based Assessment and its impact on 9.2.5 Inadequate Management of In-Service Teacher Training
student achievement. and Development
In sum, classroom observations found that lessons were Numerous in-service training and development courses
teacher-dominated, and showed “little understanding of the concerning English language teaching are conducted throughout
concept of teacher and learner roles” (p. 91). This observation the year at great costs. For example, the Ministry of Education
is consistent with the finding in the SEAMEO INNOTECH “realigned RM300 million or 23% of its non-emolument budget
Report about teaching competencies standards that “encouraging towards activities with greater impact on student outcomes. The
active and equitable student participation by varying roles in the activities include improving English language acquisition in the
instructional process (facilitator, coach, or audience) in relation classroom through Native Speakers and English Teacher Assistants
to the content and purpose of instruction” was a missing teacher programmes ...” (Ministry of Education, 2015b). In 2014, ELTC
competency in Malaysia (SEAMEO INNOTECH, 2010). Such conducted a total of 31 types of courses in which 3,634 teachers
classroom practices means that there is a lack of differentiated and other ELT practitioners were trained at various levels.
teaching and learning strategies to cater for students with different
proficiency levels in the same class. Among the recent short-term initiatives are the Professional Up-
skilling of English Language Teachers (Pro-ELT), the Native Speaker
Apart from practical teaching knowledge, theoretical Programme, Fulbright Teaching Assistants and School Improvement
knowledge of English and of language learning and teaching are Specialist Coaches (SISC+). Under the Pro-ELT initiative, more
important competencies for English language teachers. They must than ten thousand primary and secondary English language teachers
also be trained to teach and assess a CEFR-aligned curriculum. have undergone training to improve their language proficiency.
Some elements of this curriculum and assessment have already been
implemented. In 2014, assessment for the Pentaksiran Tingkatan
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Type of Training and Development Sample Courses
Teaching of Phonics, Fun Learning through
Courses Supporting Curriculum Language Arts, Literature for Secondary School,
Change Reading Fluency, Digital Stories
Reaction to curricular and Courses Supporting System Intensive Course in ELT (ICELT) – Program
policy changes Change Intervensi Tambah Opsyen (PITO) certified,
School-based Assessment, Partners-in-Learning,
Project-based Learning in ELT
Up-skilling Courses for Specialist Certificate Courses Specialist Certificate in Literacy Development for
Teacher-Leaders Lower Primary Students, Specialist Certificate in
Subject Leadership Courses ELT Methodology for Primary School, Specialist
Trainer Training Courses Certificate in Developing Oracy Skills for Lower
Secondary Students, Specialist Certificate in
Teaching of Literature for Secondary School,
Specialist Certificate in Project-based Learning
Reinforcing ELT: Maximising Resources, Enhancing
Pedagogy (RELTmax), Mentoring & Coaching,
Contemporary Children’s Literature
Introduction to Basic Trainer Toolkit, English
language Lecturers in Institutes of Teacher
Education-Training of Trainers (ELITE-TOT)
Table 9.3 Types of In-Service Teacher Training and Development
(Information from ELTC)
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MALAYSIA EDUCATION BLUEPRINT INITIATIVES
Wave 1 (2013-2015) Wave 2 (2016-2020)
Turning around system by supporting teachers and focusing on core Accelerate system improvement
skills
Concerns Actions/ Outcomes Actions/ Outcomes
Initiatives Initiatives
Minimum
Set a minimum • CEFR B2 for primary school teachers Review B2 proficiency level
standard required • CEFR C1 for secondary teachers as minimum for all teachers
for English proficiency for raised to C1
language teachers teachers
Low The Professional • In 2014, a total of 10,502 teachers were Monitor and A report
Proficiency Upskilling of selected for the programme evaluate the on teacher
among English Language effectiveness of proficiency
English Teachers • Based on APTIS: the initiative and impact of
language initiatives
teachers (ProELT) • 87.8% (519/ 591) teachers have Benchmark
successfully improved from Band B1 to B2. teacher
proficiency
• 43.1% (1,716/3,979 improved from B2 to levels against
C1). international
standards
• 2,244 out of 4,579 teachers that
completed Pro-ELT and sat for the post-
Aptis test, improved one proficiency level.
• 166 teachers improved two proficiency
levels
Table 9.4 Short-Term Initiatives in the Malaysia Education Blueprint Related to ELTE
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MALAYSIA EDUCATION BLUEPRINT INITIATIVES
Wave 1 (2013-2015) Wave 2 (2016-2020)
Turning around system by supporting teachers and focusing on core Accelerate system improvement
skills
Concerns Actions/ Outcomes Actions/ Outcomes
Initiatives Initiatives
The quality • In 2014, 7,750 Year 3 English language
of English FasiLINUS - teachers and 327 FasiLINUS benefited from
language facilitators for the training.
teaching remedial English
language training
to English
language teachers
Native-Speaker • In 2014, 360 native speakers from English-
programme speaking countries were placed as mentors
in 1,800 primary schools in remote areas.
Fulbright • Since 2012, a total of 225 ETAs, were Monitor and A report on
Programme placed in 101 primary and secondary evaluate the the impact of
English Teaching schools effectiveness of initiatives on EL
Assistants (ETA) the initiatives teaching quality
• A study by the Ministry found this
programme has helped to increase
students’ interest and language learning,
especially in rural areas.
Expanded • At the end of 2014, a total of 1,032 SISC+
Specialist Coach were tasked to coach teachers on content
(SISC+) and pedagogy in Bahasa Malaysia, English
Language and Mathematics.
• A total of 312 SIPartner+ were appointed
to support school leaders in improving
administration and management.
Table 9.4 (cont.) Short-Term Initiatives in the Malaysia Education Blueprint Related to ELTE
(Information on Wave 1 from Ministry of Education, 2015)
286
This initiative was part of the MEB, and was based on However, as in the case of Pro-ELT, there appears to be a gap in
results of the Cambridge Placement Test (CPT) administered to the management of in-service training from the selection process
61,000 English language teachers, which was followed by a pre- to the monitoring of the effectiveness of the translation of the
test (APTIS) to identify teachers at B1 or B2 to attend Pro-ELT training into practice. This is despite the fact that the PSELT (see
(Professional Up-skilling of English Language Teachers, n.d.). Pro- section 9.2.1) was developed to help English Language teachers
ELT is conducted both face-to-face and online by external training identify their professional training needs as well as ascertain their
providers, and aims to increase teacher proficiency by at least one continuous professional development.
Band (based on a post-test).
In addition, it can also be a guide in planning, designing and
Other in-service training for ELTE offered to teachers can managing professional development of English Language teachers”
generally be divided into two main types. The first is needs-based (Ministry of Education Malaysia. Frequently Asked Questions).
training, and context-specific responses as a reaction to curricular However, to date, there does not appear to be a concerted and
and policy changes (see Table 9.3), including MEB initiatives, which systematic effort to create professional training development plans
are as follows: and programmes.
(1) Professional Up-skilling of English Language Teachers (Pro-ELT) Further, there appears to be no accountable, systematic and cyclical
processes to plan, implement, independently monitor and evaluate,
(2) Oral Proficiency in English for Secondary School (OPS-English) and review in-service programmes and initiatives. Considering
the amount of money and time spent on these programmes and
(3) Program Peningkatan Penguasaan Bahasa Inggeris Sekolah initiatives, and their importance in contributing to the implementation
Menengah (PPPBISM) of the goals of the MEB, measures of achievement of learning and
programme outcomes cannot be based on merely anecdotal evidence
The second type of in-service training is for upskilling of teachers or on numbers of teachers trained (see Table 9.4).
