scholarly journals The CEFR Impact on English Language Educators Teaching Engineering Programmes at a Private University in Malaysia

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Ahmad Zufrie Abd Rahman ◽  
◽  
Seng Tong Chong ◽  
Zeittey Karmilla Kaman ◽  
Carol Elizabeth Leon ◽  
...  
Keyword(s):  
Interdisciplinary Research ◽  
Primary Schools ◽  
English Language ◽  
Phenomenological Study ◽  
Private University ◽  
Methodological Framework ◽  
Ministry Of Education ◽  
Analysis Software ◽  
The Common ◽  
Malaysian Students

This paper presents some preliminary findings of a multi-dimensional and interdisciplinary research. It explores the experience of language educators on the newly implemented policy by the Ministry of Education, Malaysia. The implementation of the Common European Framework of Reference for Languages (CEFR) is a policy that develops through a whole continuum: from primary schools to universities. The paper fills the gap in terms of impact studies of the CEFR especially on engineering programmes where the desired CEFR levels are higher. This implementation affects language educators at university in various domains such as the required CEFR levels for language educators, teaching materials and support systems. The methodological framework used in this study is phenomenological study. It aims to explore the experience of the language educators. Interviews were conducted on three language educators teaching engineering programmes at a private university. Snowballing technique was used in identifying the research interviewees. Data gathered were analysed using Atlas.Ti, a qualitative analysis software. Preliminary result indicates that language educators were positive and welcome enthusiastically the change. However, challenges were immense and critical. This paper concludes that the implementation of the CEFR is a wise move for Malaysian students towards a higher level of proficiency in English.

Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR

2020 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Erda Wati Bakar
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Education Institution ◽  
Ministry Of Education ◽  
Language Curriculum ◽  
English Curriculum ◽  
The Common ◽  
The University

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.

scholarly journals LEVEL OF TEACHERS’ CONCERNS IN THE IMPLEMENTATION OF CEFR (THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES)

2019 ◽  
pp. 39-50
Author(s):  
Siaw Ling Kee ◽  
Zanaton Hj Iksan
Keyword(s):  
English Language ◽  
Teaching Experience ◽  
English Teachers ◽  
Language Teachers ◽  
Ministry Of Education ◽  
Stages Of Concern Questionnaire ◽  
Academic Level ◽  
Significant Difference ◽  
The Common ◽  
Teachers Attitudes

The Common European of Framework Reference (CEFR) is a standardized measurement recognized by western countries to evaluate English proficiency. Unsatisfactory English level among student should be elevated. Hence, CEFR is being implemented simultaneously throughout Malaysia since 2017 for Year one and Year two students. Each English teacher must be prepared to accept any change in order to manage the changes efficiently and effectively as they are the "implementing group" to commence the change. This study was conducted to examine the level of English language teachers' attitudes towards the implementation of CEFR in Bangsar Pudu, Federal Territory of Kuala Lumpur by using survey research. This study adopted the Concern Based Adoptance Model (CBAM) as a theoretical framework. The data were collected from 205 English teachers from 101 schools using questionnaires on Stages of Concern Questionnaire (SoCQ) based on the CBAM model. Through ANOVA One-way analysis, there was a significant difference between teacher concerns in the teaching experience more than 30 years in CEFR compared to other teachers. However, there is no significant difference in the academic level of English teachers. The findings of this study are believed to help the Ministry of Education to identify and improve the implementation of CEFR curriculum.

scholarly journals The current situation and issues with English language activities in primary schools in Japan after six years of implementation

2020 ◽  
Vol 4 (1) ◽  
pp. 14-24
Author(s):  
Takiguchi Masaru ◽  
Machida Junko
Keyword(s):  
Primary Schools ◽  
English Language ◽  
English Education ◽  
Careful Study ◽  
Ministry Of Education ◽  
Sports Science ◽  
Proper Training ◽  
Compulsory Subject ◽  
Education Culture ◽  
Homeroom Teachers

English education in public primary schools in Japan started in 2011 not as a subject but as an area of foreign language activities in Japan. However, the preparation was poor and homeroom teachers without proper training were required to teach English. Since then, the issue has become highly controversial in Japan. To clarify the actual situation, we conducted surveys three times between 2012 and 2017 and found many problems. Nevertheless, English will become a compulsory subject from April, 2020, but before we see any major improvements by the Ministry of Education, Culture, Sports, Science and Technology (MEXT), more careful study on the problems is an urgent need and therefore, we would like to utilize the results of our research. This paper attempts to study the changing situation and to point out the necessary conditions for possible reforms by comparing and analyzing the results of the latter two surveys.

scholarly journals A Perspective of the Implications of the Common European Framework Implementation in the Colombian Socio-cultural Context

2011 ◽  
pp. 7 ◽  
Author(s):  
Jair Ayala Zárate ◽  
José Aldemar Álvarez V.
Keyword(s):  
Cultural Context ◽  
English Language ◽  
Relevant Literature ◽  
Language Education ◽  
Foreign Language Education ◽  
English Language Teaching ◽  
Ministry Of Education ◽  
The Common ◽  
Implementation Of Standards ◽  
Globalized World

