The Road Map 2015 - 2025

ENGLISH LANGUAGE TEACHER EDUCATION

THE ROADMAP (2015-2025)

PHASE 1 (2015-2016) PHASE 2 (2017–2020) PHASE 3 (2021–2025)

CONDITIONS LEAD ACTIONS OUTCOMES ACTIONS OUTCOMES ACTIONS OUTCOMES CEFR EXIT
FOR REFORM AGENCY LEVEL
(2025)

PRE-SERVICE

Strict criteria IPGM Set strict criteria for Strict Implement the The selection Continue the use High-calibre EL C1
for the Universities EL teacher trainees criteria for selection criteria criteria implemented of the selection teacher trainees
selection selection and monitor the and monitored; a criteria
of teacher set and implementation monitoring report
trainees adopted Assess the EL submitted.
teacher trainees
The refinement of
the selection criteria

CURRICULUM

C An BPG Review and align EL A common Implement the The CEFR- Revise the Recommendations C1 C
internationally IPGM Teacher Education CEFR- CEFR-aligned EL aligned curriculum CEFR aligned EL for improvement U
U aligned ELTC Language curricula to aligned EL curriculum implemented curriculum based An updated EL R
language the CEFR: include EL curriculum Monitor the Reports with on feedback Teacher Education R
R curriculum for BPG Assessment Literacy adopted implementation recommendations and emergent curriculum I
EL Teacher IPGM for improvement technologies C
R education ELTC submitted U
I (ELTE) IPTA L
Professional MQA Develop professional Professional Use professional All ELTE Monitor the Recommendations U
C programme programme programme standards in programmes aligned implementation of for improvement M
standards for standards aligned standards programme to professional standards
U EL Teacher to international adopted review, design and programme 375
standards delivery standards across all
L Education providers

U Develop an ELTE The ELTE Implement the The curriculum Review and revise Recommendations
curriculum that curriculum curriculum implemented and
M ensures delivery of all developed Monitor the monitored the curriculum for improvement
professional and core implementation
courses in English A revised ELTE
curriculum

THE ENGLISH LANGUAGE EDUCATION ROADMAP (2015-2025): TEACHER EDUCATION

English Language Education Reform in Malaysia

The Roadmap 2015-2025

ENGLISH LANGUAGE TEACHER EDUCATION

THE ROADMAP (2015-2025)

PHASE 1 (2015-2016) PHASE 2 (2017–2020) PHASE 3 (2021–2025)

T CONDITIONS LEAD ACTIONS OUTCOMES ACTIONS OUTCOMES ACTIONS OUTCOMES CEFR EXIT T
FOR REFORM AGENCY LEVEL
(2025)
EE
A TEACHING & LEARNING A
English as the BPG Use English as the English used as Monitor the use Monitoring Reports Review the The use of C1
C medium of IPGM medium of instruction the medium of of English as on the use of English effect of English as C
ELTC for EL teacher training in instruction in the medium of as the medium of English as the medium H
H instruction (in IPTA additional courses: the additional courses instruction instruction the medium of instruction I
the delivery MQA Education component in Increased Extended exposure of instruction enforced N
of the TESL TESL curriculum exposure to to the use of English on EL teacher for TESL G
I curriculum English on TESL and improved trainee programmes
programmes language outcomes proficiency
N except Bahasa
Malaysia)
G

Outcomes- All providers Implement student- Student- Monitor the Monitoring Review the Continued
based of ELTE centred methodology centred and implementation of reports with impact of improvement
& education communicative student-centred recommendations for training of student- &
Programmes methodologies strategies in improving student- centred
for all levels used in training training centred teacher teacher L
of schooling A PhD in training training E
L All providers Establish a PhD in Education A
accepted as R
E EL teacher of ELTE Education as the the minimum Implement The requirement is Continue High-calibre
educator: Programmes minimum qualification qualification the minimum enforced implementing teacher
qualification the minimum educators
A qualification for all EL educators by requirement requirement
requirement 2025

R

N EL teacher All providers Set CEFR Level C2 as the Level C2 accepted Enforce level C2 Level C2 enforced Review the Up-skilling N
educator: EL of ELTE minimum requirement for as the minimum as the minimum as the minimum impact of programmes I
I proficiency Programmes EL teacher educators requirement requirement requirement the minimum are retained N
N requirement requirement and improved G
Develop Up-skilling on EL teacher
programmes programmes educators’
G to achieve C2 developed and performance
proficiency implemented
among EL teacher
educators

THE ENGLISH LANGUAGE EDUCATION ROADMAP (2015-2025): TEACHER EDUCATION

376

ENGLISH LANGUAGE TEACHER EDUCATION

THE ROADMAP (2015-2025)

A PHASE 1 (2015-2016) PHASE 2 (2017–2020) PHASE 3 (2021–2025) A

S CONDITIONS LEAD ACTIONS OUTCOMES ACTIONS OUTCOMES ACTIONS OUTCOMES CEFR EXIT S
S FOR REFORM AGENCY LEVEL S
(2025)

E ASSESSMENT E

S A standardised IPGM and Adopt a common A common CEFR- Implement A common Evaluate the Consolidation C1 S
internationally all providers CEFR-aligned aligned EL exit the common standardised common CEFR- of the common S
S benchmarked of ELTE EL proficiency proficiency test proficiency proficiency exit aligned EL CEFR-aligned M
E
M exit exam programmes exit test for all adopted exit test for all test implemented proficiency exit EL proficiency N
E as the EL institutions A common EL institutions test exit test for all T
N requirement Set a common EL exit proficiency Monitor the teacher training
T for all teacher exit proficiency requirement implementation Monitoring reports Report with programmes
training requirement for all enforced submitted recommendations
programmes ELTE programmes for the common
EL test

IN-SERVICE

I IN-SERVICE ELTC Develop a A standards- Implement and The professional Review and An Improved C1 I
N TEACHERS ELTC professional based professional monitor the development strengthen the support system N
development development PSELT matrix PSELT matrix PSELT matrix Comprehensive -
- Linguistically matrix for different matrix developed support system support system in support system career pathways S
and levels of teachers for teachers at place: appropriate E
pedagogically by operationalising different career courses for Improved school- R
S competent PSELT stages from teachers at based CDP V
beginning teachers different stages of programmes I
E teachers to developing their careers C
teachers to E
R competent and to
specialist teachers
V

I Plan and School-based Monitor and Recommendations Revise school-
implement CPD CPD programmes evaluate for improving the based CPD
C programmes using conducted the CPD CPD programmes programmes
the school-based programmes
E training model conducted

THE ENGLISH LANGUAGE EDUCATION ROADMAP (2015-2025): TEACHER EDUCATION

377

English Language Education Reform in Malaysia

The Roadmap 2015-2025

ENGLISH LANGUAGE TEACHER EDUCATION

THE ROADMAP (2015-2025)

PHASE 1 (2015-2016) PHASE 2 (2017–2020) PHASE 3 (2021–2025)

CONDITIONS LEAD ACTIONS OUTCOMES ACTIONS OUTCOMES ACTIONS OUTCOMES CEFR EXIT
FOR REFORM AGENCY LEVEL
(2025)

I IN-SERVICE I
N
IN-SERVICE All providers Revamp the training Student- Monitor the Active and engaged Review and An effective C1 -
implementation of teaching and evaluate the school-based S
N TEACHERS of ELTE approach: Cascade centred and student-centred learning at all impact of training model E
- Linguistically Programmes model to school- communicative strategies in school- levels training Competent R
and for all levels based training methodologies based training English V
pedagogically of schooling model used in training Revise the trainers and I
training model teachers C
competent E
S teachers

All providers Design EL classroom EL classroom Implement and EL classroom Evaluate Effective
of ELTE observation observation monitor EL classroom observation classroom classroom
E Programmes methods for methods designed observation methods methods observation observation

for all levels formative purposes for formative for formative implemented and methods. methods for
monitored formative
R of schooling purposes purposes Monitoring purposes

reports
submitted
V
All providers Set CEFR level C1 CEFR level C1 Enforce C1 as CEFR level C1 Continue the Proficient EL
of ELTE as the minimum accepted as the minimum enforced as enforcement of teachers with
I the minimum
Programmes proficiency the minimum requirement requirement the minimum C1
for all levels requirement for all requirement requirement
of schooling teachers by 2025
C
All providers Assess teachers Teachers assessed Monitor and Teacher EL Continue the High-calibre
of ELTE using CEFR-aligned and the baseline evaluate teacher proficiency and evaluation of EL teachers
E Programmes proficiency tests and of teacher EL EL proficiency pedagogical teacher EL
for all levels the international proficiency and and pedagogical competences proficiency and
of schooling Teaching Knowledge pedagogical competences monitored and pedagogical
Test (TKT) and the competences according to evaluated. competences
TKT practical established international according to
standards Monitoring reports international
submitted standards

THE ENGLISH LANGUAGE EDUCATION ROADMAP (2015-2025): TEACHER EDUCATION

378

ENGLISH LANGUAGE TEACHER EDUCATION

THE ROADMAP (2015-2025)

PHASE 1 (2015-2016) PHASE 2 (2017–2020) PHASE 3 (2021–2025)

CONDITIONS LEAD ACTIONS OUTCOMES ACTIONS OUTCOMES ACTIONS OUTCOMES CEFR EXIT
FOR REFORM AGENCY LEVEL
(2025)

I IN-SERVICE I
N
IN-SERVICE BPG Identify and An action plan Implement the action EL teachers School-based A cadre of C1 -
English teachers, S
N TEACHERS ELTC collaborate with for working with plan to work with all levels with training run particularly E
- Internationally IPGM international specialist teachers specialist teachers and specialist by specialist primary and pre- R
S recognised IPTA providers of and the children children training teachers school levels, with
E specialisms specialist courses: Enrol EL teachers Pre-school Evaluate the specialisms
in language early literacy especially at primary and primary impact of Recommendations
teaching for skills, diagnostic level in specialist teachers with training for improvement
in-service skills, remediation, courses specialisms submitted
teachers, reading etc. Continue post-graduate
particularly specialist courses
primary especially for pre-
teachers school and primary

R teachers

V Licensure BPG Propose a policy The policy on Implement the policy The quality Continue the Sustained high Band 4 V
and re- ELTC for the licensing licensing EL on licensing and re- of English re-certification quality EL (Cambridge I
certification and certification of teachers to certification language requirement teachers English C
new EL teachers teach and the teachers Report on the TKT and
I for EL followed by re- certification assured impact of the re- TKT:
requirements certification for all of language certification policy Practical)
EL teachers every proficiency for for post-MEB
C 5 years teachers is in
place

E E

Re-certify non- Proficient non- Continue the Quality English Continue the
English option option English re-certification policy teachers re-certification
teachers with C1/ teachers re- policy
C2 proficiency certified
and 10 years’
experience

THE ENGLISH LANGUAGE EDUCATION ROADMAP (2015-2025): TEACHER EDUCATION

379

English Language Education Reform in Malaysia

The Roadmap 2015-2025

ENGLISH LANGUAGE TEACHER EDUCATION

THE ROADMAP (2015-2025)

PHASE 1 (2015-2016) PHASE 2 (2017–2020) PHASE 3 (2021–2025)

I CONDITIONS LEAD ACTIONS OUTCOMES ACTIONS OUTCOMES ACTIONS OUTCOMES CEFR EXIT I
AGENCY LEVEL N
FOR REFORM (2025) -
IPGM S
N IN-SERVICE E
BPG R
- Basic IPGM Set a degree A degree in Implement The requirement Continue to High-calibre C1 V
IPTA in Education Education the minimum enforced implement teachers I
S Qualifications ELTC specialising in specialising in requirement the minimum C
for EL English or in English English or in Monitor and requirement E
E teachers LP with Education English with review the
MPM as the minimum Education accepted effectiveness of
R BPK qualification for all as the minimum efforts to sustain
EL teachers by 2025 qualification a coordinated
communication
V Shared Put in place a Effective Recommendations Monitor and Recommendations
goals for EL coordinated communication and for sustaining review the for sustaining
I improvement communication collaboration for collaboration for effectiveness collaboration
structure between curricular change
C by all divisions of the MoE are in place effective curricular of efforts
education for EL curricular implementation to sustain
updates coordinated
stakeholders communication
E