(see Table 9.3).
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9.2.6 The Absence of a Licensure Assessment 9.3 The Way Forward
To date, there has been no concrete attempt to ‘professionalise’ The gaps and issues discussed in 9.2 point to the need to
teaching. Teaching is generally not seen as a profession of choice establish a common standard for English proficiency at entry level,
where only the best candidates are selected to undergo training and in the ELTE curriculum, and throughout the ELT workforce across
retained in the teaching profession. Higher Education qualifications all levels of education. They also show the need for internationally
are deemed sufficient to place teachers in schools. The current benchmarked standards for curriculum content for ELTE which
practice even allows teachers who are not English language will provide trainees with the knowledge of the structure of English,
specialists and who do not have a minimum CEFR B2 to teach and awareness of English as it is used in various communicative
English in schools. Unlike many other countries (e.g. the United contexts, as well as provide trainees with the competencies
States), and professions like law, accounting and engineering, required of teachers in the 21st Century.
there is no professional body or council that accredits and licenses
teachers, in particular language teachers, as based on, for example, Shift 2 of the MEB aims to ”ensure that every child is proficient
“licensure assessment” which “is the use of a language assessment in Bahasa Malaysia and the English language”, and one of the
for determining that … language teachers have sufficient proficiency initiatives is to ensure that “every student will be taught by a
in a language to be able to teach it” (Norris, 2013, p. 554). teacher who is proficient to international standards”.
There is also no move to accredit ELTE programme providers The MEB (Higher Education) extends student aspiration in
according to their ability to provide a curriculum that includes language proficiency to being “operationally proficient” in Bahasa
developing trainees’ proficiency levels to a recommended standard Malaysia and English from pre-school to post-secondary level to
of proficiency (Norris, 2013). Apart from the MEB initiative to being “proficient” in both languages at the level of higher education
ascertain the level of English language proficiency among in-service (Ministry of Education, 2015a). The latter is of utmost importance
teachers, there was previously no concerted effort to officially to graduate employability as the lack of communicative skills and
set the minimum standards of proficiency required of in-service English language proficiency is often cited among the main reasons
English language teachers, and to assess and accredit their levels for graduates’ inability to get a job.
of proficiency periodically. There is no corresponding assessment
and accreditation for English language lecturers.
288
In this way, the MUET, SPM English grades or Curriculum
the grading systems used for English by universities
and teaching institutions are not going to be sufficient • Alignment of programme
measures of teacher proficiency. Instead, the MEB has standards for ELTE
recommended the use of the CEFR as a framework
of reference to define operational proficiency. It is • Benchmarking of English
therefore necessary for all reforms aiming to support language proficiency standards
the execution of the MEB to be aligned to this common in the ELTE curriculum and in
framework. in-service programmes
Further, to ensure that the quality of teaching and • Periodic evaluation
learning is improved and maintained, the quality of
ELTE at the pre-service and in-service levels must be Teaching & Learning Assessment
internationally benchmarked and periodically monitored
and reviewed. Systematically planned in-service training • Increased use of English as • Stringent criteria at entry
and development must be put in place and delivered a medium of instruction in level of ELTE
efficiently. Such training must be mapped to a set of ELTE
teaching competencies and aligned with the MTS and • Standardised internationally
PSELT. • Systematic CPD plan for benchmarked exit
in-service teachers examinations for English
The following sections discuss the conditions language requirements
required for enhancing ELTE in the country. These • Enhanced teacher for all teacher training
conditions are tied to the three areas of curriculum, education qualification and programmes
teaching and learning, and assessment (see Figure 9.2). proficiency requirements
• Licensure assessment
Figure 9.2
Conditions for Reform for English
Language Teacher Education
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The Roadmap 2015-2025
9.3.1 Conditions for Enhanced ELTE Curriculum Apart from CEFR standards, all providers of pre-service
ELTE have to comply with the review, design and delivery of their
The existence of multiple ELTE programme providers has programmes. Findings from the baseline study, including poor
resulted in an inconsistent curriculum for ELTE in terms of the proficiency levels on the part of students and teachers, and poor
structure and content of the programmes, including a lack of teaching knowledge and practices, need to be addressed in the review
established standards for English language proficiency. This has of the ELTE curriculum. The programmes must be benchmarked to
resulted in varying levels of proficiency and professional competencies international standards, and should include elements of language
among English language teachers, and has had a knock-on effect structure (e.g. phonemic and grammatical awareness) and use,
on student proficiency levels and affected public confidence in the literature, pedagogy and professional practice including school
quality of English language education in the country. attachments and practicum. Elements of new technologies and
innovations in teaching and learning as well as High Impact Practices
To ensure consistency in the output of ELTE across different (Kuh & O’Donnell, 2013) should also be incorporated.
programme providers, the English language component should
be standardised, and benchmarked to common international With these standards in place, ELTE programmes in Malaysia
standards. The benchmark for the language component in this case will attain some degree of quality in ELTE and in the output. A
is the CEFR as proposed in the MEB to define the level of language professional standards body such as the ELSQC should look into the
proficiency required for professional and academic purposes. establishment of programme standards for pre-service ELTE to be
added to current standards for Education in general. With these
This would require the development of CEFR descriptors standards in place, ELTE programme providers can be required to
for English language teachers overseen by an independent body undergo accreditation of their programmes at appropriate intervals
responsible for the implementation and monitoring of the CEFR to ensure that standards are maintained. External accreditation
across ELTE. The English language programme in ELTE must bring should also ascertain that curricula are aligned to the CEFR, and
trainees up to the required standards of English proficiency on exit. also to international standards.
The establishment of such a programme also implies that English
language teacher educators in universities and ITEs must be able to
deliver such a curriculum, and be trained to assess trainees according
to the CEFR. Their own proficiency levels should be set at CEFR C2.
290
There is also a need for a coordinated implementation
communication structure between the various
divisions of the Ministry of Education and the planning monitoring
Ministry of Higher Education, the MQA, and
all the ELTE programme providers at ITEs review evaluation
and universities in order for all these parties
to collaborate to produce an agreed and Figure 9.3 Cyclical Process for
standardised curriculum for ELTE meeting Short-Term ELTE Training
MQA programme standards for Education Programmes and Initiatives
and consistent with the MTS and the PSELT.
The need for a more structured form of
collaboration between ITEs and universities
providing ELTE should be extended beyond
curriculum development to the sharing of
resources and knowledge as well as joint
research opportunities.
9.3.2 Conditions for Improved Teaching
and Learning
To ensure that English language teachers
maintain high levels of teaching knowledge
and classroom practice and delivery, the
ELTC needs to operationalise its Pedagogical
Standards (PSELT) and develop a
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English Language Education Reform in Malaysia
The Roadmap 2015-2025
competency matrix for the professional development of all English to create a professional training development system to meet the
language educators across the different levels of education. CPD following conditions:
programmes should be planned and implemented using the school-
based model. (1) Train teachers to map, reflect upon and monitor their own
professional development and achievements.