English language teaching around the world is taking new routes at an accelerated rhythm. As part of a globalized world, Colombia has been trying to accommodate to the new dynamics. One way to do this is through the de-contextualized implementation of standards adapted and/or adopted from overseas. This article aims at promoting reflection and awareness on implications that might arise due to the implementation of the Common European Framework (CEF) in Colombia. This paper bases its discussion on relevant literature related to bilingualism, the CEF and the Colombian Ministry of Education. The conclusion states the need for the construction of standards regarding foreign language education based on our contextual features, not leaving aside the issue of being globally competent.

scholarly journals Introduction to the special issue on English language teaching in public primary schools in Latin America

2016 ◽  
Vol 24 ◽  
pp. 79
Author(s):  
José Luis Ramírez-Romero ◽  
Peter Sayer
Keyword(s):  
Puerto Rico ◽  
Latin America ◽  
Primary Schools ◽  
English Language ◽  
English Education ◽  
Language Teaching ◽  
English Language Teaching ◽  
Special Issue ◽  
Language Programs ◽  
The Common

The guest editors introduce the Special Issue on English Language Teaching in Public Primary Schools in Latin America by summarizing articles about public primary English language programs in six countries in Latin America: Argentina, Brazil, Chile, Columbia, Mexico, and Puerto Rico. They synthesize the main issues related to English education programs in the region and discuss the common trends and challenges addressed by the authors in the special issue.

scholarly journals The Use of Local Literary Texts as Reading Materials in English Language Classrooms: An Analysis of Teachers’ Perspectives

2020 ◽  
Vol 19 (11) ◽  
pp. 127-144
Author(s):  
Muhammad Shahril Haja Mohaideen ◽  
Hanita Hanim Ismail ◽  
Radzuwan Ab Rashid
Keyword(s):  
Primary Schools ◽  
English Language ◽  
Literary Texts ◽  
Ministry Of Education ◽  
Online Questionnaire ◽  
English As Second Language ◽  
Teachers Perceptions ◽  
Teaching Community ◽  
Text Selection ◽  
Language Classrooms

. It is common for Malaysian primary school pupils to have difficulties in reading English texts. One of its factors concerns text selection. Hence, a careful selection of the text is needed to ease their reading experience in ESL (English as Second Language) classrooms. This study explored teachers’ perceptions on literary text selection for Malaysian primary schools. An online questionnaire was distributed to gauge teachers’ perceptions on the current materials in terms of its impact on the students and lesson effectiveness. Respondents were 34 teachers of Years 4 to 6 in primary schools in Terengganu, the east coast Malaysia. Data analysis revealed that the teachers perceive local materials as more relatable to pupils in comparison to the foreign texts. The local texts are also perceived to have greater impacts on the students and lessons despite doubts remaining within the autonomy of this selection. This study is hoped to be helpful to the Ministry of Education and the teaching community in improving text selection in the future.

scholarly journals PATTERNS OF DOMINANCE OF LANGUAGE VITALITIES AMONG MALAYSIAN STUDENTS IN PRIMARY NATIONAL-TYPE AND SECONDARY SCHOOLS

2017 ◽  
Vol 6 (2) ◽  
pp. 271
Author(s):  
Soo Ying How ◽  
Ain Nadzimah Abdullah ◽  
Swee Heng Chan
Keyword(s):  
Primary Schools ◽  
English Language ◽  
Mother Tongue ◽  
Opportunity To Learn ◽  
National Language ◽  
Medium Of Instruction ◽  
Formal Schooling ◽  
Language Preference ◽  
Malaysian Students ◽  
Attitude And Motivation

Multilingualism is embedded in the Malaysian Education Blueprint (2015-2025) as a stated goal towards nation building. The education system provides opportunity to learn Malay which is the national language, the mother tongue (Mandarin or Tamil) and the English language as part of formal schooling. In fact, Malaysian primary schools are classified into two major divisions. Students can opt to study in national schools in which the medium of instruction is Malay with the provision for the learning of English and a mother tongue. The other option allows students to enrol in national-type schools of which the medium of instruction is either Mandarin or Tamil, with English and Malay taught as academic subjects. At secondary level, the medium of instruction in national schools is Malay and students are provided the opportunity to learn their mother tongue and English. Other than in school, other social milieus also allow the use and practice of these languages. Given this linguistic environment, there exists a myriad of language experiences within and outside formal learning which together would influence the totality of language vitality. This paper investigates language vitality featured in this multilingual environment. It focuses on the vitality of the English language among students that appears to co-exist with the learning and use of other languages as they progress through the primary and secondary levels. The vitality is measured by the following indicators: language preference, choice, dominance, use, attitude and motivation and proficiency which were used to develop a questionnaire to obtain data on strength evaluation of these languages. The methodology encompasses random and convenient sampling to obtain representative responses from students with different levels of education and language experiences. The study reveals relative vitalities of languages used and highlights values attached to languages at different points of language exposure that coincide with chronological age.

scholarly journals Secondary School English Teachers’ Knowledge and Practice on CEFR-Aligned English Curriculum