MONITORING OF PROGRESS TOWARDS A QUALITY ENGLISH LANGUAGE EDUCATION SYSTEM

An ELSQC Select an An independent Benchmark A report Carry out an An impact report CEFR: C1
internationally independent international body teacher on teacher impact study on teacher CE TKT:
competitive international selected to carry out performance performance and on teacher performance Band 4
Malaysian body to carry out benchmarking and against recommendations performance A transformed EL
English benchmarking and impact studies until international for improvement pre-service and
language assess the impact 2025 standards in-service teacher
teacher of pre-service and education system
education in-service teacher
system education on
teacher performance

THE ENGLISH LANGUAGE EDUCATION ROADMAP (2015-2025): TEACHER EDUCATION

380

English Language Education Reform in Malaysia

The Roadmap 2015-2025

Appendices

381

English Language Education Reform in Malaysia

The Roadmap 2015-2025

PRESCHOOL
Appendix 4.A: Mapping of the NPSC with the CEFR

Learning Standards for

Content Standard 4+ 5+ CEFR
(BI1.1)
Listen to and Listening and Speaking Skills No match found
discriminate sounds
(BI 1.2) (BI 1.1.1) (BI 1.1.2) Can make an introduction
Listen to and understand Listen to and identify common Listen to and identify sounds and use basic greeting and
meaning of simple words sounds around them. in the environment. leave-taking expressions.
Can ask how people are
(BI 1.3) (BI 1.2.1) (BI 1.2.5) and react to news.
Acquire and use simple Listen to and repeat simple greetings, Listen to and repeat greetings. Can understand everyday
phrases and statements e.g. good morning, good afternoon. (BI 1.2.6) expressions aimed at the
(BI 1.2.2) Listen to and respond verbally to greetings. satisfaction of simple needs
(BI 1.4) Listen to and respond verbally to (BI 1.2.7) of a concrete type, delivered
Listen to and follow simple greetings with guidance. Listen to and identify common directly to him/her in clear,
simple instructions (BI 1.2.3) objects in the environment. slow and repeated speech
Listen to and identify objects in the classroom. (BI 1.2.8) by a sympathetic speaker.
(BI 1.2.4) Name common objects in the environment.
Name common objects in the classroom. (BI 1.2.9) Can describe him/herself,
Listen to words said aloud and what he/she does and
respond accordingly, e.g.: where he/she lives.
“show me the picture of a child eating”
“draw a f lower” Can understand instructions
“stand up and touch your nose” addressed carefully and
slowly to him/her and
(BI 1.3.1) (BI 1.3.2) follow short, simple
Talk about familiar things and Talk about familiar experiences, favourite things directions
experiences with guidance. and activities around them with guidance.
(BI 1.3.3)
Talk about the natural environment
with guidance.
(BI 1.3.4)
Talk about happenings around them.

(BI 1.4.1) (BI 1.4.3)
Listen to and follow one word Listen to and follow instructions, e.g.
instructions, e.g. ”Come”. ”Please get me the book from the shelf ”.
(BI 1.4.2) (BI 1.4.4)
Listen to and follow simple instructions, Listen to and perform actions based on
e.g. “Please stand up”. instructions in activities and games.

382

Learning Standards for

Content Standard 4+ 5+ CEFR
(BI 1.5) No match found
Listen to and enjoy nursery Listening and Speaking Skills
rhymes, action songs, No match found
poems and stories (BI 1.5.1) (BI 1.5.3)
Listen to and recite nursery Listen to, recite and act out nursery Can produce simple
(BI 1.6) rhymes and action songs. rhymes, action songs and poems. mainly isolated phrases
Sing songs and recite (BI 1.5.2) (BI 1.5.4) about people and places.
rhymes and poems Listen to, recite and act out nursery Listen to and retell simple stories using No match found
rhymes and action songs. aids: e.g. picture clues, visual props.
(BI 1.7) (BI 1.5.5)
Tell simple stories Listen to and role play simple stories.
(BI 1.5.6)
(BI 1.8) Dramatize familiar Listen to and solve simple riddles.
situations and stories
(BI 1.6.1) (BI 1.6.3)
Sing songs. Sing songs with the correct
(BI 1.6.2) pronunciation and intonation.
Recite simple rhymes and poems. (BI 1.6.4)
Recite rhymes and poems with the
correct pronunciation and intonation.

(BI 1.7.1) (BI 1.7.3)
Tell stories about personal Tell stories about personal experiences
experiences with guidance. with or without guidance.
(BI 1.7.2) (BI 1.7.4)
Tell stories using visual props with guidance. Tell stories using visual props
with or without guidance.

(BI 1.8.1) (BI 1.8.2) Role play familiar daily
Role play familiar daily situations with guidance. situations without guidance.
(BI 1.8.3) Dramatise familiar
stories without guidance.

383

English Language Education Reform in Malaysia

The Roadmap 2015-2025

Content Standard 4+ Learning Standards for CEFR

(BI 1.9) (BI 1.9.1) 5+ Can interact in a simple way
Perform a variety of Use simple sentences to carry but communication is totally
language forms and out a conversation: Listening and Speaking Skills dependent on repetition
functions in a social context e.g.: at a slower rate of speech,
to exchange greetings (BI 1.9.2) rephrasing and repair.
to show appreciation Use simple sentences to carry Can ask and answer
out a conversation: simple questions, initiate
e.g.: and respond to simple
to exchange greetings statements in areas of
to introduce oneself immediate need or on
to show appreciation very familiar topics.
to express feelings and emotion Can interact in a simple way
(BI 1.9.3) but communication is totally
Use simple sentences to convey messages. dependent on repetition
at a slower rate of speech,
(BI 1.10) (BI 1.10.1) (BI 1.10.2) rephrasing and repair.
Ask simple questions Ask simple questions pertaining to oneself Ask simple questions pertaining to: Can ask and answer
stories heard or read, situations simple questions, initiate
(BI 1.10.3) and respond to simple
Ask simple ”Wh” questions. statements in areas of
immediate need or on
(BI 2.1) Understand (BI 2.1.1) Pre-reading Skills very familiar topics.
that printed materials Show awareness that print conveys
contain meaning meaning by doing Pretend Reading. (BI 2.1.2) No match found
Show awareness that print conveys
(BI 2.2) (BI 2.2.1) meaning by doing Pretend Reading. No match found
Acquire knowledge of print Handle books carefully.
and ethics in reading (BI 2.2.2) (BI 2.2.3)
Read print moving from left to Recognise the basic features of a book.
right and top to bottom.

384

Learning Standards for

Content Standard 4+ 5+ CEFR
(BI 3.1)
Identify letters of Reading Skills No match found
the alphabet
(BI 3.1.1) (BI 3.1.6) Can recognise familiar
(BI 3.2) Recognise letters of the alphabet by their shapes. Name letters of the alphabet. names, words and very
Read simple words (BI 3.1.2) (BI 3.1.7) basic phrases on simple
with understanding Recognise letters of the alphabet by their name. Sound out letters of the alphabet (basic phonics). notices in the most common
(BI 3.1.3) (BI 3.1.8) everyday situations.
(BI 3.3) Recognise small letters of the alphabet. Hear and sound vowel sounds.
Read phrases with (BI 3.1.4) (BI 3.1.9) Can recognise familiar
understanding Recognise big letters of the alphabet. Hear and sound consonant sounds. names, words and very
(BI 3.1.5) basic phrases on simple
(BI 3.4) Name letter of the alphabet with guidance. notices in the most common
Read simple sentences everyday situations.
with understanding (BI 3.2.1) (BI 3.2.4) Can recognise familiar
Hear and pronounce simple words. Hear and say the initial sound names, words and very
(BI 3.2.2) of a word, e.g. cup. basic phrases on simple
Read simple words. (BI 3.2.5) notices in the most common
(BI 3.2.3) Read labels. Recognise and sound out simple everyday situations.
words, e.g. C u p for cup.
(BI 3.6.6)
Recognise and sound similar initial sound in
word, e.g. cup, cap, cat; man, map, mat
(BI 3.2.7)
Read familiar words printed in the surroundings

(BI 3.3.1) (BI 3.3.2)
Read simple phrases with guidance Read simple phrases.
(e.g. sit down, red ball).

(BI 3.4.1) (BI 3.4.2)
Read simple sentences with assistance Read simple sentences, e.g. I like papaya.

385

English Language Education Reform in Malaysia

The Roadmap 2015-2025

Learning Standards for

Content Standard 4+ 5+ CEFR
(BI 3.5) No match found
Develop interest in reading Reading Skills
No match found
(BI 4.1) (BI 3.5.1) (BI 3.5.2) Can copy out single words
Pre-writing skills Talk about stories (simple stories) being read. Talk about stories (stories with more and short texts presented
difficult words) being read. in standard printed format.
(BI 4.2) (BI 3.5.3)
Writing Skills Relate stories read to others.
(BI 3.5.4)
Talk about illustrations in printed materials.
(BI 3.5.5)
Talk about prints from different media in
the environment (e.g. newspaper, story
books, computers screen, television,
pamphlet, wood engraving)
(BI 3.5.6)
Talk about different types of
books around them.

Writing Skills

(BI 4.1.1)
Engage in activities requiring
eye-hand coordination.
(BI 4.1.2)
Draw lines, circles and patterns using gross
motor and fine motor movements.

(BI 4.2.1) (BI 4.2.3)
Copy letters of the alphabet Write recognizable letters.
correctly in neat, legible print. (BI 4.2.4)
(BI 4.2.2) Write simple words in neat, legible print.
Write recognizable letters with guidance. (BI 4.2.5)
Write simple phrases.

386

Content Level Pre A1 NPSC
a. Can make simple purchases where pointing (BI 1.2.1)
Content Listen to and repeat simple greetings,
Overall Oral Production or other gesture can support e.g. good morning, good afternoon.
Sustained Monologue (Describing Experience ) the verbal reference; (BI 1.2.2)
Addressing Audiences b. Can ask and tell day, time of day and date; Listen to and respond verbally to
Overall Written Production c. Can use some basic greetings; simple greetings with guidance.
Creative Writing d. Can say yes, no, excuse me, (BI 1.9.2)
Overall Listening Comprehension please, thank you, sorry; Use simple sentences to carry out a conversation:
Listening to Announcements and Instructions e. Can fill in uncomplicated forms with e.g.: to exchange greetings
personal details, name, address, to introduce oneself
nationality, marital status; to show appreciation
f. Can write a short, simple postcard. to express feelings and emotion
(BI 1.9.3)
Level Pre A1 Use simple sentences to convey messages.
1. Can produce simple mainly isolated
NPSC
phrases about people and places. (BI 1.7)
2. Can describe him/herself, what he/ Tell simple stories.
(BI 1.3)
she does and where he/she lives. Acquire and use simple phrases and statements.
3. Can read a very short, rehearsed statement –
(BI 1.4)
e.g. to introduce a speaker, propose a toast. Listen to and follow simple instructions.
4. Can write simple isolated

phrases and sentences.
5. Can write simple phrases and sentences

about themselves and imaginary people,
where they live and what they do.
6. Can follow speech which is very slow and
carefully articulated, with long pauses
for him/her to assimilate meaning.
7. Can understand instructions addressed
carefully and slowly to him/her and
follow short, simple directions

387

English Language Education Reform in Malaysia

The Roadmap 2015-2025

Content Level Pre A1 NPSC
Overall Reading Comprehension
Reading Correspondence 8. Can understand very short, simple (BI 3.2)
Reading For Orientation texts a single phrase at a time, picking Read simple words with understanding.
up familiar names, words and basic (BI 3.3)
Reading For Information And Argument phrases and rereading as required. Read phrases with understanding.
Reading Instructions (BI 3.4)
Overall Spoken Interaction 9. Can understand short, simple Read simple sentences with understanding.
messages on postcards.
Understanding A Native Speaker Interlocutor (BI 1.9)
10. Can recognise familiar names, words and Perform a variety of language forms
very basic phrases on simple notices in and functions in a social context.
the most common everyday situations. (BI 1.10)
Ask simple questions.
11. Can get an idea of the content of
simpler informational material and (BI 1.4)
short simple descriptions, especially Listen to and follow simple instructions.
if there is visual support.

