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The Ecosystem for English Language Learning and Assessment in Higher Education

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Implementation and challenges of EL education reform in Malaysian Primary Schools

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The roadmap is essential as it is a 10 year reform strategy to enhance English Language education in Malaysia, with the aim of empowering our youth to become successful and proficient English Language consumers. Upskilling teachers, both in terms of their English skills and their experience of teaching where special consideration need to be given. Apart from that, this reform is much needed as students must adapt to a quickly evolving and increasingly globalised society and work market that allows them to communicate successfully in English at a far higher level than previously.They must be mindful of the larger society in which they are growing up, and they must receive adequate assistance in order to reach the necessary standards of English proficiency. The improvement proposal also advocates for increased student involvement in English outside of the classroom as an important component of the school's educational experience through HIP (Highly Immersive Programme). This is accomplished by techniques such as increasing English language activities and programmes, increasing learning time, and officially including community members as stakeholders.  

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The roadmap is essential as it is a 10 year reform strategy to enhance English Language education in Malaysia, with the aim of empowering our youth to become successful and proficient English Language consumers. Upskilling teachers, both in terms of their English skills and their experience of teaching where special consideration need to be given. Apart from that, this reform is much needed as students must adapt to a quickly evolving and increasingly globalised society and work market that allows them to communicate successfully in English at a far higher level than previously.They must be mindful of the larger society in which they are growing up, and they must receive adequate assistance in order to reach the necessary standards of English proficiency. The improvement proposal also advocates for increased student involvement in English outside of the classroom as an important component of the school's educational experience through HIP (Highly Immersive Programme). This is accomplished by techniques such as increasing English language activities and programmes, increasing learning time, and officially including community members as stakeholders.  

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Tilashiny

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The English language is introduced to the Malaysian child as early as preschool, at the age of 5-6 years old. The author opines that the two significant reforms, the Malaysia Education Blueprint (MEB) 2013-2025 and the English Language Education Reform Roadmap 2015-2025, recently introduced in 2013 and 2015, respectively, will bring definitive transformations to the way English as a second language is taught and learned in Malaysia in the 21st century from primary to tertiary levels. The Malaysian situation clearly exemplifies the aforementioned findings, where despite being taught the language since Year One or Year Three, at the national and national-type schools, respectively, Malaysian students, in general, have been unable to achieve a reasonable level of competency. English language teaching as envisioned in the MEB document is progressive and comprehensive as all stakeholders concerned with the quality of the future generation are given a role to contribute towards ensuring its quality and standards are attained.
Clara Peter

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I believe that the English Language Education Reform is an initiative to help implement CEFR better considering that CEFR has started two years before the Roadmap. This reform is vital to enhance the quality of English language education and to ensure that students' English proficiency skills are up to par. It allows English language education to begin from preschools to university. The reform is also important to encourage more students' engagement with English outside of the classroom to give rooms for students to make improvements on their English language skills. With a successful implementation of the reform, the English language education in Malaysia would be globally practical.

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English Language Education Reform (Nabilah Binti Shahadan - MPP191168)

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English Language Education Reform (Nabilah Binti Shahadan - MPP191168)

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Based on the article that I read, I believed that even though English language is not as important as our first language but English education plays a crucial role in our educational system and economy. That is why English language is compulsory for students to learn since pre-school until higher education. There are many implementation in educational system that has been made by the government regarding to enhance the English language among students without disregard the first language such as KBSR, CLT approach, KSSR and CEFR. All these are mainly purpose to bring our education to the level of globalization by applying the English education. However, it cannot be denied there are still many challenges that need to be settle such as lack of training among teachers and different proficiency among students. By the implementing of CEFR in our education, slowly but surely, I think we can bring our English education to the well-known prestige. Students and teachers need to work together in order to make improvements in our English education.

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English Language Education Reform (PRIYA) MPP191025

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English Language Education Reform (PRIYA) MPP191025

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Reforming the education system is arguably Malaysia’s most paramount development challenge, and also one of the most daunting task.

The menu of areas earmarked for reform is comprehensive, encompassing early (pre-primary), primary, secondary and higher levels of education, and covers policy questions from lofty philosophical heights down to ground-level operational concerns. Malaysia’s system of education has experienced various trends and restructuring episodes that enabled the provision of high quality. There is no doubt that we need a total reform our education system but instead of just looking at the obnoxious side of it, it would be better to review on how this steps might work to improve the education quality both for the rural and urban schools reducing the gap bridged all these years.

The education ministry’s launch of the English Language Education Reform in Malaysia: The Roadmap 2015-2025 is an indication of the nation’s determination to bring about substantial improvement in our students’ proficiency in the English language. The roadmap is essentially a 10-year reform plan to improve EL education in Malaysia, with the aim of enabling our young people to develop into effective and proficient EL users.
Although the roadmap has been in the process of implementation for some years, there have been some serious misunderstandings and much inaccurate information about both it and the Common European Framework of Reference for Languages (CEFR).
The roadmap was produced to address a fundamental problem faced by our young people today. They have to subsist with a rapidly interchanging and increasingly globalised world and job market which requires them to communicate effectively in English at a much higher level than before. They need to be aware of the broader world in which they are growing up, and they need sufficient support to enable them to achieve the necessary levels of English proficiency. It considers EL education as a continuous learning journey from preschool to university.

