A review of the issues and challenges to the English language reform at Malaysian primary education
This paper examines the scenery of English language curriculum reform in the Malaysian primary education system. It starts by unveiling the status of English language since Malaysia achieved its independence from the British colony. It provides an overall representation of the alternate government d...
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Malaysian English Language Teaching Assoc
2022
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Online Access: | http://eprints.utm.my/id/eprint/102769/1/MahaniStapa2022_AReviewoftheIssuesandChallengestotheEnglish.pdf http://eprints.utm.my/id/eprint/102769/ https://melta.org.my/journals/MAJER/downloads/majer19_01_02.pdf |
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my.utm.1027692023-09-24T03:10:50Z http://eprints.utm.my/id/eprint/102769/ A review of the issues and challenges to the English language reform at Malaysian primary education Sahib, Farah Hussan Stapa, Mahani L Education (General) PE English This paper examines the scenery of English language curriculum reform in the Malaysian primary education system. It starts by unveiling the status of English language since Malaysia achieved its independence from the British colony. It provides an overall representation of the alternate government decision positioning English language in the Malaysian education system. It then reviews the initiatives and realities of each English language curriculum reform. In particular, the Integrated Curriculum for Primary School (ICPS) which was launched in 1982, the New Primary School Standards-Based Curriculum for English language education (SBELC), introduced in 2011, and the recent amalgamation of Common European Framework of Languages (CEFR) in Malaysia Education Roadmap (2015-2025) were duly discussed. This study was undertaken through a review of relevant articles published between 1987 and 2019 in order to determine the issues and difficulties teachers encountered during the English language curriculum reform and implementation process. This paper highlights the impeding factors which led to the inconsistency between the intended national curriculum and actual classroom realities such as language proficiency of teachers, insufficient support, and guidance for the teachers to cope with the reforms and centralised education structure. The emerging paradoxical challenges that teachers experienced throughout both language policy and curriculum reforms have aggravated the implementation of the curriculum, which consequently is deemed for immediate attention and to the extent for an additional transformation. Malaysian English Language Teaching Assoc 2022 Article PeerReviewed application/pdf en http://eprints.utm.my/id/eprint/102769/1/MahaniStapa2022_AReviewoftheIssuesandChallengestotheEnglish.pdf Sahib, Farah Hussan and Stapa, Mahani (2022) A review of the issues and challenges to the English language reform at Malaysian primary education. Malaysian Journal of ELT Research, 19 (1). pp. 16-33. ISSN 1511-8002 https://melta.org.my/journals/MAJER/downloads/majer19_01_02.pdf NA |
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L Education (General) PE English Sahib, Farah Hussan Stapa, Mahani A review of the issues and challenges to the English language reform at Malaysian primary education |
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This paper examines the scenery of English language curriculum reform in the Malaysian primary education system. It starts by unveiling the status of English language since Malaysia achieved its independence from the British colony. It provides an overall representation of the alternate government decision positioning English language in the Malaysian education system. It then reviews the initiatives and realities of each English language curriculum reform. In particular, the Integrated Curriculum for Primary School (ICPS) which was launched in 1982, the New Primary School Standards-Based Curriculum for English language education (SBELC), introduced in 2011, and the recent amalgamation of Common European Framework of Languages (CEFR) in Malaysia Education Roadmap (2015-2025) were duly discussed. This study was undertaken through a review of relevant articles published between 1987 and 2019 in order to determine the issues and difficulties teachers encountered during the English language curriculum reform and implementation process. This paper highlights the impeding factors which led to the inconsistency between the intended national curriculum and actual classroom realities such as language proficiency of teachers, insufficient support, and guidance for the teachers to cope with the reforms and centralised education structure. The emerging paradoxical challenges that teachers experienced throughout both language policy and curriculum reforms have aggravated the implementation of the curriculum, which consequently is deemed for immediate attention and to the extent for an additional transformation. |
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Article |
author |
Sahib, Farah Hussan Stapa, Mahani |
author_facet |
Sahib, Farah Hussan Stapa, Mahani |
author_sort |
Sahib, Farah Hussan |
title |
A review of the issues and challenges to the English language reform at Malaysian primary education |
title_short |
A review of the issues and challenges to the English language reform at Malaysian primary education |
title_full |
A review of the issues and challenges to the English language reform at Malaysian primary education |
title_fullStr |
A review of the issues and challenges to the English language reform at Malaysian primary education |
title_full_unstemmed |
A review of the issues and challenges to the English language reform at Malaysian primary education |
title_sort |
review of the issues and challenges to the english language reform at malaysian primary education |
publisher |
Malaysian English Language Teaching Assoc |
publishDate |
2022 |
url |
http://eprints.utm.my/id/eprint/102769/1/MahaniStapa2022_AReviewoftheIssuesandChallengestotheEnglish.pdf http://eprints.utm.my/id/eprint/102769/ https://melta.org.my/journals/MAJER/downloads/majer19_01_02.pdf |
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