12. Can follow short, simple written
directions (e.g. to go from X to Y).

13. Can interact in a simple way but
communication is totally dependent
on repetition at a slower rate of
speech, rephrasing and repair.

14. Can ask and answer simple questions, initiate
and respond to simple statements in areas of
immediate need or on very familiar topics.

15. Can understand everyday expressions aimed at
the satisfaction of simple needs of a concrete
type, delivered directly to him/her in clear, slow
and repeated speech by a sympathetic speaker.

16. Can understand questions and instructions
addressed carefully and slowly to him/
her and follow short, simple directions.

388

Content Level Pre A1 NPSC

Conversation 17. Can make an introduction and use basic
greeting and leave-taking expressions.
Goal-Oriented Co-Operation
(E.G. Repairing a Car, Discussing a 18. Can ask how people are and react to news.
Document, Organising an Event) 19. Can understand everyday expressions aimed at

Transactions To Obtain Goods And Services the satisfaction of simple needs of a concrete
type, delivered directly to him/her in clear, slow
Information Exchange and repeated speech by a sympathetic speaker.

Interviewing And Being Interviewed 20. Can understand questions and instructions
addressed carefully and slowly to him/
her and follow short, simple directions.

21. Can ask people for things, and
give people things.

22. Can ask people for things and
give people things.

23. Can handle numbers, quantities, cost and time.

24. Can understand questions and instructions
addressed carefully and slowly to him/
her and follow short, simple directions.

25. Can ask and answer simple questions, initiate
and respond to simple statements in areas of
immediate need or on very familiar topics.

26. Can ask and answer questions about
themselves and other people, where they
live, people they know, things they have.

27. Can indicate time by such phrases as next
week, last Friday, in November, three o’clock.

28. Can reply in an interview to simple
direct questions spoken very slowly
and clearly in direct non idiomatic
speech about personal details.

389

English Language Education Reform in Malaysia

The Roadmap 2015-2025

Content Level Pre A1 NPSC
Overall Written Interaction
28. Can reply in an interview to simple (BI 4.2.1)
Correspondence direct questions spoken very slowly Copy letters of the alphabet correctly
Notes, Messages & Forms and clearly in direct non idiomatic in neat, legible print.
speech about personal details. (BI 4.2.2)
Processing Text Write recognizable letters with guidance.
29. Can ask for or pass on personal (BI 4.2.3)
details in written form. Write recognizable letters.
(BI 4.2.4)
31. Can write numbers and dates, own Write simple words in neat, legible print.
name, nationality, address, age, date (BI 4.2.5)
of birth or arrival in the country, etc. Write simple phrases.
such as on a hotel registration form.

32. Can copy out single words and short texts
presented in standard printed format.

390

Teacher Education

Appendix 9.A
Past English Language Initiatives

Programme/Project Dates Focus of Programme/Project Lead Agency/Partners
1. CfBT Placement of UK English teachers in secondary schools Ministry of Education Malaysia – MoE – Schools
– the CfBT English teacher placement project. Division / the Centre for British Teachers – CfBT
1978 to 1984 The Rural Up-grading of English Project (RUPEP): an in-service MoE– Schools Division / The Overseas
2. RUPEP project to support English teaching improvement in Sabah. Development Administration – ODA (now the
Department of International Development -
1980 to 1985 Implementation of a pre- and in-service English teacher DFID / The British Council – BC
development project, with extensive training in the United MoE – Schools / Division / numerous
3. 6-Year UK Preservice & Kingdom (the so-called ‘6-year’ programme); some UK higher education institutions / some
Inservice parallel, smaller – scale provision in Canada / USA. Canadian and USA institutions
1983 to 1997 This major collaboration played a key role in determining
some aspects of the B.Ed Twinning Project from 1992. MoE – Schools Division; CfBT
4. ‘A-level’ Project The ‘A’ Level Project: Placement of 100 UK teachers
1984 to 1988 in 10 residential schools to teach ‘A’ level for UK MoE – Teacher Education Dision (TED) / UK ODA
university entrance; initially English, later maths,
5. SAC sciences, economics, geography, history. UKM / ITM / The British Council / the
1988 to 1991 The Self Access Centres (SAC) project for Teacher UK Council for International Co-operation
Education Colleges. Maktab Perguruan IImu Khas (MPIK) in Higher Education - CICHE
6. UKM/ITM/UK B.Ed. was the national centre for the SAC Project.
TESL The development of the 6-year Universiti Kebangsaan Malaysia
1988 to 1993 (UKM) and Institut Teknologi Mara (ITM) B.Ed Teaching
English as a Second Language (TESL) Degree programme.

7. Class Readers The Class Reader Programme for English in secondary schools. MoE – Schools Division / BC / ODA
1989 on

8. KKSP The introduction of process-based coursework (including MoE - TED
English) in Teacher Education Colleges. KKSP
1990 on MoE – Curriculum Development Division
Self-access project for English in Malaysian Primary of the Ministry of Education BC
9. SAC for Primary schools (SAC) schools (150 schools by 1997) including, in 1996,
1990 to 1997 the Self-Access for Primary Support Programme.

391

English Language Education Reform in Malaysia

The Roadmap 2015-2025

Programme/Project Dates Focus of Programme/Project Lead Agency/Partners
MoE - TED
10. KBKK – HOTS Incorporation of a critical / creative thinking skills
1992 on course into the curriculum (including English) in all MoE – TED – with Maktab Perguruan IImu
Teachers Education Colleges (KBKK – HOTS) Khas – MPIK – and 5 UK higher education
institutions / a New Zealand institution.
11. B.Ed TESL Twinning & The English language B.Ed Teacher Education Project,
inservice project including Twinning; the training and education of a large number MoE – TED / ODA – DFID / BC / a UK
1992 to 2002 of initial and in-service teachers on a development project, institution of higher education.
with programme components provided both in Malaysia and UK;
12. PETEP Trainer Training some parallel smaller-scale provision involving New Zealand. TED-a UK institution of higher education
1993 to 1998
The Primary English Teacher Education Project (PETEP) MoE – Schools Division / ODA –
13. MTDP aimed at developing innovative training approaches in the primary DFID / a UK institution.
pre-service English course to help develop teachers with the
14. TST personal and professional capacities for effective teaching and MoE – Technical and Vocational Education Division –
1993 to 1997 learning in classrooms. Student-centred strategies, ref lective TAVED / Polytechnics / BC / external consultants.
practice and mentoring were some of the main elements covered.
15. ESP Institut Tadbiran Awam Negara –
1993 to 1997 Malaysia Trainer Development Programme INTAN (the National Institute of Public
This was a follow-up project, initially known as TROT, Administration) BC / UK consultant.
16. CSED from the PETEP project to extend the training of trainers MoE – Education-Planning and Research
1994 to 1998 to include teachers from schools. This includes a 3-week Division – EPRD / B / UK consultant.
course and also a masters for those who qualify.
17. Mentor Training
1995 on The Teachers’ Support Teams Project - TST (also
referred to colloquially as ‘Teachers Support Teachers’),
a school-based in-service education and training designed
particularly to support under-qualified teachers in schools.

English for Specific Purposes developments; the
design / development of syllabus / materials for
Polytechnic departments and technical institutes
ESP for Vocational & Polytechnics.

Civil Service English Development Project
designed to develop English course provision for the
training of the Malaysian civil service staff.

The development of a mentor-training programme,
with master trainers provided with the skills needed
to provide school-based training in mentoring.

392

Programme/Project Dates Focus of Programme/Project Lead Agency/Partners
18. 1997 to 1998
Secondary level English examination reform MoE– Malaysian Examinations Syndicate / University
19. ELI /ELTC and revision. – Cambridge and LPM of Cambridge Local Examination Syndicate.
1997 to 1998
The consultancy-based project to develop the design of MoE – Director-General / Minister’s Office / TED
an English Language Institute (ELI – now ELTC) / British High Commission / BC / UK consultants.

20. PRODELT The Professional Development in English Language Teaching for Education Departments, Sabah and
1997 to 1999 Secondary School teachers – PRODELT – in Sabah and Sarawak. Sarawak / BC / UK consultants.

21. MTDP The Malaysian Development Project (MTDP) – to develop a MoE – TED / UK institutions (in
1998 to 2001 quality cadre of ELT trainers with skills, awareness and knowledge, the earlier stages) / BC.
able to provide effective in-service training to teachers in schools. MoE – Curriculum Development Centre – CDC
22. Literature Project MoE –TED / Curriculum Development Centre
2000 on Introduction of English literary texts to
strengthen literature in secondary schools. MoE– TED and a UK Institution
23. First Steps
2002 on The First Steps Structured Reading Programme for MoE– TED / the English Language
Young Readers: to develop reading skills among primary Teaching Centre – ELTC.
24. EST school children to enable them to read in English
2002 on MoE – TED / Institutions in UK,
The English for Science and Technology Programme: Australia, New Zealand.
25. ETEMS to orientate secondary school teachers to the teaching
2002 on of English with a Science and Technology bias to
Form 4 and 5 students in S/T streams. (EST)
26. UK-Link B.Ed TESL
2002 to 2012 Development of English for Teachers of Mathematics and
Science (ETeMS) programme, designed to enhance the English
Language competence of mathematics and science teachers to
enable them to teach using English as the medium of instruction.

Following the UK Malaysia Twinning Project, and drawing on
its experience, a 10-year B.Ed Link Project for the training of
primary and secondary teachers of English (now underway).

