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Hi! 🎶 I’m a TESL student at UPSI who loves singing my heart out (currently obsessed with "I Love You, I’m Sorry" by Gracie Abrams 🥰). In high school, I was the go-to photographer for the school magazine, capturing special moments, and I even tackled the field as part of a rugby touch team! 🏉 From SMS Tengku Muhammad Faris Petra to UiTM Dengkil and now here, my journey’s been all about creativity, empathy, and chasing my dreams.

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HISTORY OF SECONDARY ENGLISH LANGUAGE CURRICULUM

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HISTORY OF SECONDARY ENGLISH LANGUAGE CURRICULUM

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THE REFORMATION OF ENGLISH LANGUAGE CURRICULUM

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THE REFORMATION OF ENGLISH LANGUAGE CURRICULUM

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STANDARD BASED ENGLISH LANGUAGE CURRICULUM (SBELC)

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STANDARD BASED ENGLISH LANGUAGE CURRICULUM (SBELC)

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Key Features:

Skill Integration: Lessons begin with a primary skill focus (e.g., Listening) while incorporating other skills like Speaking, Reading, and Writing incidentally.

Grammar Incorporation: Grammar is integrated into all language skills to strengthen understanding.

Literature in Action (LiA): Promotes reading habits and critical thinking using texts from various genres, such as poetry, short stories, novels, and graphic novels.

Higher-Order Thinking Skills (HOTS):

SBELC uses Revised Bloom’s Taxonomy to enhance students' critical and analytical thinking abilities, aligning with the global need for 21st-century skills.

Alignment with CEFR:

The curriculum follows the Common European Framework of Reference for Languages (CEFR), which:

Defines language proficiency on a global scale (A1 to C2).

Uses CEFR-aligned textbooks and exams like MUET.

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Learning Styles:

Definition:

Stable, consistent preferences in how individuals process and interact with information.

Characteristics:

Enduring traits tied to personality and cognition.

Examples:

Visual vs. auditory learning, field independence vs. field dependence.

Influences how learners approach tasks in general.

Learning Strategies:

Definition:

Specific, adaptable methods used to solve particular learning tasks or problems.

Characteristics:

Flexible and context-dependent.

Examples:

Memorization, summarizing, or using gestures to communicate.

Influences what learners do to achieve specific goal

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Field Independence: Focused on details; works well in structured activities like drills.

Field Dependence: Socially oriented; excels in communicative tasks due to empathy.

Ambiguity Tolerance: Comfortable with uncertainty; allows creativity but needs balance to avoid confusion.

Reflectivity: Slower but more accurate; requires patience to process and respond.

Impulsivity: Faster decision-making; prone to errors but adaptable.

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General Types of Language Learning Strategies (Richards & Lockhart, 2011):

Cognitive Strategies: Analyzing, summarizing, or practicing to understand and produce language.

Metacognitive Strategies: Planning, monitoring, and evaluating individual's learning process.

Social Strategies: Engaging in conversations, asking for clarification, and learning through interaction.

Affective Strategies: Managing emotions to reduce anxiety and stay motivated.

Language Learning Strategies in Practice:

Avoidance Strategies: Skipping complex words or topics when lacking vocabulary.

Compensatory Strategies: Using memorized phrases, code-switching, or gestures to communicate.

Communication Strategies: Problem-solving techniques to convey meaning when gaps occur.

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Strategies-Based Instruction (SBI):

Helps students recognize and apply strategies effectively.

Incorporates strategy instruction into lessons to align with students’ learning styles.

How Strategies-Based Instruction (SBI) is Practiced in Language Classes:

1. Raising Awareness:

Teachers help students identify their learning styles and preferred strategies.

2. Embedding Strategies into Lessons:

Strategy instruction is integrated into regular teaching, such as teaching memorization techniques or note-taking skills during lessons.

3. Practicing Strategies:

Students practice specific strategies (e.g., summarizing, asking questions) through tasks and activities.

Compensatory techniques are introduced to overcome weaknesses, like code-switching or using gestures.

4. Modeling and Scaffolding:

Teachers demonstrate how to use strategies effectively, then guide students until they can use them independently.

5. Textbook Integration:

Textbooks provide strategy instruction as part of their exercises, helping students apply them in real-world contexts.

6. Encouraging Reflection:

Students evaluate the effectiveness of the strategies they use and adjust them for better results.

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Significance of Motivation:

Motivation is the driving force behind student effort, affecting learning outcomes and proficiency in English.

Types of Motivation:

Instrumental Motivation: Practical reasons, like passing exams.

Integrative Motivation: Interest in the culture and people of the target language.

Teacher's Role:

Choose engaging and relevant materials.

Cultivate a love for English and sustain enthusiasm among students.

Challenges:

Psychological barriers like fear, shyness, and anxiety hinder students from participating in English activities.

Strategies for Motivation:

Trigger interest by connecting English to personal and current topics (e.g., movies, music).

Integrate fun activities like games and technology to make learning enjoyable and reduce anxiety.

Encourage language experiences outside the classroom through social media, gaming, and projects.