In order for professional development programmes to be
meaningful and impactful, the selection of teachers or even teacher (2) Collaboratively identify teachers’ needs and competencies.
educators for training cannot be based on an ‘other-selected’ basis
or purely as a reaction to policy or curriculum changes. Instead, (3) Allow teachers to choose for themselves courses to attend to
professional development for teachers should be planned from fulfil their needs, instead of having them selected by the state,
their first appointment, and periodically reviewed together with an the district or by the head of the school or the department.
assigned mentor and with teaching coaches and instructional leaders.
(4) Plan courses at the central level according to identified needs
A mentoring and coaching system should be put in place to help and gaps.
new English language teachers chart their development and to observe
and adopt good classroom practices. An early mentoring system (5) Provide clear and accessible support systems to enable effective
should also be put in place so that trainee teachers and new teachers classroom implementation of the knowledge and competencies
can be mentored by excellent or master teachers. Such a CPD model acquired during the courses.
should be extended to language teachers in higher education.
(6) Independently monitor and evaluate the effectiveness of the
There is a clear need to have a more systematic professional courses in teaching and learning practices.
development plan to meet teachers’ professional needs and
curricular needs in line with the PSELT. The present system of The programmes must be well-developed and appropriately
reactive-oriented, ‘other-selected’ in-service training is not the designed to produce high quality English language teachers able
best way to develop positive attitudes to professional development. to transfer the knowledge and competencies acquired through the
In order to move towards higher quality teaching and learning in programme into classroom practice, thereby improving the English
the classroom, there must be a concerted and systematic effort proficiency and skills of their students. All in-service professional
development programmes should comply with established
292
standards (see 9.3.1), and should be aligned to specified CEFR experience and proven track record in ELTE training and
levels. Programmes offering certificate level qualifications should development, and their understanding of local ELT conditions. The
also move towards accreditation. success of programmes such as Pro-ELT cannot be determined just
by the pre- and post- tests, and should begin with and be followed
There should be a conscious effort to develop specialisms by an evaluation of teacher classroom practices and student
to meet the needs of students at different levels of education, performance based on quantitative and qualitative measures.
especially in the case of primary school teachers. These specialisms
could include early literacy skills, diagnostic skills, differentiated At the in-service level, there must be adequate opportunities
learning and reading conducted in collaboration with international for the use of English to provide trainees with maximum exposure
providers and accredited internationally. and experience of using English in a variety of contexts, and to
enable them to develop a deeper knowledge and higher competence
All programmes including short-term initiatives should undergo in the language. English should be the medium of instruction in the
scheduled independent evaluation and review, ideally carried out teaching and learning of additional subjects such as the Education
by independent international bodies which should also benchmark component of the ELTE curriculum. Where possible, other
pre- and in-service programmes. There should be a planned cyclical subjects can also be taught in English to provide trainees with a
process of implementation, monitoring, independent evaluation stronger English environment.
and review (see Figure 9.3 and Section C).
ELTE at both the pre-service and in-service levels should
Data should be collected even at the planning stage of an be based on outcome-based education and focus on student-
initiative or programme so that baseline data is available, and centred learning and communicative methodologies. There must
comparisons can be made with control groups. Reliable and valid be diversity in the way the curriculum is delivered and assessed
measures of achievement for specified learning and programme in order to develop independent and reflective learning, as well
outcomes must be planned at the implementation stage, and not as creative and critical thinking among trainees. Further, teaching
towards the end of a programme or initiative. and learning in ELTE must be conducted by trained educators.
Measures must be taken to ensure that teacher educators in ITE
External training providers in any training programme must have postgraduate qualifications, including PhDs.
be carefully selected according to their qualifications, relevant
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English Language Education Reform in Malaysia
The Roadmap 2015-2025
A mentoring and
coaching system should
be put in place to help
new English language
teachers chart their
development and to
observe and adopt good
classroom practices.
This move will also avoid hierarchical relationships between Notwithstanding the attributes and competencies that teachers
ITEs and universities offering ELTE programmes and avoid the need to possess, language teachers should first and foremost be
misperception that primary school education can be provided by proficient in the language that they are teaching.
less qualified trainers. In addition, the capacity building of Master
CEFR trainers needs to be carried out to ensure the successful In the case of ELTE, there can be no compromise with regard
implementation of CEFR-aligned curricula, teaching and learning, to levels of English proficiency either at the entry level, or at the
and assessment. English language educators must have higher output level. In addition to the Malaysian Educators Selection
proficiency levels than the trainees. Inventory (MEdSI), and the ITE’s criterion that only the top 30%
of SPM holders should be admitted (Ministry of Education, 2015b),
9.3.3 Conditions for Enhanced Assessment Systems for ELTE there should be an added criterion in the form of a standardised
internationally aligned entrance test for ELTE programmes based
One of the critical success factors in the English language on a CEFR level rather than an A grade in SPM or a MUET Band.
education landscape in Malaysia is the quality of teachers. Strict criteria for the selection of teacher trainees will ensure
teacher quality and lead to a rise in student .
294
There should subsequently be CEFR-compliant assessment Again, instead of leaving each ELTE programme to devise
throughout the ELTE programme to ensure that English language its own assessment methods, there should be a standardised
teacher trainees are being continuously assessed at international and benchmarked means of assessment such as the Teaching
standards, and preparing them to reach the minimum standard Knowledge Test (TKT).
for English language teachers, which should be moving towards a
minimum CEFR C1. In order to maintain standards, a national level “licensure
assessment” (Norris, 2013, p. 554) should be put in place to license
Having assessment of this kind in place would require teacher and certify English language teachers at entry level followed by
educators to be trained to teach and assess according to CEFR re-certification at regular intervals to ensure that they not only
levels. ELT teacher educators should also be periodically accredited have the proficiency to teach English language at various levels of
as qualified trainers and undergo short stints of practical school education, but also have the professional competencies to do so.
attachments at regular intervals to keep them in touch with
professional practice. ELT educators should work together with The current practice of allowing teachers who are not English
those at universities as an ELTE community of practice to discuss specialists and who do not have the minimum CEFR B2 to teach
related issues and to share best practices. English language needs to be reconsidered. Initiatives should be
taken to certify non-English language option teachers with CEFR
In order to maintain standards, in-service teachers who do C1 or C2 and at least ten years of experience of teaching English.
not meet minimum CEFR levels should continue to be trained
such as is being done in the Pro-ELT programme. Having a one- The minimum criteria for English teachers at all levels of education
time only post-test following the Pro-ELT programme, however, from preschool to institutes of higher education must be a Bachelor
is no guarantee of increased proficiency in English, nor can it be of Education or Teaching specialising in English. The licensing and
assumed that teachers are able to transfer this into their teaching accreditation of English language teachers should be extended to
and learning practices. language teachers at public institutes of higher education.
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9.3.4 The Roadmap • Select an independent international body to carry out
benchmarking and measure the impact of in-service teacher
Phase 1 (2015-2016) education on teacher and student performance.
Curriculum Teaching and Learning
Pre-Service Pre-Service
• Review and align ELTE Language curricula to the CEFR. • Use English as the medium of instruction for ELTE in additional
courses such as those in the Education component of the
• Align professional programmes to international standards. curriculum.
• Develop an ELTE curriculum to ensure delivery of all • Implement student-centred methodology.
professional and core courses in English.
• Set a doctorate degree in Education as the minimum
• Select an independent international body to carry out qualification for all English language educators by 2025.
benchmarking and measure the impact of pre-service ELTE on
teacher and student performance. • Set CEFR C2 as the minimum requirement for English language
teacher educators.