393

English Language Education Reform in Malaysia

The Roadmap 2015-2025

Teacher Education

Appendix 9.B
Universities Offering TESL Programmes

University English language Requirements Diploma Bachelor Masters PhD
(at least any one)
Universiti Malaya PGCert TESOL B.Ed. M.Ed. (CW) Ph.D. (R)
1 (Institute of • IELTS 6 PGDip TESOL B.Ed. TESOL Ph.D. TESOL
• TOEFL 550 B.Ed. M.Arts (Educ) Ph.D. (R)
Graduate Studies) B.Ed TESOL Ph.D. (R)
• IELTS 6 B.Ed. (Hons) M.Ed. (CW) Ph.D. (R)
2 Universiti Malaya (UM) • TOEFL 550 PBT B.Sc. with Educ M.Ed. (R)
• 213 (CBT) B.Ed.(Hons) M.Ed. (Mixed) Ph.D. (R)
3 Universiti Sains Malaysia • 79-80 (IBT) Ph.D. (R)
B.Ed. TESOL M.Ed.
4 Universiti Kebangsaan • SPM credit (Hons) M.Sc.(R)
Malaysia (UKM) • MUET 4 M.Ed. (CW)
M.Ed. (R)
5 Universiti Putra • IELTS M.Ed. (CW)
Malaysia (UPM) • TOEFL M.Phil. (R)
M.Ed. (Mixed)
6 Universiti Pendidikan • 1119 Credit M.Ed.(CW)
Sultan Idris (UPSI) • IELTS 6 M.Ed. (R)
• MUET 4
7 Universiti Teknologi • TOEFL 550 M.Ed. (R)
Malaysia (UTM) M.A.ELT
• SPM credit 6 M.A. TESOL
Universiti Teknologi • MUET 4
8 Mara (UiTM)
• IELTS 6
9 University Malaysia • TOEFL 550
Sabah (UMS)
• SPM/SPMV Credit
10 Nottingham University • MUET 4
• ASASI TESL CGPA 2.50
• TTC Cert /Dip with 5-7

years teaching experience

• IELTS 6
• TOEFL 550

• SPM A-
• III9 B
• IELTS 6.5
• TOEFL (iBT)

394

University English language Requirements Diploma Bachelor Masters PhD
(at least any one)
11 International Islamic B.A. Eng Educ M.Ed.
University Malaysia • SPM 2A (Hons) M.Ed.
• STPM LIT B B.Ed. (Hons)
12 UNITAR International • MUET 4 B.Ed.(Hons)
University • IELTS 6 B.Ed.(Hons)
• TOEFL 550 B.Ed.
13 Universiti Tun Abdul B.Ed. (Hons)
Razak (UNIRAZAK) • Not specified B.Ed. (Hons)
Primary Educ
14 Universiti Tunku Abdul • Not available B.A. (Hons)
Rahman (UTAR) English Studies
• SPM C6
• 1119 C6
• MUET 4
• IELTS 6.5
• TOEFL 580

15 SEGI University • Not specified

16 Management & • Not specified Dip. TESL
Science University
• • MUET 4
17 Universiti Selangor • • UNISEL Foundation TESL
(UNISEL) • • UNISEL Dip TESL

18 Asia e-University (AEU) • IELTS 5.5
• TOEFL 550
19 Open University
Malaysia (OUM) • Not specified

20 Wawasan Open • Not specified
University (WOU)

395

English Language Education Reform in Malaysia

The Roadmap 2015-2025
396

English Language Education Reform in Malaysia

The Roadmap 2015-2025

Glossary

397

English Language Education Reform in Malaysia

The Roadmap 2015-2025

Glossary Of Key Terms

TERM EXPLANATION TERM EXPLANATION

Alignment The setting of the same learning targets in the Common European A common framework for language programmes
same order in education systems. Language Framework of Reference and for the education of language teachers. It is
education systems are in practice aligned to the for Languages (CEFR) best known for the proficiency scale from A1 to
CEFR (q.v.). C2, and for descriptors of achievement expressed
Communicative in the form of “can do” statements. As a common
Assessment literacy The ability and know-how to decide how best language teaching framework, the CEFR can be used to organise
Benchmarking to assess students effectively, including the use Construct the curriculum, teaching and learning including
Calibration of appropriate assessment methods to obtain Constructivist learning materials, and assessment.
Cascade model evidence of learning and the acquisition of specific
abilities, the correct use of assessment results, Continuous Professional An approach to language teaching which seeks to
and the analysis of assessment results to make Development (CPD) enable learners to use the language effectively in
accurate inferences and decisions. Critical Period communication.
Hypothesis (CPH)
The comparison of specific performance with An item to be assessed.
best performance. An education system can be Developmentally
benchmarked by comparing its performance with Appropriate Practice The use of active techniques (experiments, real-
the performance of the top-performing education (DAP) world problem solving) to create more knowledge
systems worldwide. Language education systems English language and then to reflect on and talk about what
are in practice benchmarked against the CEFR programme students are doing and how their understanding
(q.v.) as the exemplar of international standards. is changing. Teachers make sure that they
understand the students’ preexisting conceptions,
Adjustments made so that instruments measure and guide the activity to address them and build
the same things and have corresponding on them.
measurements. Instruments of assessment are
calibrated when a grade on the marking scale A range of programmes or series of activities
of one corresponds accurately to a grade on the through which professionals maintain and develop
marking scale of another. The prerequisite for their knowledge and skills.
calibration is alignment (q.v.).
A critical period for language learning which peaks
A training model which involves the transmission of between the ages of 3 and 5, which is also when
information from a small initial group to successively many children start learning English as a new
larger groups. A small group known as Master language.
Trainers are first trained themselves, and then sent
out to train their own groups. The second group of Teaching and learning designed specifically in
trainees become trainers and train their own groups, accordance with the age, development, and ability
and so on. Cascading is the most efficient means of of children.
training large numbers of people.
That part of the English language system (q.v.)
which consists of curriculum, teaching and learning
and assessment.

398

TERM EXPLANATION TERM EXPLANATION

English language system The whole system concerned with English In-service teacher Education intended to upskill or upgrade teachers
education, including the English language education already in teaching posts. Upskilling courses
programme (q.v.), teacher education, and normally range from a few days to a few
the administrative and logistical infrastructure Institute of Teacher weeks, and are often directed centrally by the
supporting English education. Education Management MoE and related to innovations or changes in
(ITEM) the curriculum. Upgrading courses range from
FasiLINUS LINUS facilitators appointed to support primary KSSR more than 3 months to more than a year, from
school teachers in Years 1-3 in implementing the certificate to diploma, from diploma to degree
basic English language literacy programme. They level and from first degree to masters and doctoral
also provide in situ coaching support for teachers levels. These are often conducted by Institutes of
on curriculum implementation and assessment. Teacher Education (ITEs) and universities, both
local and foreign.
Formative Assessment A school-based form of assessment carried
out during class time and an integral part of The agency under the Ministry of Education
Graduate employability the instructional process in Malaysian primary that oversees the management of 27 Institutes
Grammar schools. EL teachers refer to the Performance of Teacher Education, a role formerly played by
Incidental learning Standards (which detail six levels of performance the Teacher Education Division at the Ministry of
with descriptors for each level) to help them Education.
ascertain pupils’ level of mastery of the various
learning standards. Methods of assessment include The Standards-based English syllabus which forms
checklists, observations, oral presentations, part of the 2011 modular Kurikulum Standard
quizzes, questions and answers, task sheets or Sekolah Rendah (KSSR), or the Primary School
written assignments. Standards-based Curriculum. Targeted curriculum
standards for the four language skills, grammar
The ability of graduates to obtain employment and language arts are arranged in five modules: (1)
commensurate with their level of education, skills, Listening and Speaking, (2) Reading, (3) Writing/
knowledge and personal attributes, and to be Grammar, (4) Grammar/Writing (only Writing for
successful in their employment. Years 1& 2), (5) the Language Arts (except for
Years 1 and 2). Primary school English teachers are
The formation of complex words, the combination expected to allocate one session per week to each
of words to form phrases, and the combination of module to ensure a balanced treatment of the four
phrases to form clauses and sentences. skills and provide opportunities to learn grammar
(Module 4) and use language learnt creatively
Unintentional, unplanned and mostly unconscious (Module 5).
learning that results from other activities

399

English Language Education Reform in Malaysia

The Roadmap 2015-2025

TERM EXPLANATION TERM EXPLANATION

Language engagement Being involved with a language and having a Performance-based A set of strategies for the assessment of the
Licensure sense of ownership while using it to accomplish assessment acquisition and application of knowledge and
communication and other goals. skills, through the performance of tasks that are
LINUS 2.0 Phoneme meaningful and engaging to students and goes
The licensing of teachers based on the certification beyond traditional assessment that focuses on
MBMMBI of a competency, in this case, competency in Phonics testing the accuracy of student response on a
English. The license may need to be renewed selection of questions.
National Preschool (NP) every five years or at intervals to be decided Pre-service teacher
National Preschool by a licensing board, which may be an agency education The phonological units that make up spoken
Assessment Tool (NPAT) appointed by the MoE. Prosody words. In phonics teaching (q.v.), phonemes
Remedial Programmes can be thought of as the speech sounds that
National-Type Preschool A remedial programme introduced in 2009 to correspond to the letters of spellings.
(NTP) ensure that primary school pupils acquire basic
literacy and numeracy skills in Bahasa Malaysia by An approach to the teaching of reading in which
the end of Year Three. It was expanded In 2014 to the teacher teaches the learner to recognise
include English literacy, and renamed LINUS 2.0. written words by explaining the correspondences
between the letters of the spellings of words and
The policy introduced in 2010 and entitled the phonemes (q.v.) of the pronunciation.
Memartabatkan Bahasa Melayu dan Memperkukuh
Bahasa Inggeris ‘to uphold Malay and to strengthen The initial education of student teachers in ITEs
English’ and universities before they are placed in schools
to be teachers.
Preschools in which the medium of instruction is
divided equally between Malay and English. Aspects of the pronunciation of a language other
than phonemes (q.v.). Prosody is conventionally
The standard referenced assessment instrument said to include stress, rhythm and intonation.
used to measure the preschool student’s
achievement of content standards and learning Programmes that provide learning support for
standards as stipulated in the NPSC. The three pupils who lag far behind their peers. Teachers
indicators of success are: ‘Has Mastered’ (Telah do not generally teach the same things again,
Menguasai), ‘Is Mastering’ (Sedang Maju) and ‘Has but provide more learning activities and practical
Not Mastered’ (Belum Menguasai). experiences appropriate for these pupils’ abilities
and needs. Teachers may also design individualized
Preschools in which the medium of instruction programmes with intensive remedial support
is divided equally between Malay, English, and to help pupils consolidate their generic skills in
Mandarin or Tamil. learning, strengthen their confidence and enhance
the effectiveness of learning.

400

TERM EXPLANATION TERM EXPLANATION

Self-directed learning A learning situation in which students are driving Teaching to the test The use of actual test items in class as a means
School-based INSET the total learning experience, beginning with The washback effect to prepare students for a test. This is considered
recognising a need to take their own initiative for T&L harmful if it distracts teachers from the body of
Strand their own learning without the assistance of others. knowledge or skills that the test represents, or if
Systemic institutional the test format does not encourage the effective
support In-service teacher development activities initiated learning of important concepts being studied or
Teacher education by teachers within the school, including structured skills being learnt.
time-based programme-level, project-based or
Teacher Educators research-based activities related to the curriculum. The effects of tests on individual teachers,
Examples are training of mentors for the school students or even whole classes and programmes,
or the collaborative planning of lessons, such which are positive or negative according to
as lessons study. Other forms of school-based whether they promote learning (e.g. through
INSET include on-going one-off free sharing encouraging the use of effective learning
sessions among teachers which may be related to strategies) or discourage learning (e.g. by focusing
pedagogy, good practices, soft skills and so on. too heavily on test preparation at the expense of
other more beneficial learning activities).
A term used in reference to the six content
components of the NPSC. Teaching and learning, which are together
considered a single component of the English
Support and opportunities for the development of language programme.
a specific concern (such as language proficiency)
not confined to one entity but made available
throughout an institution in various forms.

The specialist education provided to intending
teachers to enable them to perform effectively as
professionals in the classroom. The term teacher
education is used in preference to teacher training
to draw attention to the intellectual and academic
challenge involved, and to avoid the low-level
implications associated with mere training.

All educators involved in the training of English
language teachers from pre-service to in-service
at Institutes of Teacher Education (ITEs) and
universities.

