English Language Education

Reform in Malaysia

… and US
 1. English language education reform

2. A quality EL programme of
international standards
Structure of
presentation 3. The first five years of
implementation: a collaboration
with CE

4. Your role in the reform process

ENGLISH LANGUAGE EDUCATION
REFORM
 What kind of student is best
prepared to meet the challenges
of the 21st century economy?

Two critical
issues

What kind of EL education prepares

our young Malaysians for this
rapidly globalising world?
 School leavers
Can cope with the demands of a job in Malaysia
requiring some English
Can cope with the demands for English at
university

(1) What kind of

student is best
prepared to meet the
challenges of the 21st
century economy?

Graduates
Can cope in the international job market using
English whenever necessary, both at home and
abroad
(2) What kind of EL An EL programme consistent
education prepares our
young Malaysians for with international standards
this rapidly globalising supported by a quality delivery
world?
system
 To produce a quality EL programme of an
international standard

To make available quality EL education to

Key aims
all students, and as far as possible narrow
of the
or close achievement gaps
reform

To produce and implement a time-tabled

implementation plan or ‘roadmap’
 THE REFORM PROCESS

A comprehensive An implementation plan Implementation &

review process monitoring

Comprehensive
Producing a
evaluation of
Roadmap with Implementing
the EL education
CEFR targets set the Roadmap
system in
for 2025
Malaysia

8/1/2018
A QUALITY EL PROGRAMME OF
INTERNATIONAL STANDARDS
 Set internationally accepted standards based on the CEFR,
tailored to the specific needs of Malaysia

Adopt the CEFR levels as the guiding framework for

What we curriculum development, teaching and learning (including
need to do material selection), and assessment at all levels of education

Measure our students’ EL proficiency according to the CEFR

Build the capacity for reform

An English language programme aligned to
international standards

Quality learning
outcomes means
that students
achieve what they
are capable of
achieving, and no
students are left
behind for lack of
opportunity.

Curricula, course materials and assessments

aligned to international standards
11
Between now and 2025
we expect an
increasingly large
proportion of our
students from all social
backgrounds to achieve
the target proficiency
level expressed in
terms of the CEFR set
for each stage of
education.

12
 Common European Framework of Reference Levels : Global scale

C2 Can understand with ease virtually everything heard or read. Can summarise
information from different spoken and written sources, reconstructing arguments
and accounts in a coherent presentation. Can express him/herself spontaneously,
Proficient User
very fluently and precisely, differentiating finer shades of meaning even in more
complex situations.
C1 Can understand a wide range of demanding, longer texts, and recognise implicit
meaning. Can express him/herself fluently and spontaneously without much
obvious searching for expressions. Can use language flexibly and effectively for
social, academic and professional purposes. Can produce clear, well-structured,
detailed text on complex subjects, showing controlled use of organisational
patterns, connectors and cohesive devices
B2 Can understand the main ideas of complex text on both concrete and abstract
topics, including technical discussions in his/her field of specialisation. Can
interact with a degree of fluency and spontaneity that makes regular interaction
Independent User

with native speakers quite possible without strain for either party. Can produce
clear, detailed text on a wide range of subjects and explain a viewpoint on a
topical issue giving the advantages and disadvantages of various options.

B1 Can understand the main points of clear standard input on familiar matters
regularly encountered in work, school, leisure, etc. Can deal with most situations
likely to arise whilst travelling in an area where the language is spoken. Can
produce simple connected text on topics, which are familiar, or of personal
interest. Can describe experiences and events, dreams, hopes & ambitions and
briefly give reasons and explanations for opinions and plans.
A2 Can understand sentences and frequently used expressions related to areas of
most immediate relevance (e.g. very basic personal and family information,
shopping, local geography, employment). Can communicate in simple and routine
tasks requiring a simple and direct exchange of information on familiar and
Basic User

routine matters. Can describe in simple terms aspects of his/her background,

immediate environment and matters in areas of immediate need.
A1 Can understand and use familiar everyday expressions and very basic phrases
aimed at the satisfaction of needs of a concrete type. Can introduce him/herself
and others and can ask and answer questions about personal details such as
where he/she lives, people he/she knows and things he/she has. Can interact in a
simple way provided the other person talks slowly and clearly and is prepared to
help.