2021 ◽  
Vol 36 (1) ◽  
pp. 75-91
Author(s):  
Hui Yin Ng ◽  
Mohamad Zohir Ahmad
Keyword(s):  
English Language ◽  
Pearson Correlation ◽  
Strong Relationship ◽  
Ministry Of Education ◽  
English Curriculum ◽  
Significant Difference ◽  
Level Of Knowledge ◽  
The Common ◽  
Inferential Analysis ◽  
Knowledge And Practice

The Ministry of Education aligned the national English curriculum with the Common European Framework of Reference for Languages (CEFR) to increase the quality and standard of English Language. The success in implementing this educational reform is highly dependent on teachers. Teachers need to have sufficient knowledge in the incorporation of CEFR in their teaching to develop the ability of students to meet targeted CFER levels of English proficiency. The purpose of this study is to identify the teachers’ level of knowledge and practice on CEFR-aligned English curriculum. A total of 148 teachers who teach Form 1 and Form 2 English from the secondary schools in Pulau Pinang were involved in this study. The instrument of this study was a closed-ended questionnaire adapted from Kır (2011) and Ngo (2017). The data were analysed using descriptive and inferential statistics. Inferential analysis was conducted using Pearson correlation and Analysis of Variance (ANOVA) test. The findings showed that the level of knowledge (M = 3.49, SD = 0.58) and practice of teachers (M = 3.50, SD = 0.55) on CEFR-aligned English curriculum were moderate. Also, there was a strong relationship between teachers’ knowledge and practice on CEFR-aligned English curriculum. There was a significant difference existed in the level of knowledge and practice on CEFR-aligned English curriculum based on demographic factor namely the type of training received by teachers on CEFR. The findings of this study implied that the training and workshops ought to be conducted frequently as a support for teachers towards the implementation.

scholarly journals Communicative strategies of negative assessment (based on English-language feature films)

2018 ◽  
Keyword(s):  
English Language ◽  
Methodological Framework ◽  
Feature Film ◽  
Ethical Action ◽  
Feature Films ◽  
Communicative Strategies ◽  
The Subject ◽  
The Common ◽  
Communicative Strategy ◽  
Assessment Strategies

The article presents the results of analysis of the communicative intentions of the speakers realising negative assessment strategies in informal communication, modelled in the English feature film discourse. The research is done within the methodological framework of a cognitive-communicative approach to language where the communicative strategy of negative assessment is viewed as a cognitive-affective-volitional-conative mental structure of the speaker objectivised in verbal/co-verbal means of expression of negative assessment of a certain object, person, action or situation in an act of communication. Hyper-intention of negative assessment is realised through hyponymic communicative intentions of: 1) disapproval (the object is negatively assessed since it does not meet the subject’s expectations / the subject is motivated by the need to express himself/herself), 2) censure (the object-addressee is negatively assessed since it deviates from the ethic norms / the subject is motivated by the need to express the assessment before the addressee to urge him/her to reconcile with the expectations of the society), 3) criticism (the object-addressee is negatively assessed since it deviates from the utilitarian norms / the subject is motivated by the need to express the assessment before the object to urge him/her to reconcile with «the common sense»), and 4) depreciation (the object is negatively assessed since he/she does not fit the subject’s etalon/ the subject is motivated by the need to express he/she is not interested in the object). Negative assessment can be accompanied by such emotional attitudes of the subject toward the object as contempt, neglect, dissatisfaction, indignation, anger, irritation, hate, surprise, desperation, disappointment, etc. Intentions of negative assessment are distinguished from those of blame (the subject informs the addressee that the subject blames the object for taking/not taking some (un)ethical action), reproach (the subject informs the object/addressee that he/she failed the subjects’ expectations causing the subject emotional trauma) and insult (the subjects intends to hurt the object/addressee). Irony/sarcasm are addressed as implicit means of expressing negative assessment which, depending on the situation, can be realised as disapproval, censure, criticism or depreciation.

Ethnic Identity in English Language Textbooks: Considerations for a Multicultural Society

2016 ◽  
Vol 13 (1) ◽  
pp. 77
Author(s):  
Puspalata C A/P Suppiah ◽  
Ramesh Nair
Keyword(s):  
Ethnic Identity ◽  
Content Analysis ◽  
Young Children ◽  
Identity Construction ◽  
Primary Schools ◽  
English Language ◽  
Multicultural Society ◽  
Verbal Language ◽  
Language Textbooks ◽  
Selection Of

There is evidence to suggest that young children more readily absorb the subtle messages that are encoded in any type of text and talk, and what they take away from these texts contributes in helping them develop their own identity in relation to their role in society. In this paper, we examine the construction of ethnic identity in a selection of English language textbooks targeted at young Malaysian children in primary schools. Based on a content analysis of visual and verbal language in two Primary Three English language textbooks, we report on the encoded messages that are transmitted to young Malaysian children about their place in society. The findings reveal significant imbalances in the way characters of different ethnic backgrounds are represented. This imbalance is a cause for concern as the message conveyed to young Malaysian children could be potentially damaging. Keywords: textbook, ethnicity, identity construction

Sign in / Sign up

Export Citation Format

Share Document