401

English Language Education Reform in Malaysia

The Roadmap 2015-2025
402

English Language Education Reform in Malaysia

The Roadmap 2015-2025

List of Abbreviations

403

English Language Education Reform in Malaysia

The Roadmap 2015-2025

List of Acronyms / Abbreviations

ACRONYM/ ABBREVIATION TERM

ACoCD Arts and Co-curriculum Division (Bahagian Kokurikulum dan Kesenian)

B. Matrik Bahagian Matrikulasi

B.A. Bachelor of Arts

B.Ed. Bachelor of Education

B.Sc. Bachelor of Science

BBT Bahagian Buku Teks

BKK Bahagian Kokurikulum dan Kesenian

BPG Bahagian Pendidikan Guru (Teacher Training Division)

BPK Bahagian Pembangunan Kurikulum (Curriculum Development Division)

BPPDP Bahagian Perancangan dan Penyelidikan Dasar Pendidikan

BPSH Bahagian Pengurusan Sekolah Harian

BPSM Bahagian Pengurusan Sumber Manusia

BTP Bahagian Teknologi Pendidikan

CDD Curriculum Development Division (Bahagian Pembangunan Kurikulum)

CEFR Common European Framework of Reference (for Languages)

CfBT Centre for British Teachers

CGPA Cumulative Grade Point Average

CPD Continuous Professional Development

CPH Critical Period Hypothesis

404

ACRONYM/ ABBREVIATION TERM

DAP Developmentally Appropriate Practice

DEO District Education Office (Pejabat Pendidikan Daerah)

DNUI Department of National Unity and Integration (Jabatan Perpaduan Negara dan Integrasi Nasional)

DSMD Day School Management Division (Bahagian Penguruan Sekolah Harian)

EAF Employability Attributes Framework

ECCE Early Childhood Care and Education

ECCECM Early Childhood Care and Education Council of Malaysia (Alternative: National ECCE Council)

EL English Language (school subject), English language (language)

ELP European Language Portfolio

ELSQC English Language Standards and Quality Council (Majlis Penarafan Standard dan Kualiti Bahasa Inggeris)

ELTC English Language Teaching Centre

ES Examinations Syndicate

ESS Employer Satisfaction Survey

FELDA Federal Land Development Authority

GE Graduate Employability

GEC Graduate Employability Competencies

HEI Health Equity Initiative or Higher Education Institution according to context

HOTs Higher Order Thinking skills

405

English Language Education Reform in Malaysia

The Roadmap 2015-2025

ACRONYM/ ABBREVIATION TERM

IAB Institut Aminuddin Baki

ICT Information and Communication(s) Technology

IELTS The International English Language Testing System

INSET In-service Teacher Education

IPG Institut Pendidikan Guru (Institute of Teacher Education)

IPGM Institut Pendidikan Guru Malaysia (Malaysian Teacher Education Institute)

IPTA Institut Pengajian Tinggi Awam

ITEM Institute of Teacher Education Management

ITEs Institutes of Teacher Education

JNJK Jemaah Nazir dan Jaminan Kualiti

JPN Jabatan Pendidikan Negeri

KEMAS Community Development Department (Jabatan Kemajuan Masyarakat)

LP Lembaga Peperiksaan (Examinations Syndicate)

MEB Malaysia Education Blueprint

MEC Malaysian Examinations Council

MoE Ministry of Education

MoHE Ministry of Higher Education

MPM Majlis Peperiksaan Malaysia (Malaysian Examinations Council)

406

ACRONYM/ ABBREVIATION TERM

MQA Malaysian Qualifications Agency

MUET Malaysian University English Test

NKEA National Key Economic Areas

NP National Preschool

NPAT National Preschool Assessment Tool

NPE National Philosophy of Education

NPSC National Preschool Standards-Based Curriculum (Dokumen Standard Kurikulum Prasekolah, 2010)

NTP National-Type Preschool

OBE Outcome-Based Education

PIHE Public Institutions Of Higher Education (Institut Pengajian Tinggi Awam)

PISA Programme for International Student Assessment

PISMP Program Ijazah Sarjana Muda Perguruan (Bachelor of Education Programme)

PPD Pejabat Pendidikan Daerah

PPISMP Program Persediaan Ijazah Sarjana Muda Perguruan (Bachelor of Education Preparatory Programme)

PSELT Pedagogical Standards in ELT

PTA Parent-Teacher Association

RISDA Rubber Industry Smallholders Development Authority

SED State Education Department (Jabatan Pendidikan Negeri)

407

English Language Education Reform in Malaysia

The Roadmap 2015-2025

ACRONYM/ ABBREVIATION TERM

SIPartner School Improvement Partner

SIQA Schools Inspectorate and Quality Assurance (Jemaah Nazir dan Jaminan Kualiti)

SISC School Improvement Specialist Coach

SLA second language acquisition

SPM Sijil Pelajaran Malaysia (Malaysian Certificate of Education)

STPM Sijil Tinggi Persekolahan Malaysia (Malaysian Certificate of Higher Education)

T & L Teaching and Learning

TA Teaching Assistant

TED Teacher Education Division

TESL Teaching English as a Second Language

TESOL Teaching English to Speakers of Other Languages

TEYL Teaching English to Young Learners

TIMSS Trends in International Mathematics and Science Study

TOEFL Test of English as a Foreign Language

USM Universiti Sains Malaysia

408

English Language Education Reform in Malaysia

The Roadmap 2015-2025

References

409

English Language Education Reform in Malaysia

The Roadmap 2015-2025

References

Abdullah Hassan (2004). One hundred years of language planning in Malaysia: ASLI-CPPS, PROHAM & KITA-UKM (2012). Education reform and process of
Looking ahead to the future. Language in India, 4. Retrieved from http://www. consultation. In Education Reform in Malaysia Report (pp.1-35). Bangi: Universiti
languageinindia.com/nov2004/abdulla2.html Kebangsaan Malaysia. Retrieved from http://www.cpps.org.my/upload/
EDUCATION%20REFORM%20IN%20MALAYSIA%20REPORT%202012.
Ainol Madziah Zubairi, Isarji Sarudin, Mohamad Sahari Nordin & Tunku Badariah pdf.
Tunku Ahmad (2011). English Language competency for entry level employment:
A market research on industrial needs. Cyberjaya: Prestariang. Asmah, H. O. (1979). Language planning for unity and efficiency: A study of the
language status and corpus planning of Malaysia. Kuala Lumpur: Penerbit
Alatas, S. H. (1977). The myth of the lazy native. Abingdon: Routledge. Universiti Malaya.

Ambigapathy, P. (2002). English language teaching in Malaysia today. Asia Pacific Asmah, H. O. (1982). Language and society in Malaysia. Kuala Lumpur: Dewan
Journal of Education, 22(2), 35-52. Retrieved from http://www.tandfonline. Bahasa dan Pustaka.
com/doi/abs/10.1080/0218879020220205#preview.
Asmah, H. O. (1983). The Malay peoples of Malaysia and their languages. Kuala
Ambigapathy, P. (2006). What works in the classroom? Promoting literacy practices Lumpur: Dewan Bahasa dan Pustaka.
in English. 3L The Southeast Asian Journal of English Language Studies, 11, 15-39.
Asmah, H. O. (1984). Kaedah pengajaran bahasa. Kuala Lumpur: Dewan Bahasa
Anderson, G.T., Spainhower, A.R.,& Sharp, A.C. (2015). “Where do the bears go?” dan Pustaka.
The value of child-directed play. In H. Bohart, K. Charner & D. Koralek (Eds.),
Spotlight on young children: Exploring Play (pp. 39-45). Washington D.C.: Asmah, H. O.(1985). The language policy of Malaysia: A formula for balanced
National Association for the Education of Young Children. pluralism.  In Papers in Southeast Asian linguistics, no. 9, Language Policy,
Language Planning and Sociolinguistics in South-East Asia (pp.39-49). Pacific
Andreassen, M. & Andreassen, R. (2013). Pho.nem.e.nal Uncommon Success Linguistics A-67. Canberra: Australian National University.
through love & learning: Phonological awareness. Retrieved from http://www.
phonologicalawareness.org/ Asmah, H. O. (1987). Malay in its sociocultural context.  Kuala Lumpur: Dewan
Bahasa dan Pustaka.
Asiah, A. S. (1983, April). The English Language Communicative Curriculum for
Upper Secondary Schools in Malaysia: Rationale, design and implementation. Asmah, H. O. (1995). Language policy and management in Malaysia.  Journal of
Paper presented at the RELC Regional Seminar on New Trends in Language Asian Pacific Communication, 6(3), 157-165.
Syllabus Design, Singapore.
Asmah, H.O. (2007). Malaysia and Brunei. In A. Simpson (Ed.), Language and
Asiah Mohd Sharif (2013). Language proficiency and teacher knowledge bases in national identity in Asia (pp.337–359). Oxford: Oxford University Press.
the teaching of Science through English (Unpublished doctoral dissertation).
University of Malaya, Kuala Lumpur, Malaysia. Axelrod, Y. (2014). “Todos Vamos a Jugar, Even the Teachers” – Everyone playing
together. Young Children, 69(2), 24-31.

410

Ball, A.F. & Tyson, C.A. (2011). Preparing teachers for diversity in the twenty-first Byram, M.& Parmenter, L. (2012a). Commentary on the European cases. In M.
century. In A.F. Ball & C.A. Tyson (Eds.), Studying diversity in teacher education Byram & L. Parmenter (Eds.), The Common European Framework of Reference:
(pp. 399-416). New York: Rowman & Littlefield. The globalisation of language education policy (pp. 114-116). Bristol: Multilingual
Matters.
Beacco J.C., Byram M., Cavalli M., Coste D., Cuenat M. E., Goullier F., &Panthier J.
(2010). (Language Policy Division). Guide for the development and implementation Byram, M.& Parmenter, L. (Eds.). (2012b). The Common European Framework
of curricula for pluralingual and intercultural education. Document prepared for of Reference: The globalisation of language education policy (Vol.23). Bristol:
the Policy Forum ‘The right of learners to quality and equity in education – Multilingual Matters.
The role of linguistic and intercultural competences’ Geneva, Switzerland, 2-4
November 2010, p. 20. Cambridge English (2013a). Results Report: Cambridge Baseline 2013. Cambridge:
CE
Bennet, M. (2014). The importance of having good English speaking skills in your
career. Retrieved from http://www.articlesnatch.com/Article. Cambridge English (2013b). Executive Summary: Cambridge Baseline 2013.
Cambridge: CE
Black, P. & William, D. (1998). Inside the Black Box: Raising standards through
classroom assessment. London: King’s College. Cambridge English Language Assessment (2015). Cambridge English Evaluation of
MUET 2015. Cambridge: University of Cambridge.
Blevins, W. (1997). Phonemic awareness activities for early reading success: Easy,
playful activities that help prepare children for phonics instruction. New York: Cambridge University Press (2015). English and the mother tongue. Retrieved from
Scholastic Inc. http://www.cambridge.org.br/for-teachers/teaching-tips/teaching-young-
learners? english-and-the-mother-tongue&id=157.
Bridgstock, R. (2009). The graduate attributes we’ve overlooked: Enhancing
graduate employability through career management skills. Higher Education Carnoy, M. (1999). Globalization and educational reform: What planners need to
Research & Development, 28(1), 31-44. know. Paris: UNESCO.

British Columbia Ministry of Education. (2011). French Elementary-Secondary: Draft Castellotti, V. (2012).  Academic Perspectives from France. In Byram, M. &
Curriculum September 2011. Retrieved from http://www.bced.gov.bc.ca/irp/ Parmenter, L. (Eds.), The Common European Framework of Reference: European
drafts/french.pdf. and global perspectives on cultural politics and educational influences (pp.45-52).
Clevedon: Multilingual Matters.
Bryant, P. & Bradley, L. (1985). Children’s reading problems: Psychology and
education. New York: Basil Blackwell Inc. Celestine, C., Cheah, S.M., Geetha Rajaratnam, & Norazina Ismail (2003). A
comparative study of IELTS to ascertain its validity for the private school market.
Butler, G. Y. (2004).What level of English proficiency do elementary school teachers Report 2. Retrieved from http://www.ielts.org/pdf/vol15_Report 2.pdf.
need to attain to teach EFL? Case studies from Korea, Taiwan, and Japan.
TESOL Quarterly, 38(2), 245-278.

411

English Language Education Reform in Malaysia

The Roadmap 2015-2025

Chai, Hon-Chan (1977). Education and nation-building in plural societies: The West De, L.T.K. (1980). Colonial education in Burma and Malaya: The move away from
Malaysian experience. Canberra: The Australian National University. Indian education policy. Malaysian Journal of History, Politics and Strategic
Studies,10,105-113.
Cheeseman, H.R. (1949). Malaya: Post-war policy in education. The Yearbook of
Education. London: University of London. Dehaene, S. (2009). Reading in the brain: The new science of how we read. London:
Penguin Group (USA) Inc.
Cheung, H. (2012). Academic perspectives from Taiwan. In M. Byram & L.
Parmenter (Eds.), The Common European Framework of Reference: The Doshi, A. (2012). Changing tides: The story of the English language in Malaysia. In
globalisation of language education policy (pp. 224-232). Bristol: Multilingual M.D. Zuraidah (Ed.), English in multicultural Malaysia: Pedagogy and applied
Matters. research (pp.15-30). Kuala Lumpur: University of Malaya Press.