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Kagan's 35 Cooperative Strategies are structured, interactive techniques designed to foster collaboration, engagement, and active learning among students. These strategies encourage all group members to contribute, promoting accountability and mutual support.

Key Principles of Kagan’s Strategies:

Positive Interdependence: Each student’s success depends on the group’s success.

Individual Accountability: Every student is responsible for their contribution.

Equal Participation: All members actively engage in the learning process.

Simultaneous Interaction: Multiple students participate at the same time, increasing involvement.

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1. Innatist Theory - Noam Chomsky

Key Ideas:

Humans are born with a natural ability to learn languages through a "language acquisition device" (LAD) in their brains.

Children acquire language naturally by being exposed to it, without needing direct instruction.

Key Points:

LAD (Language Acquisition Device): An inborn mechanism in the brain that helps children acquire language naturally. It allows them to understand grammatical rules from limited exposure.

UG (Universal Grammar): A set of basic grammatical principles shared across all languages, hardwired in the brain.

Example:

A child learns grammar rules without being explicitly taught, like forming "I am walking" intuitively.

2. Behaviorism - B.F. Skinner

Key Ideas:

Language is learned through imitation, practice, and reinforcement.

When students repeat words or sentences correctly, they are rewarded, encouraging them to keep learning.

Key Points:

Stimulus: Environmental input that triggers a response. Response: The learner's reaction to the stimulus.

Reinforcement: Rewards or punishments that strengthen behavior.

Operant Conditioning: Learning through rewards/punishments (B.F. Skinner).

Classical Conditioning: Associating two stimuli to elicit a response (Pavlov).

Example:

A teacher praises a student for saying "Thank you" correctly, reinforcing the behavior.

3. Constructivism

Key Ideas:

Learning is an active process where learners construct knowledge through experiences.

Learners are active participants in their learning journey.

Students build knowledge by engaging with language in meaningful contexts and interactions.

Focus:

Problem-solving and building understanding based on prior knowledge.

Example:

A student learns the word "apple" by touching, seeing, and tasting an apple while hearing its name.

4. Sociocultural Theory - Lev Vygotsky

Key Ideas:

Social interaction and culture are essential for language development.

Language develops through social interaction and communication with others.

Learning occurs through scaffolding by more knowledgeable others in a social context.

Learners improve when they engage in conversations with peers or adults, who provide support and guidance.

Key Points:

ZPD (Zone of Proximal Development): The gap between what learners can do independently and what they can achieve with guidance.

Scaffolding: Teaching method where a teacher provides temporary support to help students learn or complete a task they can't do on their own.

Example:

A student learns new phrases by talking with classmates or practicing dialogue in role-plays.

5. Cognitivism - Jean Piaget

Key Ideas:

Learning involves active mental processing to build and refine knowledge.

Focuses on how learners process, understand, and remember language.

Learning as an active mental process where students connect new information to what they already know.

Jean Piaget's 4 Stages of Cognitive Development:

1. Sensorimotor Stage (0-2 years)

Learners experience the world through senses and actions (touching, seeing, hearing).

2. Preoperational Stage (2-7 years)

Learners start thinking symbolically and use words and images to represent objects.

3. Concrete Operational Stage (7-11 years)

Learners develop logical thinking about concrete objects and concepts they can see or manipulate.

4. Formal Operational Stage (12+ years - Adulthood)

Learners develop abstract thinking and can reason about hypothetical scenarios.

Piaget's Cognitive Development Theory:

Schema: Mental frameworks for organizing information.

Assimilation: Integrating new information into existing schemas.

Accommodation: Modifying schemas to fit new information.

Equilibration: Balancing assimilation and accommodation to achieve understanding.

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Abu Bakar, A. L., Esa, M. S., Ationg,R., & Jawing, E. (2021). The English Language In The Malaysian Education System. International Journal of Education, Psychology and Counseling, 6 (43), 122-130. 10.35631/IJEPC.643011

Chophel, Y. (2021). Effect of Kagan cooperative learning structures on learning achievement: An experimental study. International Journal of Multidisciplinary Research and Explorer, 1(9), 124-132.https://doie.org/10.1022/IJMRE.2021318451%20

Clowes, G. (n.d) The Essential 5: A Starting Point for Kagan Cooperative Learning. San Clemente, CA: Kagan Publishing. Kagan Online Magazine, Spring 2011. www.KaganOnline.com

Darmi, R., & Albion, P. (2013, January). English language in the Malaysian education system: Its existence and implications. In Proceedings of the 3rd Malaysian Postgraduate Conference (MPC 2013). University of Southern Queensland.

Hussan Sahib, F., & Stapa, M. (2021). Managing English Language Curriculum Reform in Malaysian Primary Schools: Issues and Challenges. e-Proceedings of International Conference on Language, Education, Humanities &Social Sciences (i-LEdHS2021). https://ir.uitm.edu.my/id/eprint/45161/1/45161.pdf

Sivalingam, A. D. (2021). History of Malaysian Education System: Year 1824 to 2025. Social Sciences Education eJournal, 4(7), 1–11. http://dx.doi.org/10.2139/ssrn.373572