• Put in place a coordinated communication structure between
divisions of the Ministry of Education and other parties In-Service
involved for English curricular updates.
• Develop a professional development matrix for different levels
In-Service of teachers by operationalising PSELT.
• Set a degree in Education/Teaching specialising in English or • Plan and implement CPD programmes using the school-based
English with Education as the minimum qualification for all training model.
English language teachers by 2025.
• Revamp the training approach – cascade model to school-
• Identify and collaborate with international providers or based training.
benchmarks for specialist courses.
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• Design English language classroom observation methods for • Re-certify non-English option teachers with C1 or C2 and 10
formative purposes. years of experience.
• Put a mentoring system in place. Phase 2 (2017-2020)
Assessment Curriculum
Pre-Service Pre-Service
• Set a common proficiency exit requirement for all ELTE • Implement the CEFR-aligned English language curriculum.
programmes.
• Monitor the implementation of the CEFR-aligned English
• Adopt a common CEFR-aligned language proficiency exit test language curriculum.
for all institutions.
• Use professional standards and benchmarking in programme
• Propose a policy for the licensing and certification of new review, design and delivery.
English language teachers.
• Monitor and review the effectiveness of efforts to sustain
In- Service coordinated communication.
• Set CEFR C1 as the minimum proficiency requirement for all • Benchmark teacher performance at the pre-service level
teachers by 2025. against international standards.
• Assess teachers using CEFR-aligned proficiency tests and the In-Service
international Teaching Knowledge Test (TKT) and the TKT
practical component. • Continue post-graduate courses especially for pre-school and
primary teachers.
• Propose a policy for the licensing and certification of new
English language teachers followed by re-certification for all • Benchmark teacher performance at the in-service level against
English language teachers every 5 years. international standards.
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English Language Education Reform in Malaysia
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• Implement a degree in Education/Teaching specialising • Monitor the implementation of student-centred strategies in
in English or in English with Education as the minimum in-service training programmes.
qualification for all English language teachers by 2025.
• Implement and monitor English language classroom observation
Teaching and Learning methods for formative purposes.
Pre-Service
Assessment
• Monitor the use of English as the medium of instruction in Pre-Service
ELTE.
• Implement the common proficiency exit test for all institutions.
• Monitor the implementation of student-centred strategies in
ELTE. • Implement the policy on the licensing of English language
teachers.
• Implement a PhD in Education as the minimum qualification
for all English language educators by 2025. In-Service
• Develop programmes to achieve C2 proficiency among English • Monitor and evaluate teachers’ English proficiency and
language teacher educators. pedagogical competences according to international standards.
• Enforce C2 as the minimum requirement. • Enforce C1 as the minimum requirement for English language
teachers.
In-Service
• Implement the policy on licensing and re-certification for
• Implement and monitor the PSELT support system. English language teachers.
• Monitor and evaluate the CPD programmes that have been • Continue the re-certification policy for non-English language
conducted. option teachers with C1 or C2 proficiency and 10 years of
experience.
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• Benchmark teacher-performance against international • Continue the implementation of the minimum requirement
standards. of a degree in Education/Teaching specialising in English or
in English with Education as the minimum qualification for all
Phase 3 (2021-2025) English teachers by 2025.
Curriculum
Pre-Service • Carry out an impact study on teacher performance.
• Revise the CEFR aligned English language curriculum based on
Teaching and Learning
feedback and emerging technologies. Pre-Service
• Monitor the implementation of standards.
• Review the curriculum. • Review the effect of English as the medium of instruction on
• Monitor and review the effectiveness of efforts to sustain the English proficiency of teacher trainees.
coordinated communication. • Review the impact of training.
In-Service
• School-based training run by specialist teachers. • Continue implementing the minimum requirement.
• English language teachers especially at primary level enrolled
• Review the impact of the minimum requirement on the
in international specialist courses. performance of English language teacher educators.
In-Service
• Review and strengthen support the system for CPD.
• Revise school-based CPD programmes.
• Review and evaluate the impact of training.
• Evaluate classroom observation methods.
• Submit monitoring reports.
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English Language Education Reform in Malaysia
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Assessment A. Milestones for the end of Phase 1 (2015-2016) are as follows:
Pre-Service
Curriculum
• Review the validity and reliability of the CEFR-aligned Pre-Service
proficiency exit test.
• A common CEFR- aligned English language curriculum adopted
• Monitor the reports submitted.
• Professional programme standards adopted
In-Service
• An ELTE curriculum ensuring the delivery of all professional
• Continue the evaluation of teacher EL proficiency and and core courses in English
pedagogical competencies according to international standards.
• Effective communication and collaboration for curricular change
• Continue the re-certification requirement for all teachers.
• An independent international body selected to carry out
• Continue the re-certification policy for non-English language benchmarking and impact studies for pre-service ELTE
option teachers with C1 or C2 and 10 years of experience. programmes until 2025
9.3.5 Milestones In-Service
According to the roadmap for ELTE, specific milestones are • A degree in Education/Teaching specialising in English or in
to be reached over the three phases: Phase 1 (2015-2016), Phase 2 English with Education accepted as the minimum qualification
(2017-2020) and Phase 3 (2021-2025). The milestones are presented
according to the phases and the three components, namely the • English language teachers, especially at primary level, enrolled
curriculum, teaching and learning, and assessment. These expected in international specialist courses
milestones or deliverables are summarised in Table 9.5.