Ch’ng, L. C., & Rethinasamy, S. (2013). English language assessment in Malaysia: Economic Planning Unit (2001). Third outline perspective plan, 2001–2010. Vol. 2009.
Teachers’ practices in test preparation. Issues in Language Studies, 2(2), 24-39. Putrajaya: Economic Planning Unit, Prime Minister’s Department, Malaysia.

Chomsky, N. (1965). Aspects of the Theory of Syntax. Cambridge: MIT Press. Eldredge, J.L. (1995). Teaching decoding in holistic classrooms. New Jersey: Prentice
Hall.
Chomsky, N. & Halle, M. (1968). The sound pattern of English. New York: Harper
& Row. Elliott, D. (2009). Form-focused instruction and teacher education: Studies in
honour of Rod Ellis. ELT Journal, 63(3), 295-296.
Cizek, G. & Fitzgerald, S. (1996). Teachers’ assessment practices: Preparation,
isolation, and the kitchen sink. Educational Assessment, 3(2), 159-179. Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective.
TESOL Quarterly, 40(1), 83-105.
Council of Europe (2001). Common European Framework of Reference for Languages:
Learning, teaching, assessment. Cambridge: Cambridge University Press. Eshtehardi, R. (2014). Pro-ELT: A teacher training blended approach. Advances in
Retrieved from http://www.coe.int/t/dg4/linguistic/Source/Framework_ Language and Literary Studies, 5(5), 106-110.
EN.pdf.
Evangelou, M.,Taggart, B., Sylva, K., Melhuish, E., Sammons, P., & Siraj-Blatchford,
Council of Europe (2006). European Language Portfolio: Key reference documents. I. (2008). What makes a successful transition from primary to secondary school?
Strasbourg: Council of Europe. Retrieved from http://archive.ecml.at/mtp2/ Effective pre-school, primary and secondary education 3-14 Project (EPPSE
Elptt/Results /DMlayout/Reference%20Materials/English/ELP%20key%20 3-14) (Report No. DCS-RR019). London: Institute of Education, University of
reference%20documents.pdf. London.

de Mejía, Anne-Marie (2012). Academic perspectives from Colombia. In M. Byram
& L. Parmenter (Eds.), The Common European Framework of Reference: The
globalisation of language education policy (pp. 149-157). Bristol: Multilingual
Matters.

412

Faculty of Education, University of Malaya (2014). Undergraduate Programmes Gill, S. K. (2007). Shift in language policy in Malaysia: Unravelling reasons for
Session 2014/2015. Retrieved from http://education.um.edu.my/docs/ change, conflict and compromise in mother-tongue education.  AILA Review,
librariesprovider9/Undergraduate-PDF/degree-handbook.pdf?sfvrsn=0, 20(1), 106-122.
31 July 2015.
Gober, S. Y. (2002). Six simple ways to assess young children. New York: Delmar,
Faez, F., Taylor, S., Majhanovich, S. & Brown, P. (2011). Teacher reactions to CEFR’s Thomson Learning.
task-based approach for FSL classrooms. Synergies Europe, 6, 109-120.
Goh, P. S. C. (2011). Improving teacher competence through the new Malaysian
Fakulti Bahasa dan Komunikasi, Universiti Pendidikan Sultan Idris (2015). Ijazah Teacher Standards: Exploring the challenges for teacher educators. Journal of
Sarjana Muda Pendidikan (Pengajaran Bahasa Inggeris Sebagai Bahasa Kedua) Research, Policy & Practice of Teachers & Teacher Education, 1(1), 88-99.
dengan Kepujian. Retrieved from http://fbk.upsi.edu.my/index.php/en/
programme/degree-programmes/ismp-tesl. Goullier, F. (2012). Policy perspectives from France. In M. Byram & L. Parmenter
(Eds.), The Common European Framework of Reference: The globalisation of
Federation of Malaya Central Advisory Committee on Education (1951). Report language education policy (pp. 37-44). Bristol: Multilingual Matters.
on the Barnes report on Malay education and the Fenn-Wu report on Chinese
education. Federation of Malaya: Central Advisory Committee on Education. Grace, L. (2015). Listening to children’s stories. Teaching Young Children/Preschool,
8(3), 18-21.
Fishman, J.A. (1972). Sociolinguistics: A brief Introduction. Rowley: Newbury
House. Handy, C. (1990). The Age of Unreason. Boston: Harvard Business School.

Gaudart, H. (1987). English language teaching in Malaysia: A historical account. The Hawkins, R. (2005). Understanding what second language learners know. In B. E.
English Teacher, 16, 17-36. Wong (Ed.), Second Language Acquisition: Selected readings (pp.1-18). Petaling
Jaya: Sasbadi.
Gedye, S., Fender, E., & Chalkley, B. (2004). Students’ undergraduate expectations
and post-graduation experiences of the value of a degree. Journal of Geography Hu, A. (2012). Academic perspectives from Germany. In M. Byram & L. Parmenter
in Higher Education, 28(3), 381-396. (Eds.), The Common European Framework of Reference: The globalisation of
language education policy (pp. 66-75). Bristol: Multilingual Matters.
Gestwicki, C. (1999). Developmentally appropriate practice curriculum and
development in early education. New York: Delmar. Huebner, T. A. (2010). Differentiated instruction. Educational Leadership, 67(5),
79-81.
Gill, S. K. (2005). Language policy in Malaysia: Reversing direction.  Language
Policy, 4(3), 241-260. Hunt, J. M. (1961). Intelligence and experience. New York: Ronald Press.

Gill, S. K. (2006). Change in language policy in Malaysia:The reality of implementation Hymes, D.H. (1972). On communicative competence. In J.B. Pride &J. Holmes
in public universities. Current Issues in Language Planning, 7(1), 82-94. (Eds.), Sociolinguistics: Selected readings (pp. 269-293). Harmondsworth:
Penguin.

413

English Language Education Reform in Malaysia

The Roadmap 2015-2025

Ibrahim Ahmad Bajunid. (2004). Professional development of school principals for Kaur, G. & Kaur, S. (2008). Malaysian graduates’ employability skills. UniTAR
revitalising schooling in Malaysia. In Y. C. Cheng, K. W. Chow, & M. C. Mo e-Journal 4(1), 15-45.
(Eds.), Reform of teacher education in the Asia-Pacific in the New Millennium:
Trends and challenges (pp. 197-218). Amsterdam: Kluwer. Keaney, G. (2014). CEFR and its impact on classroom pedagogy. ESL Practitioner,
2, 42-73.
International Reading Association (1998). Phonemic awareness and the teaching of
reading: A position statement from the Board of Directors of the International Kementerian Pelajaran Malaysia (2010a). Dokumen Standard Kurikulum Prasekolah.
Reading Association. Retrieved from http://www.reading.org/Libraries/ Bahagian Perkembangan Kurikulum. Putrajaya: KPM.
position-statements-and-resolutions/ps1025 _phonemic.pdf.
Kementerian Pelajaran Malaysia (2010b). Preschool teacher’s guide: The
Isarji Sarudin, Ainol Madziah Zubairi, Mohamad Sahari Nordin & Mohd Azmi developmental assessment of children in preschools (Siri panduan guru prasekolah:
Omar. (2008). The English Language proficiency of Malaysian public university Modul pentaksiran perkembangan murid di prasekolah). Bahagian Perkembangan
students. In Md Yurof Abu Bakar, Nor Eieni Hj Mokhtar, Rohana Jani, Ainol Kurikulum. Putrajaya: KPM.
Madziah Zubairi, Norasma Othman and Aries Gan (Eds.), Enhancing the
quality of higher education through research: Shaping future policy (pp 40-65). Kementerian Pelajaran Malaysia (2011). Dokumen standard-Kurikulum Standard
Kuala Lumpur: Ministry of Higher Education. Sekolah Rendah (KSSR) Modul teras asas Bahasa Inggeris sekolah kebangsaan
Tahun Satu, Dua & Tiga. Bahagian Perkembangan Kurikulum. Putrajaya: KPM.
Jabatan Pengajian Tinggi Kementerian Pengajian Tinggi (2010). Hala tuju penajian
komunikasi dan media di Malaysia. Majlis Ketua-ketua Pengajian Komunikasi Kementerian Pelajaran Malaysia (2012). Dokumen standard-Kurikulum Standard
(COHECS). Retrieved from http://www.mohe.gov.my/portal/images/ Sekolah Rendah (KSSR) Modul teras asas Bahasa Inggeris sekolah jenis kebangsaan
penerbitan/JPT/Pengurusan_Pembangunan_Akademik/Buku-Buku_Kajian. Tahap Satu (Tahun 1, 2, 3). Bahagian Perkembangan Kurikulum. Putrajaya:
KPM.
Jarrett, O.S., Sutterby, J., DeMarie, D. & Stenhouse, V. (2015). Access to quality
play experiences as a social justice issue. In H. Bohart, K. Charner & D. Koralek Kennedy, J. (1993). History of Malaya (3rd ed.). Kuala Lumpur: Synergy.
(Eds.), Spotlight on young children: Exploring play (pp. 98-106). Washington
D.C.: National Association for the Education of Young Children. Kioko, A. (2015, January 16). Why schools should teach young learners in home
language. Voices. Retrieved from http://www.britishcouncil.org/blog/why-
Jemaah Nazir Sekolah (School Inspectorate) (Ed.). (2006). Info PPSMI-Pengajaran schools-should-teach-young-learners-home-language.
dan Pembelajaran Sains dan Matematik dalam Bahasa Inggeris (Information
regarding the Program of Teaching and Learning Science and Mathematics in Kite, Y.& Sakui, K. (2001). Requests by young Japanese learners of English in an
English). Putrajaya: Kementerian Pelajaran Malaysia. immersion context. Asian English Studies Monograph Series.

Kahirol Mohd Salleh, Nor Lisa Sulaiman & Khairul Nazry Taib (2010). Globalisation’s Knowles, G. (1997). A cultural history of the English language. London: Edward
impact on soft skills demand in the Malaysian workforce and organisations: What Arnold.
makes graduates employable? Proceedings of the 1st UPI International Conference
on Technical and Vocational Education and Training, Bandung, Indonesia. Kok, T. (2013, March 6). Timeline for SPM English. The Star Online. Retrieved
from http://www.thestar.com.my/Opinion/Letters/2013/03/06/Timeline-for-
SPM-English.aspx.