Taking into account the existing learning environment and the expected communicative needs of our children, it describes in detail what has to be done to improve teaching and learning at preschool, primary, secondary, post-secondary and university levels, and also in teacher education.
The most substantial change brought about by the roadmap is the adoption of the CEFR, which represents the international standard for describing and measuring language proficiency at each stage of education. The adoption of the CEFR leads to changes in curriculum, teaching and learning, and assessment.
All of these, including teacher education and training, are being aligned to the CEFR. Teachers need to know about the CEFR, and as part of their continuous professional development, they are given CEFR-related training to familiarise them with the CEFR and with appropriate approaches to teaching and learning, and learning materials. Particular attention is being paid to the upskilling of teachers, both in terms of their English proficiency and their knowledge of teaching.
The reform plan also calls for greater student engagement with English outside the classroom as an essential part of the educational experience provided by the school (e.g. the Highly Immersive Programme). This is achieved by means of strategies such as an increase in EL activities and programmes and increased learning time, and by getting members of the community involved informally as stakeholders.
Once a new curriculum is implemented throughout the entire school system, it is expected that its effectiveness will increase as time goes by. In the process, teachers may gain experience and adjust to new curriculum content and teaching methods. Teachers need to equip themselves with all the trainings and courses given and support the noble steps taken to bring our future generation marketable comprehensively.

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English Language Education Reform (NUR HIDAYAH BINTI MOHD NOR, MPP191106)

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English Language Education Reform (NUR HIDAYAH BINTI MOHD NOR, MPP191106)

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In preparing students for the future, there have been various educational reforms in Malaysian educational system. Recent reforms in the Malaysian education system have mainly centred on language policy, which has put more pressure on English language teachers as they are at the front-

line for the implementation of the new reforms. The introduction of School Based Assessment (SBA) in primary and secondary education has brought a significant change to the existing assessment system. Through the implementation of SBA, students' achievements are measured by the teachers against a Performance Standard set by the MoE which determines what students are expected to achieve. This marking system can be taxing for English language teachers as many students still have limited vocabulary despite spending six years learning English in primary education. This educational reform also affect the English curriculum and methodology of teaching English in Malaysian classrooms. However, support and guidance are not always available for teachers. Thus, it is highly suggested so that MOE and State Education Authority to come up with a formal support system at the school level. Even

though the reforms in education are aimed at improving the quality of education in the country, implementation was often made in haste without considering the voices and opinions of the wider society, causing a loud public outcry and strongly challenging

teachers at the front-line of the new policies. Hence, since teachers are front liners for the implementation of the reforms, it is wise to consider their voice in the reformation so that the implementation proposed could be carried out effectively.

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Sujatha (MPP201165)
Education reform in Malaysia especially in its efforts in preparing the primary kids to be equipped with needed skills to excel well in their secondary and higher education is remarkable. An average Malaysian child gets 14-15 years of exposure to English language in her whole schooling years and still the student’s inability to use the language confidently even after graduating; one of the main reasons for these reformations had taken place. The evolutions had started as early as 1980s. Today the implementation of CEFR expected to bring us closer to the objective of producing confident second language users. This is because of the characteristics of product, its systematic guide for the development of trained English language teachers, benchmarked syllabus items and teaching materials, internationally standardized assessments, and clearly defined language competency expectations and outcomes for all education levels. The characteristics of the product gives hope for the educators and stakeholders of the nation. However, to be able to witness its success time is needed with complete implementations.

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English Language Education Reform  (Zulaika MPP191167)

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English Language Education Reform  (Zulaika MPP191167)

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The English Language Education Reform that has taken place in our country shows that our Ministry of Education is trying to build a good foundation of English Language Education (ELE) which can help students to master the language holistically. We can see the change for the betterment made by the ministry as the shift of the English language teaching moved from grammar-based to CLT to the integration of ICT and the latest improvement is the implementation of CEFR in both primary and secondary schools. From these changes, it is clear that the reformation taken by the ministry is influenced by the social constructivism learning theory which require the students to experience authentic and meaningful learning instead of rote learning. This is to ensure that the students are able to communicate using the language fluently and accurately which indicate a good communicative competence. It is also to make sure the students are able to meet with the global demand and up to par. From this article, it is shown that there are problems arise after every reformation is being implemented, therefore, the ministry should consider all possibilities before implement a particular reformation and make sure all the necessary facilities and stakeholders such as teachers in schools including rural areas are ready for such reformation to avoid complications in the future. However, although precise considerations have been taken before implementing a particular reformation, problems that arise after it are unavoidable as time is needed to see the effectiveness of the reformation. Hence, all the stakeholders need to be prepared and ready to embrace the challenges encountered to ensure the reformation is successful.

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The Malaysian Education Blueprint 2013-2025 highlights the need to ensure that every child is proficient in Bahasa Malaysia and English. Fundamental to this goal is the provision of the necessary resources required for language learning, reflected in the various language-based initiatives within the Malaysian education system. While the medium of instruction in our education system remains Bahasa Malaysia, the Ministry of Education believes that the goal of bilingual capacity will be achieved if a concerted effort is made to upskill teachers and students in English proficiency.

The English Language Education Roadmap is a timely and worthwhile effort that is intended to ascertain harmony and continuity in the teaching and learning of the English language at all levels of education in Malaysia. This Roadmap is a comprehensive and holistic plan as it not only emphasises the skills and abilities needed by students to become proficient and independent users of the English language, but also the competencies required by the English teachers of the language in order for the plan to succeed. Teachers already in post need the means to improve their proficiency, knowledge and skills and to catch up on advances made.