• An independent international body selected to carry out
benchmarking and impact studies for in-service training
programmes until 2025
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Teaching and Learning Assessment
Pre-Service Pre-Service
• English used as the medium of instruction in additional courses • A common CEFR-aligned exit proficiency test adopted for all
ELTE programmes
• Increased exposure to English on ELTE programmes
• A common exit proficiency requirement enforced for all
• Student-centred and communicative methodologies used in institutions
training
• The policy on licensing for English language teachers to teach
• A doctorate in Education accepted as the minimum qualification and certification of language proficiency for teachers is in place
• Level C2 accepted as the minimum requirement In-Service
In-Service • CEFR level C1 accepted as the minimum requirement
• A standards-based professional development support system • A baseline is established for teacher EL proficiency and
developed for teachers at different stages of their careers, pedagogical competences
from beginning teacher and developing teacher to competent
teacher and specialist teacher • The policy on licensing and recertification for all English
language teachers is in place
• School-based CPD programmes conducted
• Proficient non-option English language teachers re-certified
• Student-centred and communicative methodologies used in
training
• English language classroom observation methods designed for
formative purposes
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English Language Education Reform in Malaysia
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B. Milestones for the end of Phase 2 (2017-2020) are as follows: Teaching and Learning
Pre-Service
Curriculum
Pre-Service • Monitoring reports submitted on the use of English as the
medium of instruction in ELTE
• A CEFR-aligned English curriculum implemented
• Extended exposure to the use of English and improved language
• Reports with recommendations for improvement submitted outcomes
• All ELTE programmes aligned to professional programme • Monitoring reports submitted with recommendations for
standards across all providers improved student-centred teacher training
• More proficient English language teacher trainees • Enforcement of the minimum qualification requirement of a
PhD in Education for all English language teacher educators by
• Recommendations for sustaining collaboration for effective 2025
curricular implementation
• CEFR C2 enforced as the minimum requirement for English
In-Service language teacher educators
• Preschool and primary teachers with specialisms • Up-skilling programmes developed and implemented
• Recommendations for advanced specialist courses In-Service
• Enforcement of the required degree in Education or Teaching • A viable professional development support system in place
specialising in English or in English with Education as the
minimum qualification for all English teachers by 2025 • Appropriate courses in place for teachers at different stages of
their careers
• A report submitted on teacher performance and
recommendations for improvement
302
• Recommendations to improve CPD programmes • Teachers’ English language proficiency and pedagogical
competencies monitored and evaluated
• Active and engaged teaching and learning at all levels in place
• Monitoring reports submitted
• English language classroom observation methods implemented
and monitored C. Milestones for the end of Phase 3 (2021-2025) are as follows:
Curriculum
Assessment Pre-Service
Pre-Service • Recommendations for improvement for the ELTE curriculum
• Updated English language Teacher Education curriculum
• A common standardised proficiency exit test implemented and • Recommendations for improved programme standards for ELTE
monitored • Proficient English language teacher trainees
• Recommendations for sustaining collaboration
• The quality of English language teachers assured by means of • An impact report on teacher performance
licensing • A transformed English language pre-service teacher education
In-Service system
In-Service
• CEFR C1 enforced as the minimum requirement • High-calibre teachers
• Teacher English language proficiency and pedagogical
competencies monitored and evaluated
• Monitoring reports submitted
• The quality of English language teachers assured by means of
licensing and re-certification
• Continuation of the certification policy for non-English language
option teachers with C1 or C2 and 10 years of experience
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English Language Education Reform in Malaysia
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• A cadre of English language teachers at primary and pre-school • Competent English language trainers and teachers
levels with specialisms • Effective classroom observation method for formative
• Make recommendations for improvement purposes
• A transformed English language in-service teacher education
Assessment
system Pre-Service
• Valid and reliable CEFR-aligned exit test for teacher proficiency
Teaching and Learning
Pre-Service In-Service
• The use of English as a medium of instruction enforced for • Proficient English language teachers with C1
• High-calibre English language teachers
TESL programmes • Sustained high quality English language teachers
• Continued improvement of student-centred teacher training • Report on the impact of the re-certification policy for non-
• High-calibre teacher educators
• Up-skilling programmes to ensure that teacher educators have English language option teachers
a minimum CEFR C2
In-Service
• An improved support system
• Comprehensive career pathways
• Improved school-based CPD programmes
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Phase 1 (2015-2016) Phase 2 (2017-2020) Phase 3 (2021-2025)
Curriculum
Pre-Service Pre-Service Pre-Service
• Review and align ELTE language • A CEFR-aligned English curriculum • Recommendations for improvements in
curricula to the CEFR. implemented the ELTE curriculum
• Develop professional programme • Reports with recommendations for • An updated English language Teacher
standards aligned to international improvement submitted Education curriculum
standards.
• All ELTE programmes aligned to • Recommendations for improved
• Develop an ELTE curriculum to ensure professional programme standards across programme standards for ELTE
delivery of all professional and core all providers
courses in English. • Proficient English language teacher
• More proficient English language teacher trainees
• Select an independent international trainees
body to carry out benchmarking and • Recommendations to sustain
assess the impact of pre-service ELTE • Recommendations for sustaining collaboration
on the performance of teachers and collaboration for effective curricular
students. implementation • An impact report on teacher
performance submitted
• Put in place a coordinated • A report on teacher performance and
communication structure between recommendations for improvement • A transformed English language pre-
divisions of MoE for English language submitted service teacher education system
curricular updates.
In-Service In-Service
In-Service
• Pre-school and primary teachers with • High-calibre teachers
• Set a degree in Education/Teaching specialisms
specialising in English or in English with • A cadre of English language teachers
Education as the minimum qualification • Recommendations for advanced at primary and pre-school levels with
for all English language teachers by specialist courses specialisms
2025.
• Enforcement of the required degree • Recommendations made for
• Identify and collaborate with in Education/Teaching specialising in improvement
international providers or benchmarks English or in English with Education as
for specialist courses. the minimum qualification for all English • A transformed English language in-
language teachers by 2025 service teacher education system
• Select an independent international
body to carry out benchmarking and
assess the impact of in-service teacher
education on the performance teachers
and students.
Table 9.5 Milestones and Deliverables for ELTE
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English Language Education Reform in Malaysia
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Phase 1 (2015-2016) Phase 2 (2017-2020) Phase 3 (2021-2025)
Pre-Service Teaching & Learning
• English used as the medium of
Pre-Service Pre-Service
instruction in additional courses
• Increased exposure to English on TESL • Monitoring reports submitted on the use • The use of English as the medium
of English as the medium of instruction of instruction enforced for TESL
programmes in ELTE programmes
• Student-centred and communicative
• Extended exposure to the use of English • Continued improvement of student-
methodologies used in training and improved language outcomes centred teacher training
• A PhD in Education accepted as the
• Monitoring reports submitted with • High-calibre teacher educators
minimum qualification recommendations to improve student-
• C2 accepted as the minimum centred teacher training • Up-skilling programmes to ensure that
teacher educators have at least CEFR C2
requirement • Enforcement of a PhD ibn Education for level are retained and/or improved
English language teacher educators by
In-Service 2025
• A standards-based professional
• CEFR C2 enforced as the minimum
development support system for requirement for English language
teachers at various stages of their teacher educators
careers: beginning teacher and
developing teacher to competent • Up-skilling programmes developed and
teacher and specialist teacher implemented
• School-based CPD programmes
conducted In-Service In-Service
• Student-centred and communicative
methodologies used in training • Viable professional development support • An improved support system
• EL classroom observation methods for system in place – appropriate courses in
formative purposes designed place for teachers at different stages of • Comprehensive career pathways
their careers
• Improved school-based CDP
• Recommendations to improve the CPD programmes
programmes provided
• Competent English language trainers
• Active and engaged teaching and and teachers
learning at all levels in place
• Effective classroom observation
• EL classroom observation methods methods for formative purposes
implemented and monitored
Table 9.5 (cont.) Milestones and Deliverables for ELTE
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Phase 1 (2015-2016) Phase 2 (2017-2020) Phase 3 (2021-2025)
Assessment
Pre-Service Pre-Service Pre-Service
• A common CEFR-aligned exit proficiency • A common standardised proficiency exit • A valid and reliable CEFR-aligned exit
test adopted for all ELTE programmes test implemented and monitored test for teacher proficiency
• A common exit proficiency requirement • The quality of English language teachers
enforced for all institutions assured by means of licensing
• The policy on licensing for English
language teachers to teach and the
certification of language proficiency for
teachers is in place.
In- Service In-Service In-Service
• CEFR C1 accepted as the minimum • CEFR C1 enforced as minimum • Proficient EL teachers with C1
requirement requirement
• High-calibre English language teachers
• The baseline for teacher English • Teacher English language proficiency and
language proficiency and pedagogical pedagogical competences are monitored • Sustained high quality English language
competences is established and evaluated teachers
• The policy on licensing and • Monitoring reports submitted • A report submitted on the impact of the
recertification for English language re-certification policy for non-English
teachers is in place. • The quality of English language teachers option teachers
assured by means of licensing and re-
• Proficient non-option English teachers certification
re-certified
• Continuation of the-certification policy
for non-English option teachers with
C1 or C2 proficiency and 10 years of
experience
• Teacher EL proficiency and pedagogical
competences are monitored and
evaluated
• Monitoring reports submitted
Table 9.5 (cont.) Milestones and Deliverables for ELTE
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English Language Education Reform in Malaysia
The Roadmap 2015-2025
Strict criteria for the
selection of teacher
trainees will ensure
teacher quality and
lead to a rise in
student quality in
the long run.