414

Komorowska, H. (2012). Academic perspectives from Poland. In M. Byram & Lenneberg, E. H., Chomsky, N., & Marx, O. (1967). Biological foundations of
L. Parmenter (Eds.), The Common European Framework of Reference: The language (Vol. 68). New York: Wiley.
globalisation of language education policy (pp. 104-113). Bristol: Multilingual
Matters. Lenz, P. & Schneider, G. (2002). Developing the Swiss model of the European
Language Portfolio. Common European Framework of Reference for Languages:
Koo, Y. L. (2008). Language, culture and literacy: Meaning-making in global contexts. Learning, teaching, assessment. Case studies (pp. 68-86). Strasbourg: Council
Bangi: Penerbit Universiti Kebangsaan Malaysia. of Europe. Retrieved fromhttp://www.coe.int/portfolio> Documentation
(‘Other Documents’).
Kua, K. K. (1999). A Protean Saga: The Chinese schools of Malaysia. Kajang: Dong
Jiao Zong Higher Learning Center. Lenz, P. (2004). The European Language Portfolio. In Morrow, K. (Ed). Insights
from the Common European Framework (pp. 22-31). Oxford: Oxford University
Kua, K. K. (1998). Mother tongue education of Malaysian ethnic minorities. Kajang: Press.
Dong Jiao Zong Learning Centre.
Lewis, M. (1997). Implementing the lexical approach: Putting theory into practice.
Kuh, G.D. & O’Donnell, K. (2013). Ensuring quality and taking high-impact practices Hove: Language Teaching Publications.
to scale. Washington, DC: Association of American Colleges and Universities.
Lewis, M., P., Simons, G. F., & Fenning, C. D. (Eds.) (2013). Ethnologue: Languages
Kulliyyah of Education, International Islamic University Malaysia (2015). of the World, 17th edition. Dallas: SIL International. Retrieved from http://www.
Undergraduate Programme. Curriculum Structure. Retrieved from http:// ethnologue.com.
www.iium.edu.my/educ/departments/department-language-literacy-0.
Lian, S. (2009). Ant Tribe: A record of inhabited village of university graduates.
Laporan Tahunan 2013: Majlis Peperiksaan Malaysia, Indeepreneur. Retrieved from Guangxi: Guangxi Normal University.
https://books.google.com.my/books?id=UBMHCgAAQBAJ
Lightbown, P. M. & Spada, N. (2013). How languages are learned (4th ed.). Oxford:
Lapp, D., Flood, J., Brock, C., & Fisher, D. (2007). Teaching reading to every child Oxford University Press.
(4th ed.). New Jersey: Lawrence Erlbaum.
Lim, P.H. (2008). Malay schools and school libraries in the Straits Settlements
Le Haa, P., Kho, J., & Chng, B. (2013). Nation building, English as an international under British colonial rule before the Second World War, 1876-1941. Malaysian
language, medium of instruction, and language debate: Malaysia and possible Journal of Library and Information Science, 13(1), 1-15.
ways forward. Journal of International and Comparative Education, 2(2), 58-71.
Little, D. (2006). The Common European Framework of Reference for Languages:
Lee King Siong, Hazita Azman & Koo Yew Lie (2010). Investigating the Content, purpose, origin, reception and impact. Language Teaching, 39(3), 167-
undergraduate experience of assessment in higher education. GEMA Online 90.
Journal of Language Studies, 10(1), 17-33.

415

English Language Education Reform in Malaysia

The Roadmap 2015-2025

Little, D. (2009). The European Language Portfolio: Where pedagogy and assessment Ministry of Education Malaysia (1967). Educational statistics of Malaysia. Kuala
meet. Paper presented at the 8th International Seminar on the European Lumpur: Ministry of Education Malaysia.
Language Portfolio, Graz.
Ministry of Education Malaysia (2003). Education Development Plan 2001-2010.
Malaysian Qualifications Agency (2014). Education Programme Standards. Kuala Lumpur: Ministry of Education Malaysia.
Retrieved from http://www.mqa.gov.my/QAD/garispanduan/Education%20
Program%20Standard%20 (EPS).pdf. Ministry of Education Malaysia (2010). To Uphold Bahasa Malaysia and to Strengthen
the English Language. Putrajaya: Ministry of Education Malaysia.
Malone, M. E. (2013). The essentials of assessment literacy: Contrasts between
testers and users. Language Testing, 30(3), 329-344. Ministry of Education Malaysia (2012). English Language teaching and learning at
university level. Unpublished report.
Mardziah H. Abdullah, Ho, S.W.,& Wong, B.E. (2015). Delivering the ELEx package:
An English Language Experience approach for developing undergraduates’ Ministry of Education Malaysia (2012). Frequently Asked Questions. Retrieved from
language proficiency. Journal of Language and Communication, 2(2), 119-132. http://www.moe.gov.my/en/soalan-lazim.

Marsick, V., Watkins, K. E., Callahan, M. W.,& Volpe, M. (2006). Reviewing theory Ministry of Education Malaysia (2013). Malaysia Education Blueprint 2013–2025
and research on informal and incidental learning. Retrieved from http://files.eric. (Preschool to Post-Secondary Education). Putrajaya: Ministry of Education
ed.gov/fulltext/ED492754.pdf. Malaysia.

Mcmillan, J. H. (2014). Classroom assessment: Principles and practice for effective Ministry of Education Malaysia (2015a). Executive Summary, Malaysia Education
standards-based instruction. New Jersey: Pearson Education. Blueprint 2015-2015 (Higher Education). Putrajaya: Ministry of Education
Malaysia.
McNair, J.C. (2015). Children’s literature and dramatic play. TeachingYoung Children/
Preschool, 8(3), 12-14. Ministry of Education Malaysia (2015b). Malaysia Education Blueprint Annual Report
2014. Putrajaya: Ministry of Education Malaysia.
Mertler, C. A. (2005). Secondary teachers’ assessment literacy: Does classroom
experience make a difference? American Secondary Education, 33(1), 49-64. Mior Khairul, A.B.M.J. (2011). Sistem pendidikan di Malaysia: Dasar, cabaran, dan
pelaksanan ke arah perpaduan nasional. Sosiohumanika, 4, 33-48.
Met, M. (2004). An international success story: What we know about early
language learning. In M. Bostwick (Eds.), Putting it All Together: Best Practices Mohamed Ismail Ahamad Shah & Normala Othman. (2006). Students’ output in
in Immersion, EFL & Early English Education (pp. 28-36). Numazu: Katoh communicative language teaching classrooms. 3L The Southeast Asian Journal
Gakuen. of English Language Studies, 12, 45-64.

Metcalfe, S. (2011, April 8). Why a good command of English is important for your Mohd Izani, M.Z., and Harshita,A.H. (Eds). (2011). Meneraju kegemilangan ilmu.
career. Retrieved from http://www.businesstrainingcollege.com/blog/english- Putrajaya: Ministry of Education Malaysia.
at-work.

416

Mohd Sofi Ali (2003). English Language Teaching in Primary Schools: Policy and Nichols, S. L. & Berliner, D. C. (2005). The inevitable corruption of indicators and
Implementation Concerns. IPBA E-JOURNAL,1-14. educators through high-stakes testing. Education Policy Studies Laboratory.
Retrieved from from http://epicpolicy.org/files/EPSL-0503-101-EPRU.pdf.
Mohd Sofi Ali (2008). A case for a case: A qualitative research experience. Kuala
Lumpur: Penerbit Universiti Malaya. Ng, Soo Boon (2010). Governance of education-related ECCE policies in Malaysia.
The International Journal of Child Care and Education Policy, 4(1), 45-57.
Morrison, G.S. (2007). Early childhood education today. New Jersey: Pearson
Education. Ng, S.G. & Anna Christina Abdullah (2011). Preschool practitioners’ understanding
of project approach. Paper presented at the International Conference on Early
Naginder Kaur (2006). Non-autonomy and low-English proficiency among Childhood and Special Education (ICECSE). Penang: Universiti Sains Malaysia.
Malaysian students: Insights from multiple perspectives. In Kamisah Ariffin,
Mohd. Rozaidi Ismail, Ngo Kea Leng, & Roslina Abdul Aziz. (Eds.), English Noor Miza Abdul Rahman (2015). Pembinaan modul berasaskan pendekatan projek
in the Malaysian context (pp. 21-34). Shah Alam: Universiti Teknologi MARA. untuk meningkatkan kemahiran berkomunikasi murid tadika (Unpublished
doctoral dissertation). Universiti Sains Malaysia, Malaysia.
NAEYC (2009). Position statement: Developmentally appropriate practice in early
childhood programs serving children from birth through age 8. Washington, D.C.: Normazidah Che Musa, Koo Yew Lie & Hazita Azman (2012). Exploring English
The National Association for the Education of Young Children. Retrieved from Language learning and teaching in Malaysia [Special issue]. GEMA Online
https://www.naeyc.org/files/naeyc/file/positions/PSDAP.pdf. Journal of Language Studies, 12(1), 35-51.

Nakata, Y. (2010). Improving the classroom language proficiency of non-native Norris, J. M. (2013). Some challenges in assessment for teacher licensure, program
teachers of English: What and how? RELC Journal, 41, 76-90. accreditation, and educational reform. The Modern Language Journal, 97(2),
554-560.
Nalliah, M., & Thiyagarajah, R. (2002). Teacher education for TESOL in Malaysia:
The pursuance of conformity in the context of cultural diversity. In Cheong, Nunan, D. (1999). Second language teaching and learning. Florence: Heinle & Heinle.
Y.C., Tsui, K.T., Chow, K.W., & Mok M.M.C. (Eds.). Subject teaching and
teacher education in the new century: Research and innovation. Norwell: Kluwer Nunan, D. (2015). What is wrong with approaches to teaching English to young
Academic Publishers. learners today? Retrieved from http://www.pearson.pl/ourdiscoveryisland/
download/ArtWhat% 20is%20 wrong .pdf.
Nation, I.S.P. (2008). Teaching vocabulary: Strategies and techniques. Boston: Heinle.
Ojima, S., Nakamura, N., Matsuba-Kurita, H., Hoshino, T., & Hagiwara, H.
Newport, E.L. (n.d.). Critical periods in language development. Intermediate Article, (2011). Neural correlates of foreign-language learning in childhood: A 3-year
737-740. Rochester: University of Rochester. Retrieved from http://www.bcs. longitudinal ERP study. Journal of Cognitive Neuroscience, 23(1), 183-199.
rochester.edu/people/newport/Newport-ECS-A0506.PDF.
Omar, M.K., Bakar, A.R.,& Rashid, A.M. (2012). Employability skill acquisition
among Malaysian community college students. Journal of Social Sciences,8(3),
472-478.

417

English Language Education Reform in Malaysia

The Roadmap 2015-2025

Ortega, L. (2009). Understanding Second Language Acquisition. London: Routledge. Porto, M.& Barboni, S. (2012). Policy perspectives from Argentina. In M. Byram
& L. Parmenter (Eds.), The Common European Framework of Reference: The
Ozay, M. (2011). A brief overview of relations between Malay language and national globalisation of language education policy (pp. 119-128). Bristol: Multilingual
awareness. International Proceedings of Economics Development and Research, Matters.
5, 473-477.
Poszytek, P. (2012). Policy perspectives from Poland. In M. Byram & L. Parmenter
Ozog, A. C. K. (1993). Bilingualism and national development in Malaysia. Journal (Eds.), The Common European Framework of Reference: The globalisation of
of Multilingual and Multicultural Development, 14(1&2), 59–72. language education policy (pp. 97-103). Bristol: Multilingual Matters.

Pallier, C. (2007). Critical periods in language acquisition and language attrition. Professional Up-skilling of English Language Teachers (Pro-ELT). (nd.) Retrieved
In B. Köpke, M. S. Schmid, M. Keijzer& S. Dostert (Eds.), Language attrition: from http://www.whosite.org/www.eltc.edu.my_1072053.html.
Theoretical perspectives (pp. 155-168). Amsterdam: John Benjamins.
Rama, J. L. & Agulló, G.L. (2012).The role of grammar teaching: Communicative
Papageorgiou, S. (2014). Issues in aligning assessments with the Common European approaches to the Common European Framework of Reference for Languages.
Framework of Reference. Language Value, 6, 15-27. Revista de Lingüística y Lenguas Aplicadas, 7,179-191.Retrieved from http://
dx.doi.org/10 .4995/rlyla.2012.1134.
Pekeliling MQA Bil (2013/2014). Penggunaan Standard Program: Pendidikan
(Education Programme Standards). Putrajaya: Ministry of Education Malaysia. Rasul, M. S.& A.P. Puvanasvaran (2009). Importance of employability skills as
perceived by employers of Malaysian manufacturing industry. Journal of Human
Peña Dix, B., & de Mejía, A.M. (2012). Policy perspectives from Colombia. In M. Capital Development, 2(2), 23-35.
Byram & L. Parmenter (Eds.), The Common European Framework of Reference:
The globalisation of language education policy (pp. 140-148). Bristol: Multilingual Rathvon, N. (2004). Early reading assessment: A practitioner’s handbook. New York:
Matters. Guilford Press.