CEFR: 3 Areas of Communication: Understanding (listening & reading), Speaking (interaction &
production), Writing
 Benchmarking
We have to know how good our existing system is in
comparison with prevailing international standards
Our EL programme was benchmarked to the CEFR in
2013; benchmarking leads on to alignment.

What
adopting the
CEFR involves

Alignment
We have to bring our current system up to the
standards achieved in international best practice
 To produce a quality English Language programme with curriculum, T&L
and assessment
aligned to international standards

requires a holistic, integrated and systematic approach, not a piecemeal

one, and this includes a timetabled implementation plan.

A detailed timetabled
implementation plan
which outlines the
route that we have to
follow for 10 years to
achieve our targets
set for 2025
 Quality
How do we student
Implementing measure
and monitoring outcomes
How do we progress?
achieve it? progress
Where are
we now? Smart
Benchmarked
against partnership
National
Aspirations international
standards
DRIVEN BY NATIONAL ASPIRATIONS
 PREREQUISITES

Strong CEFR foundations

CEFR alignment

Implementation, monitoring, reviewing and

revision
17
THE FIRST FIVE
YEARS OF
IMPLEMENTATION
 We need technical We utilise expertise
We do for ourselves assistance to set the from Cambridge
as much as we can right direction and English and the CEFR
do train our own in accordance with
people (knowledge our own plans
transfer & capacity
building)
8/1/2018
 Services provided by Cambridge English (CE) in the collaboration
Assist with the necessary
expertise and experience to
holistically improve the English
Language standards in Malaysia.
Provide capacity building training
for Master Trainers of MOE
Work together with MOE to plan
carefully sequenced activities to
ensure sustained improvement in
the ‘ecological system’ of English
Language education in Malaysia.
Advise MOE throughout the
duration of this programme on
any areas that are in need of
further attention or possible
interventions
Cooperate with MOE to ascertain
each implementation planned is
realistic and achievable
Together with MoE,
periodically review and
revise the activities and
schedules planned.

Project Management
- dedicated technical experts
from CE to manage project
implementation
7 Curriculum evaluation,
Baseline studies and
monitoring
standards
- Monitor standards after
2013 Baseline Study
Teacher development
programme evaluation
- pre-service curricula
reviewed and evaluated
- Internationally recognised
certification requirement
1 Roadmap Review
-Executive Summary
- Section C
2
CEFR-Malaysia development and
8
adoption
- Familarise teachers with
CEFR and descriptors
- Adapt CEFR in Malaysian
context
3
revision and rollout
DELIVERABLES - Align to CEFR from
preschool to secondary level
4 Learning Materials
- CEFR aligned textbooks and digital
support materials
6
Assessment evaluation, development
5 and capacity building
- Key assessments: Year 6, Form 3 and Form 5
2016 REVIEW OF ROADMAP AND
CURRICULUM BY CE

Revised the targets for curriculum to be more

realistic and reflecting the 2013 baseline
results
Level Staged targets Revised targets

Preschool Pre- A1 Working towards A1

Primary Level 2 High A2 Mid A2

Secondary High B1 Mid B1

2016

CEFR CASCADE
FAMILIARISATION
In-house training of CEFR Familiarisation to English
271 Master Trainers (MT) teachers by MT from September till November
trained by CE on 11-22 2016 at all IPG campuses involving
August 2016 at ELTC 11, 707 teachers and lecturers of MOE
98 Observers trained to
monitor the implementation The 11, 707 to cascade to all English Language
of Cascade Training
teachers in their schools/ colleges/ universities from
November 2016 till March 2017
 2017

PROCUREMENT OF CEFR-ALIGNED TEXTBOOKS AND DIGITAL MATERIALS

Due to financial constraints, SUPERMINDS 2 will be used for YEAR 1 and YEAR 2 in
2018 and PULSE 2 will be used for FORM 1 and FORM 2 in 2018

Digital material only procured for Form 1 and distributed to all schools in Malaysia
2017 Training of Master Trainers (TOT) by CE for curriculum
dissemination of Preschool, Year 1 and Year 2 as well
as Form 1 and Form 2 involving 250 Master Trainers
from 16-29 July 2017.