9.4 Implications and Recommendations 9.4.1 Curriculum
This section discusses the implications and recommendations It is essential to maintain quality in ELTE programmes at the
for ELTE in relation to the three components of the programme, pre-service and in-service levels in order to train teachers highly
namely curriculum, teaching and learning, and assessment. The proficient in English and equipped with the linguistic, pedagogic
consistent theme across these components is quality, constant and professional knowledge and skills to produce a new generation
monitoring and evaluation, and the pre-service and in-service of Malaysians who are proficient in English.
review of people, programmes and policy.
At the pre-service level, ITEs and public universities as
providers of ELTE programmes must adopt the same benchmarked
standards if the quality of their programmes is to be maintained and
monitored. Specific professional programme standards for ELTE
should be developed collectively by the key stakeholders in ELTE,
308
namely the institutions involved, the English Language Standards At the pre-service level, a standardised exit test for English
and Quality Council (ELSQC), MQA, international partners and must be administered to ensure that only teachers with the
practising teachers. required proficiency levels are allowed to teach English. This is
where the concept of licensing comes in where entry level teachers
In line with the rest of the English language education system, are accredited to teach English language at particular levels, with a
the English language curriculum in ELTE must be reviewed and requirement to apply for re-certification at regular intervals.
revised, and aligned to the CEFR. Teachers must be trained to
teach and assess in accordance with the CEFR at different levels To improve the knowledge of English and teaching, the
of education. Similarly, in-service training must be carried out in minimum requirement for English language teachers should be a
accordance with the CEFR, and benchmarked to international Bachelor’s degree in English language teaching even at primary
standards. level, as recommended in the MEB.
Teacher educators and language instructors at universities From the time they enter the profession, teachers need to
selected as Master Trainers for the CEFR need to be accredited as follow a continuous development plan which is systematic, self-
training providers at pre-service and in-service levels. determined and mentored, if they are to feel empowered to
improve their professional knowledge and skills, and bring good
9.4.2 Teaching and Learning teaching and learning practices into their classrooms.
The most pressing matter in ELTE at the pre-service and in- In order to produce high quality teachers, teacher educators
service levels is the proficiency of teachers and their level of and training providers must be highly qualified and proficient in
teaching knowledge and non-facilitating classroom practices. English. They must also be trained to deliver a CEFR-aligned
Efforts to improve the proficiency of in-service teachers must curriculum using student-centred methods.
be increased and taken beyond pre- and post tests. The English
proficiency requirement should be B2 for primary teachers and C1
for secondary teachers in the short term, and C1 for all English
language teachers in the longer term.
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English Language Education Reform in Malaysia
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9.4.3 Assessment Following the requirement to comply with programme
standards, the setting of common entry and exit requirements
In order to maintain standards and quality among English based on CEFR levels, as well as the licensing and the certification
language teachers, strict selection criteria and standardised exit and recertification of teachers, ELTE will be streamlined across
examinations based on minimum CEFR levels must be introduced. all programme and training providers. The periodic review of the
Such moves will create a sense of exclusivity among the English ELTE programmes and CPD by independent bodies will ensure
language teaching profession. the quality and continuing relevance of these programmes.
The licensing and certification and re-certification of trainees A top performing English language education system requires
and teachers with the required proficiency levels who have taken a high-calibre English language teaching force. The creation
internationally benchmarked ELTE programmes and training of the latter has to start at the entry level by ensuring that the
sessions will not only further monitor and maintain the quality of right recruits are selected and admitted into pre-service ELTE
English language teachers from preschool to higher education, but programmes. The ELTE curriculum for these recruits must be of
also enable English language teachers to function as professionals. international standards and delivered by highly skilled and qualified
teacher educators.
9.5 Conclusion
The rigorous training including practical classroom experience
Policy commitment is imperative for the realisation of this should lead to a standardised exit examination to assess whether
Roadmap given the significance of its contributions to the the recruits have met the minimum requirements to be certified
professionalisation and internationalisation of English Language or licensed as English language teachers. Certified teachers should
Teacher Education. The outcomes of this teacher training ensure excellent classroom delivery which in turn should lead to
roadmap will be internationally competent and proficient English better student performance at every level of education including
language teachers at all levels of schooling. higher education.
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Students who are more proficient in English and who are able As depicted in Figure 9.4, ELTE has a major and general
to communicate in English will be more desirable employees, and impact on the national English language education system, and has
so help to increase graduate employability. In effect, the potential impact not only on student performance but on the future lives of
of the Roadmap and its initiatives for ELTE extends to addressing students beyond the classroom. For this reason, there is an urgent
at least three of the outcomes the MEB aspires to achieve with need to address the gaps and issues relating to ELTE in order to
respect to quality, equity and efficiency: put in place the conditions and actions required to revamp ELTE
at the pre-service and in-service levels.
(1) Increased quality in teacher education programmes and
CPD, English language teachers, English language teacher
educators, English language education, higher teacher
and student proficiency levels.
(2) Equity in English language education at all levels of
education from pre-school to higher education as a result
of increased quality, regardless of geographical location,
social status, gender and type of school.
(3) Access to quality English language education as a result
of (1) and (2), allowing students to develop their English
proficiency and skills, and empowering them with better
access to further knowledge at higher levels of education,
and to local and global employment and business
opportunities.
(4) Efficiency in the utilisation of resources to provide quality
ELTE at the pre- and in-service levels.
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English Language Education Reform in Malaysia
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ENTRY TEACHER PRE-SERVICE EXIT IN-SERVICE
TRAINEE SELECTION ELTE CURRICULUM & ASESSEMENT & LICENSED TEACHERS
TEACHER EDUCATORS LICENSING
Strict selection of English Certified and licensed English
Rigorous internationally - Standardised exit
language teacher trainees Examination (CFER Level C1) language teachers
benchmarked and CFER-
- Licence to teach English
aligned curriculum delivered by
qualified and trained teacher
educators (CFER Level C2)
GRADUATE INCREASED STUDENT IN-SERVICE CPD & RE- IN-SERVICE
EMPLOYABILITY PERFORMANCE CERTIFICATION TEACHING & LEARNING
- Increase in graduate Higher student proficiency - Systematic, structured and Excellent classroom practices
at all levels of education
employability levels and language skills across benchmarked CPD training and and regardless of location,
national/national type schools,
- Increased ability to compete all levels of education upskilling programmes socio-economic status and
gender
in the regional and global job - Re-certification of teachers
market/business opportunities
FIGURE 9.4 Visual representation of the various components of ELTE
312
English Language Education Reform in Malaysia
The Roadmap 2015-2025
CSEC TION
313
English Language Education Reform in Malaysia
The Roadmap 2015-2025
314
English Language Education Reform in Malaysia
The Roadmap 2015-2025
C
The Roadmap
315
English Language Education Reform in Malaysia Section C puts forward the detailed implementation plan or
“Roadmap”, which has been developed to deal with the
The Roadmap 2015-2025 general problems described in Section A, and the more specific
problems described in Section B. The term roadmap as used here refers
The Roadmap more appropriately and more narrowly to the detailed implementation
plan presented in this section. The plan includes but goes beyond the
316 alignment of curricula, teaching and learning, and assessment to the
CEFR to other developments such as a highly immersive English-rich
environment, optimal language engagement time, and parental and
community engagement. The plan takes for granted that we know
where we are now, how we got here and where we want to go,
and outlines the route that we have to follow step by step if we
wish to turn the hopes expressed in the MEB into reality with
respect to the teaching and learning of English in Malaysia.