Performance Management and Delivery Unit (Pemandu) (2010). 1 Malaysia: Razianna Abdul Rahman (2005). Learning English from learners’ perspective.
Government transformation programme: The roadmap. Putrajaya: Department Kertaskerja Seminar Penyelidikan Pendidikan Kebangsaan ke XII 2005.
of the Prime Minister, Malaysia. Putrajaya: Kementerian Pelajaran Malaysia.

Popham, W.J. (2003). Test better, teach better: The instructional role of assessment. Richards, J. C. (2011). Competence and performance in language teaching. Cambridge:
Virginia: Association for Supervision and Curriculum Development. Cambridge University Press.

Porto, M. (2012). Academic perspectives from Argentina. In M. Byram & L. Richards, J. C. (2013). Curriculum approaches in language teaching: Forward,
Parmenter (Eds.), The Common European Framework of Reference: The central and backward design. RELC Journal, 44(1), 5-33.
globalisation of language education policy (pp. 129-138). Bristol: Multilingual
Matters.

418

Robinson, M., Galaczi E. D., Docherty, C., King, A.,& Khalifa, H. (2014). Saadiyah Darus & Kaladevi Subramaniam (2009). Error analysis of the written
Supporting national education reform: The Cambridge Malaysia Baseline Project. English essays of secondary school students in Malaysia: A case study. European
Cambridge English: Research Notes, 58, 40-44. Full report available at Journal of Social Sciences, 8(3), 483-495.
CambridgeBaseline2013.TechnicalReport.pdf.
Santiago, E. (2012). Cambridge ESOL, the CEFR & ALTE Can Do statements: How
Rohaty Mohd Majzub (2013). Critical Issues in Preschool Education in Malaysia. many hours of study to reach each level? Retrieved from http://profesorbaker.
In Azami Zaharim & Valery Vodovozov (Eds.), Recent advances in educational com/2012/10/07/cambridge-esol-the-cefr-alte-can-do-statements-how-
technologies, (pp.150-155). Proceedings of the 4th International Conference on many-hours-of-study-to-reach-each-level/.
Education and Education Technologies (EET’13). Retrieved from http://www.
wseas.us/e-library/conferences/2013/ Cambridge USA/EET/EET-26.pdf. Schneider, G. & Lenz, P. (2001). European Language Portfolio: Guide for developers.
Strasbourg: Council of Europe.
Rönneper, H. (2012). Policy perspectives from Germany. In M. Byram & L.
Parmenter (Eds.), The Common European Framework of Reference: The SEAMEO INNOTECH (2010). Teaching competency standards in
globalisation of language education policy(pp. 54-65). Bristol: Multilingual Southeast Asian countries: Eleven country audit. Retrieved from http://
Matters. w w w. s e a m e o - i n n o t e c h . o r g / w p - c o n t e n t / u p l o a d s / 2 0 1 4 / 0 1 / P o l R e s _
TeachingCompetencyStandardsInSEA.pdf.
Rosemala Ismail (2008). Factors affecting less proficient ESL learners’ use of strategies
for language and content area learning (Unpublished doctoral dissertation). Segawa, N. (2007). Malaysia’s 1996 Education Act:The impact of a multiculturalism-
Serdang: Universiti Putra Malaysia. type approach on national integration.  Journal of Social Issues in Southeast
Asia, 22(1), 30-56.
Rosli, T., & Malachi, E. (1990). A comparative study of the achievement and the
proficiency levels in English as a second language among learners in selected Selvaraj, B. (2010). English Language Teaching (ELT) curriculum reforms in
rural and urban schools in Peninsular Malaysia. The English Teacher, 19, 48-57. Malaysia.Voice of Academia, 5(1), 51-60.

Rozila Ahmad & Noor Azimin Zainol (2011). What it takes to be a manager: The case Singh, G. K. G., & Singh, S. K. G. (2008). Malaysian graduates’ employability skills.
of Malaysian five-star resort hotels. Paper presented at the 2nd International UNITAR e-Journal, 4(1), 15-45.
Conference on Business and Economic Research (2nd ICBER 2011), 14-16
March 2011, Holiday Villa Beach Resort and Spa, Langkawi. Singleton, D. (1992). Language acquisition: The age factor. Clevedon: Multilingual
Matters.
Ruben, R. J. (1999). A time frame of critical/sensitive periods of language
development. Indian Journal of Otolaryngology and Head & Neck Surgery, 51(3), Snow, C.E. & Hoefnagel-Höhle, M. (1978). The critical period for language
85-89. doi: 10.1007/BF02996542. acquisition: Evidence from second language learning. Child Development, 49(4),
1114-1128. Retrieved from http://www.jstor.org/stable/1128751.

419

English Language Education Reform in Malaysia

The Roadmap 2015-2025

Stapa, S.H., & Majid, A.H.A. (2006). The use of first language in limited proficiency Thang, S.M. (2001). Malaysian learners’ conceptions of their learning processes and
classes: Good, bad or ugly. Journal e-Bangi, 1(1), 1-12. their perceptions of their English as a Second Language (ESL) courses in a tertiary
distance learning context (Unpublished doctoral dissertation). Nottingham:
Stapa, S.H., Maasaum, T.N.R.T., Mustaffa, R., & Darus, S. (2008). Workplace University of Nottingham.
written literacy and its effect on the curriculum. GEMA Online Journal of
Language Studies, 8(1), 23-33. Thang, S. M. (2003). How ready are Malaysian learners for online learning? An
investigation into learner characteristics. Proceedings of ASIACALL International
Stiggins, R. J. (1995).Assessment literacy for the 21st Century. The Phi Delta Conference on Information Technology and Language Education, 149-153.
Kappan, 77(3), 238-245.
Thang, S. M. (2005). Investigating Malaysian distance learners’ perceptions of their
Stiggins, R. (2005). From formative assessment to assessment for learning: A path English Proficiency Courses. Open Learning, 20(3), 243-256.
to success in standards-based schools. The Phi Delta Kappan, 87(4), 324-328.
The National Brains Trust (2002).  Education 2020: Fundamental goals, critical
Suan, L.C. (2004). Economic Growth and Employment Generation: Employers’ objectives and strategic intervention points. Kuala Lumpur: ISIS Malaysia.
Perspective. Retrieved from: http://www.epu.jpm.my/new20folder/seminar/
stm/Presenter203.pdf. The National Graduate Employability Blueprint, 2012-2017 (2012). Putrajaya:
Ministry of Higher Education, Malaysia.
Sugitani, M.& Tomita, Y. (2012). Perspectives from Japan. In M. Byram & L.
Parmenter (Eds.), The Common European Framework of Reference: The Tien, L. H. (2013). ELT in Vietnam general and tertiary education from second
globalisation of language education policy (pp. 198-211). Bristol: Multilingual language education perspectives. VNU Journal of Foreign Studies, 29(1), 65-71.
Matters.
Trigwell, K. & Dunbar-Goddet, H. (2005). The research experience of postgraduate
Swettenham, F. A. (1900). The real Malay: Pen pictures. London: J. Lane. research students at the University of Oxford. Oxford: University of Oxford.

Technical Report, Cambridge Baseline (2013). English Language in Malaysian schools, Trim, J. L. (2007). Modern languages in the Council of Europe 1954-1997. Strasbourg:
Cambridge English Language Assessment. Cambridge: University of Cambridge. Language Policy Division, Council of Europe.

Tedick, D. J., Christian, D. & Fortune, T. W. (2011). Immersion education: Practices, Trim, J. L. (2012). The Common European Framework of reference for languages
policies, possibilities (Vol.83). Bristol: Multilingual Matters. and its background: A case study of cultural politics and educational influences.
In M. Byram & L. Parmenter (Eds.), The Common European Framework of
TESOL (2010). Position paper on language and literacy development for young Reference: The globalisation of language education policy (pp. 14-34). Bristol:
English Language learners. Retrieved from http://www.tesol.org/docs/pdf/371. Multilingual Matters.
pdf?sfvrsn=2.

420

Turnbull, M. (2011). Stakeholders’ meeting on the implementation of CEFR (Common Wu, J. & Wu, R. (2007). Using the CEFR in Taiwan: The perspective of a local
European Framework of Reference) in Canada. Report by the Canadian examination board. Paper presented at The Fourth Annual EALTA Conference,
Association of Second Language Teachers. Sitges, Spain. Retrieved from www.ealta.eu.org/conference/2007.

Vestergaard, J. (2007). Malaysia and the knowledge economy: Building a world-class Zou, W. (2012). Perspectives from China. In M. Byram & L. Parmenter (Eds.),
higher education system. World Bank Publications. The Common European Framework of Reference: The globalisation of language
education policy (pp. 183-196). Bristol: Multilingual Matters.
Vygotsky, L.S. (1978). Mind in society: The development of higher psychological
processes. In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.), Zuraidah Mohd Don (2006).  English in a globalised environment: Investigating an
Cambridge: Harvard University Press. (Original work published 1934). emerging variety of English. Kuala Lumpur: University of Malaya Press.

Waite-Stupiansky, S. (2014). Why play is learning at its best. Retrieved from http:// Zuraidah Mohd Don (2014). English in Malaysia: An inheritance from the past
www.naeyc.org/yc/files/yc/file/201407/Play_Memos_YC0514.pdf. and the challenge for the future. In N. Murray & A. Scarino, (Eds.). Dynamic
ecologist: Relational perspective on language education in the Asia-Pacific region
West, M. (1968). The minimum adequate (a quest). ELT Journal, 22(3), 205-210. (pp.117-136). Netherlands: Springer.

Westhoff, G. (2007). Challenges and opportunities of the CEFR for reimagining Zuraidah Mohd Don (2015). English Language Education in Malaysia: An agenda for
Foreign Language Pedagogy. The Modern Language Journal, 91(4), 676–679. reform 2015-2025. Putrajaya: Ministry of Education Malaysia.

Wiggins G.& McTighe J. (2006). Understanding by design: A framework for effecting  
curricular development and assessment. Alexandria: Association for Supervision
and Curriculum Development.

Williams-Kennedy, D. (2013). Building bridges between literacies. In A. Anning,
J. Cullen & M. Fleer (Eds.), Early childhood education: Society and culture (pp.
91-102). Los Angeles: Sage.

World Bank (2005). Investment Climate Survey Report. New York: Oxford University
Press.

Wu, J. (2012). Policy perspectives from Taiwan. In M. Byram & L. Parmenter
(Eds.), The Common European Framework of Reference: The globalisation of
language education policy (pp. 213-223). Bristol: Multilingual Matters.

421

English Language Education Reform in Malaysia

The Roadmap 2015-2025
422

English Language Education Reform in Malaysia

The Roadmap 2015-2025

Contributors

423

English Language Education Reform in Malaysia

The Roadmap 2015-2025

Contributors

No Name Institution

1 Prof. Dr Zuraidah Mohd Don Universiti Malaya

2 Dr Ranjit Singh Gill LeapEd Services

3 Dr Mohamed Abu Bakar English Language Teaching Centre

4 Ms Zainab Yusof English Language Teaching Centre

5 Prof. Dr Anna Christina Abdullah Universiti Sains Malaysia

6 Assoc. Prof. Dr Arshad Abd Samad Universiti Putra Malaysia

7 Assoc. Prof. Datin Dr. Mardziah Hayati Abdullah Universiti Putra Malaysia

8 Dr Kuldip Kaur Karam Singh LeapEd Services

9 Dato’ Dr Lee Boon Hua LeapEd Services

10 Ms Janet Pillai @Liyana Pillai Independent Consultant

11 Prof. Dr Gurnam Kaur Sidhu University Teknologi Mara

12 Dr Choong Kam Foong Inti International University

424