Cascade Training for curriculum dissemination of

Preschool, Year 1 and Year 2 as well as Form 1 and
Form 2 starting from August to October 2017.
 Training of Master Trainers (TOT) by CE for adaptation of
2017 learning materials for 200 Master Trainers from 24 April
to 5 May 2017 .
Cascade training for adaptation of learning materials to
teachers July to August 2017.
35 Observers trained.

Revision of assessment documents for UPSR, PT3 and SPM.

Training of Item Writers for UPSR, PT3 and SPM 9 to 29 July 2017.

Progress Study 2017 carried out between 23 February till 29 May 2017.
 Beyond 2017 _ MoE-CE COLLABORATION

2016 2017 2018 2019 2020

Roadmap reviewed & Supplementary books School-based Pre-service and in- CEFR-Malaysia
evaluated Year 1 and Form 1 assessment service teacher developed (ELSQC)
(ELSQC) (BBT) (ELTC) education (ELTC &
IPGM)

Curriculum reviewed & Material adaptation Textbook survey Textbook survey Textbook survey
evaluated (BTP) (BBT) (BBT) (BBT)
(BPK)

CEFR – curriculum CEFR – curriculum CEFR – curriculum CEFR – curriculum

(BPK) (BPK) (BPK) (BPK)

Progress Study 2017 Pre-service and in- New assessment Textbooks

(ELSQC) service teacher familiarisation (BBT)
education (LP)
(ELTC & IPGM)

Item Writing Textbooks Textbooks

(LP) (BBT) (BBT)
 Planning
A monitoring and
evaluation system to
measure progress and
Implementat
ensure that the plan is Revision ion
implemented effectively A cyclical
and successfully. process

Monitoring and
evaluation must be
followed by review and Review Monitoring
revision, adjustments
and changes being
made where necessary
8/1/2018
YOU
Training
of CEFR Curriculum Induction Workshop
master
trainers

A National cadre of CEFR master

trainers to cascade training

Training of
CEFR
master
trainers
 Master Trainers

•Pioneers: The first to be

introduced to the CEFR-aligned curriculum framework, syllabus and scheme of
work
familiarised with CEFR-oriented lesson plans

• Agents of change
embrace the paradigm shift to a CEFR-informed teaching
oAction-oriented – what you can DO with language
oFocus on performance – what learners ‘can do’
oAuthentic (as far as possible), student-centered, personal language
use
oDifferentiation strategies
oGradual – provision of support
oInteractive and communicative
oContextualised, grammar embedded
oIntegrated 8/1/2018
lead others to change – helping them to understand how CEFR supports
teaching and learning
 help others embrace reform
During the cascade training
Master
Trainers cascade knowledge about the CEFR-
aligned curriculum and scheme of work

Practise what you teach

 As Master Trainers…

Study
• the given materials – understand the new aligned curriculum
framework, syllabus and scheme of work
• teaching methods consistent with an action-oriented, skills-based
approach

Develop own professional capacity

• be open to training
• be ready to learn
• keep updated

Work with others

• share ideas and concerns
• be willing to learn from others

Be confident
• be sure about what you are saying and doing 8/1/2018
• learn to explain and justify – where appropriate
Harvesting the fruit of our labour

Here’s a little
present from us

Thank you My teachers are

proud of me

We love you
teachers
Mwah!!!! ♥ ♥ ♥

Our lovely
children: Their
future is in our
hands
 Work together like
this….

8/1/2018
 ….not like this!

8/1/2018