The development of this Roadmap has been systematic, and it
is a consequence of a systematic approach that items of the same
type are grouped together in the same category. The first four
sections of this introduction consequently deal with lists: the seven
shifts, the three waves, the four modules including the five stages of
the innovation cycle, and three priority areas for intervention. The last
section presents conclusions and recommendations.
The first section deals with the shifts outlined in the MEB,
identifies those which are of most relevance to English language
education, and explains their relevance. The second section deals
with the MEB Waves, and explains how they can be implemented language teaching taken for granted in the CEFR. Textbooks and
in the reform of English language education. These two sections other learning materials need to be designed to support teachers
make explicit how the MEB has been taken into account in the in classrooms reorganised to develop communicative competence
preparation of the Roadmap. The remaining three sections go on in English, including the use of appropriate grammar and
to explain the structure of the roadmap presented in the tables, to pronunciation. The examination system needs to be reformed to
draw attention to priority areas that require intervention, and to ensure that students are tested on what they have been learning.
draw conclusions and make recommendations1.
Equal access is to be attained partly by ensuring that all
1. The Seven MEB Shifts children have high quality textbooks and other learning materials,
and partly by sending high-calibre teachers to the areas of greatest
The MEB identifies eleven shifts which need to be undertaken need, including rural and remote locations. Teachers need the right
in order to transform the education system. The shifts most kind of education to enable them to take action to help children in
relevant to English teaching are shifts 1, 2, 4, 5, 7, 9, and 10, and danger of falling behind before their lack of progress manifests itself
these are dealt with in turn below. as a problem. They also need to be supported by a comprehensive
remedial programme to narrow the performance gap between
Shift 1: Provide equal access to quality education of an groups of students, including not only urban and rural, but also
international standard rich and poor, and boys and girls. Particular attention needs to be
paid to preschool English, so that children from backgrounds with
The first step towards quality education is to align the English little access to English are enabled to make a good start.
language programme and teacher education to the CEFR. A
logical approach would be to start with the curricula, including the Shift 2: Ensure every child is proficient in bahasa Malaysia
KSSR and the KSSM, and then to reorganise teacher training, pre- and English language
service and in-service, so that teachers are trained or re-trained to
teach the curriculum according to the principles of communicative Shift 2 echoes the MBMMBI policy “to uphold bahasa Malaysia
and to strengthen the English language”. Bringing this shift about
1 An earlier version of the text of the fourth and fifth sections
has already appeared in the Agenda for Reform.
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English Language Education Reform in Malaysia
The Roadmap 2015-2025
will require the education system to accord Malay and English upskilling of English teachers needs to include English proficiency
appropriate and complementary roles. This Roadmap is concerned and greater opportunities for exposure to English alongside
according to its remit specifically with English, but it has been practical teaching competence. English teachers should also be
prepared on the understanding that a complementary Roadmap rewarded with internationally recognised qualifications for their
is in preparation for Malay. It is also assumed that much of this English proficiency and for their teaching knowledge and practice.
Roadmap for English, from high level thinking to matters of detail, Upskilling programmes need to be monitored and evaluated to
will apply mutatis mutandis also to Malay. ensure quality, transparency and accountability.
This shift when brought about will create a bilingual education Shift 4: Transform teaching into the profession of choice
system (perhaps better described as a dual education system)
which includes literacy in Malay and English, and also caters This shift follows the creation of a high-performing education
where appropriate for other Malaysian languages, and which uses system, as already discussed above. The first step is to match
Malay and English as media of instruction in suitable proportions, the number of trainees to the number of new English teachers
taking into account the special position of Malay as the national required. This will make it possible to select the best of the cohort,
language and the language of unity. All trainee teachers should be and in principle those in the top third of the cohort. Restricting
bilingual in Malay and English, although trainee English teachers the number of entrants to the profession will by definition make
need to maximise their engagement time with English. Where the profession more exclusive, and therefore more desirable.
appropriate, some subject content to be determined by the Recruiting trainees before they go on to tertiary education will
Ministry of Education should be taught in English. also cut out much of the waste involved in training those who fail,
drop out, or for some other reason do not become teachers.
Engagement time with English should be increased both within
the classroom by allocating more hours for English, and beyond the Intending teachers should undergo a rigorous form of tertiary
classroom by means of cocurricular and out-of-school activities education, and those who succeed should be given a national
involving English in the context of a highly immersive English-rich professional licence authorising them to teach English in Malaysian
environment. If children are to be proficient in English, then their classrooms, together with internationally recognised certification
teachers must also be proficient in English, and this means that the
318
of teaching skills and English proficiency renewable every five appointment of teacher aides would relieve teachers of work that
years. Teachers already in post should be given an opportunity could be done by less qualified people, and in the light of reports
to upgrade their training and certification. Training providers that teachers are already overburdened with administrative work,
should be required to show that they can deliver a high quality avoid some of the problems expected to follow the introduction of
educational programme covering all aspects of training required by school-based assessment.
the intending teachers. Teacher educators should be of comparable
academic standing to university academic staff. Shift 5: Ensure high-performing leaders in every school
If teaching is to be a prestigious profession, then all teachers Quality English teachers need quality leadership. It is therefore
must have achieved an appropriate level of education. There is essential that those appointed to the position of head teacher
no case for authorising unqualified people to teach, particularly have the motivation and ability to coordinate the work of their
at preschool and early primary levels. It is in preschool that the English teachers and others providing support for the teaching of
foundations are laid for later proficiency in English, and yet it is English, in order to optimise the performance of their schools in
known from the preparations for LINUS 2.0 that nearly half of all the teaching and learning of English.
Malaysian children are already falling behind in Year 1. Malaysian
preschool children deserve to be taught by teachers qualified in Shift 7: Leverage ICT to scale up quality learning across
early learning and in the teaching of English to beginning learners. Malaysia
Teachers should also be allowed to focus on their core function It should be the responsibility of the head teacher to ensure that
of teaching2. Like other professional people, they should make full ICT is given its appropriate place in language learning in general, and in
use of their special expertise, and do what only they can do. Many the teaching of English in particular. In order to make this shift possible,
teachers will have the same problem in adjusting to new textbooks teachers will need training in the use of ICT, and an understanding
and new ways of teaching English, and much duplication of effort of the relationship between computer-assisted language learning and
can be saved by providing them with day-to-day support in the conventional language learning in the classroom.
form of resources or guides to enable them to find their way as
they take up the new approach to teaching and learning. The
2 This point is treated as Shift 5 on page 21 of the executive summary of the Cambridge
Baseline, which differs in this instance from the statement on page E-17 of the MEB.
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English Language Education Reform in Malaysia
The Roadmap 2015-2025
Shift 9: Partner with parents, community and private sector The area in which the greatest return on investment can
at scale be expected is in the education of English teachers. The cost of
teacher education can be reduced by matching the number of
The teaching of English should not be seen as the sole responsibility those selected to the number required to enter the profession,
of the school, and an important role for the head teacher is to make and by selecting them before they enter tertiary education, thus
use of the resources available in the community to optimise the minimising the cost of training trainees who for one reason or
learning of English. Parents, retired teachers, and local companies another do not enter the profession.
and other relevant bodies should be encouraged to organise extra-
curricular activities to provide students with informal opportunities 2. The Three MEB Waves
to engage with English and interact in English. Those with
appropriate qualifications should be permitted and even encouraged The MEB includes a timetable for developments to take place
to provide support for the teacher in the classroom. Students who by 2025 in the form of three Waves. In the case of English language
are sufficiently proficient in English could also be found a role in the education, these Waves are interpreted as follows:
English classroom and beyond as a kind of community service, while
they are waiting to begin their tertiary education. Wave 1 (2013-2015) is currently underway, and involves
strengthening the current system. In the case of the English
Shift 10: Maximise student outcomes for every ringgit language programme, this amounts to rebuilding the infrastructure
on which the programme is based. This includes partly the various
Savings are to be made by linking initiatives and other costly initiatives already discussed, and partly preparations for Wave 2,
ventures to a common plan, so that ventures are associated with including the setting of staged targets, the development of CEFR
explicitly stated expected outcomes within a time frame, and then descriptors, and capacity building. These preparations began
monitored and assessed for impact and value for money. In this with the setting up of the ELSQC in 2013, and the completion
way, overlap between ventures can be avoided, because the same of the Cambridge Baseline, also in 2013, and they have led to the
expected outcomes cannot be assigned simultaneously to two or preparation of this Roadmap.
more different ventures.
320
Wave 2 (2016-2020) is concerned with introducing structural 1 and Wave 2 does not constitute slippage, and on the contrary
change, including CEFR-aligned curricula, teaching and learning, brings work on the Roadmap into step with the Waves of the MEB
and assessment. A second benchmarking operation will be carried as soon as practicable.
out in 2017, to monitor progress, and to measure the impact of the
initiatives, and any change since the baseline study in 2013. 3. The Four Modules
Wave 3 (2021 – 2025) will be the time to “scale up structural The problem addressed by this Roadmap is a highly complex
change”. This will also be the time to strive for excellence. A third systemic problem. The solution to the problem is presented here
benchmarking operation will be carried out in 2021 to measure the in the form of a comprehensive plan, covering the whole of the
impact of the implementation of reforms undertaken in Wave 2. English language programme from preschool to university, and also
The end of the implementation of the Roadmap will be marked including teacher education. If the solution is to be comprehensible,
by a final benchmarking study in 2025 to measure the extent to it has to be broken down into separate modules. There are four
which the aims of the Roadmap have been achieved. main modules:
This Roadmap has been produced on schedule in the course • General
of Wave 1, and itself requires preparatory work which is similar in
kind to the work recommended in the MEB for Wave 1. However, • The English language programme from preschool to post-
the Roadmap was completed in the course of 2015, and Wave 1 secondary
is due to end on 31 December 2015. It is in practice impossible to
complete the preparatory work for the Roadmap in the remaining • The English language programme at university level
months of 2015. The solution to this problem is to modify the
timetable for work to be completed by the end of Wave 2 in 2020. • English language teacher education
The preparatory work for the Roadmap is to be completed in what
is called Phase 1, which includes the remaining months of 2015 and
the whole of 2016. Phase 2 extends from 2017 to 2020, and Phase
3 corresponds exactly to Wave 3. The overlap between Phase
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English Language Education Reform in Malaysia
The Roadmap 2015-2025
3.1 The Structure of the Roadmap by monitoring the effectiveness of the implementation. The labels
used in the general table which is replicated and contextualised for
Those aspects of the plan that apply throughout the each level from preschool to teacher education in the Roadmap are
programme and to teacher education are brought together in as follows:
the general section. For the other modules, each of the three
components – curriculum, teaching and learning, and assessment • Strong CEFR foundation to achieve international standards
– is considered in turn. Conditions for reform are identified and
lead to recommended actions for reform. These recommended • CEFR alignment
actions for reform are ordered according to the three MEB waves,
and each action is followed by the expected outcome. • CEFR Implementation and monitoring
A key stage in the development of the Roadmap was the 3.1.2 Preschool to post-secondary
identification of conditions for reform. These are the conditions that
have to be satisfied if our English language education system is to be The implementation plan needs to be worked out in principle for
justifiably considered to have been reformed. In order to satisfy a each of the components of the English language programme from
condition, the corresponding recommended actions must be carried preschool to post-secondary education. At the present stage of
out in such a way that the expected outcomes are achieved. Since planning, recommendations are made collectively for the different
reform must be brought about if our system is to be transformed, stages of education. As the plan is implemented, it will be necessary
these are also the necessary conditions for transformation. to work out in more detail the consequences of the collective
recommendations at each level of education, e.g. what optimal
3.1.1. General engagement time means at preschool level or at secondary level.
The main general consideration is to align the whole of the 1. Curriculum
English language programme and the education of English teachers
to international standards in the form of the CEFR. Alignment has • Internationally aligned curricula and learning standards
to be followed up by implementation in educational practices and
• Quality implementation of preschool, primary, secondary
and post-secondary curricula
322
• Optimal language engagement time 3.1.3 University
• Effective primary, secondary and post-secondary remedial Recommendations at university level take a different form
programmes in view of the autonomy of universities, and in recognition of
the prerogative of universities to make their own provision for
• Creating a highly immersive English-rich environment in education at university level. The recommendations are in this
schools case guidelines which it is anticipated universities would wish
to take into account in providing their students with the English
2. Teaching and Learning language skills that they will need on graduation.
• CEFR-informed pedagogy from preschool to post- 1. Curriculum
secondary
• Internationally aligned curricula
• Learning materials of International-standard for preschool
to post-secondary • Optimal English engagement time
• Integrated use of online learning materials • Systemic institutional support for English proficiency
development
• Teacher competence
2. Teaching and learning
3. Assessment
• CEFR-informed pedagogy
• National exams of international standard from primary to
post-secondary • A minimum English requirement for English teachers
across universities
3. Assessment
• A common international framework of reference for
interpreting English performance across universities
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English Language Education Reform in Malaysia
The Roadmap 2015-2025
• Student performance benchmarked against international • A common standardised internationally benchmarked
standards English exit exam requirement for all English language
teacher training programmes
3.1.4 Teacher Education
Criteria for the further professional development of in-service
English language teacher education is divided into two parts, teachers include
pre-service and in-service. Pre-service education has to start
with strict criteria for the selection of intending teachers, who • Linguistically and pedagogically competent teachers
like teacher educators also have to be provided with the expertise
to deal with the three components of the English language • Licensing and certification requirements
programme:
• Upgrading basic qualifications for English teachers
1. Curriculum
• International standards of Malaysian English teacher
• An internationally aligned language curriculum for English proficiency
Teacher education (ELTE)
3.2 The five stages of the innovation cycle
2. Teaching and learning
In view of the high cost of educational reform, it is essential
• English as the medium of instruction to measure the effectiveness and success of any innovation. It is
not enough to introduce an innovation in the hope that it will bring
• Outcomes-based education about beneficial change, and then claim without sufficient objective
evidence that it has been a success. Claims that innovations are
• English teacher education: qualification requirement successful and have positive impact must be treated with caution,
especially if they are not substantiated by compelling evidence.
• English proficiency requirement for teachers This is because the literature on innovations in English language
teaching research worldwide is awash with claims for statistically
3. Assessment significant improvements brought about by initiatives of all kinds.
324
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