English in Malaysia - Building Bridges in Language Teaching and Learning-1

8/20/2019 English in Malaysia - Building Bridges in Language Teaching and Learning-1

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English in Malaysia:

Building Bridges in

Language Teaching and Learning

Ambigapathy Pandian

Universiti Sains Malaysia


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Outline

• My Voyage in Language and Learning

• Education and English Language

• English language in Malaysia

• Transformation in ELT in Malaysia

Key movements

Realities of ELT in Malaysia

• What is Changing

• Conclusion


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My Voyage in Language and Learning

• Starting out as a young researcher

• Stepping into the international arena

•

Domains of language, literacy and learningconferences

• Encounter with renowned literacy scholars

•

Bringing ideas to Malaysia• Creating an engaging research environment


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Research projects & reports• Constructing a New Model for International Literacy Testing

and Indexes, USM (2011)

• Sense About Science: Enhancing Science Literacy and

Conservation Among Secondary School Students in Malaysia.MOSTI. (2010)

• Young People and New Media Literacy: Social Uses, SocialShaping and Social Consequences. MCMC (2010)

• Leadership Development for Higher Education Reform

Programme. USM & University of Wollongong (2008)• University Curriculum and Workplace Literacy, IPPTN (2007.)

• Multiliteracies In Education: Research and DevelopmentPerspectives With A Focus On Forms Of Literacy In English InSchools In Malaysia, IRPA (2006)

• Learning by Design, Australia (1996)



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Research Books

• Michael Singh, Peter Kell and Ambigapathy Pandian, (2002).Appropriating English: Innovation in the Global Business ofEnglish Language Teaching, Lang Publishers, New York.

• Ambigapathy Pandian, Gitu Chakravarthy and Salasiah Che Lah(Eds.), (2003). Research and Reflection for Education,Serdang: Universiti Putra Press.

• Ambigapathy Pandian, Gitu Chakravarthy and Peter Kell,(2005). Innovation, Technology and Learning in DiverseSetting, Universiti Sains Malaysia Press.



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Research Books

Ambigapathy Pandian, (2008). “Literacy Skills in Higher

Education: A Comparative Study between Public and PrivateUniversity Students”. In Sarjit Kaur, Morshidi Sirat, Norzaini

Azman (Eds.), Globalisation and Internationalisation of Higher

Education in Malaysia, Universiti Sains Malaysia press.

• Ambigapathy Pandian (2009). English for All: Reflections andBest Practices. In Poly Journal Vol: 6 January – June 2009.

• Ambigapathy Pandian & Nader Assadi, (2010). The ABC’s of

Functional Grammar, Oxford Fajar.



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Research Books

• Ambigapathy Pandian, Shaik Abdul Malik Mohamed Ismail & Toh Chwee Hiang

(Eds.), (2011). Teaching and Learning in Diverse Contexts: Issues and Approaches,

School of Languages, Literacies and Translation, USM.

• Ambigapathy Pandian, Shaik Abdul Malik Mohamed Ismail & Toh Chwee Hiang

(Eds.), (2011). Forging Unity Amidst Diversity: From the Classroom and Beyond,

School of Languages, Literacies and Translation, USM.

• Ambigapathy Pandian, Shaik Abdul Malik Mohamed Ismail & Thomas Chow Voon

Foo (Eds.), (2011). Curriculum Development, Materials Design andMethodologies, Penerbit Universiti Sains Malaysia.

• Ambigapathy Pandian, Sunny Tan Siew Bek & Shaik Abdul Malik Mohamed Ismail

(Eds.), (2011). Teaching and Learning Language: Current Trends and Practices,

Penerbit Universiti Sains Malaysia.



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Research Books

• Ambigapathy Pandian et al., (2013). Multiliteracies in Education:Research & Development Perspectives with a Focus on Forms ofLiteracy in English in Schools in Malaysia, Universiti Malaysia Sabah

(UMS).

• Ambigapathy Pandian et al., (2013). New Literacies: ReconstructingLanguage and Education, Cambridge Scholars Publishing.

• Ambigapathy Pandian, Murshidi Harun @ Zakaria & Tan HockThye.(Eds.), (2013). Berliterasi Dalam Pelbagai Konteks : Cabaran DanPendekatan, Pusat Pengajian Bahasa, Literasi dan Terjemahan, USM.

• Ambigapathy Pandian, Christine Liew Ching Ling, Debbita Tan AiLin,Jayagowri Muniandy, Lee Bee Choo & Toh Chwee Hiang (2014)Language Teaching and Learning: New Dimensions and Interventions,Cambridge Scholars Publishing.United Kingdom.


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English Language in the domain of education

English

Lingua francaof education Growth of

privateeducation

(pre-school topostgraduate)

Language ofcommunication

Language ofinstruction

English andmultilingualism

Language intheacademic

world


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English Language in the Domain of Education:

The Case of Malaysia

English recognised as an international and

global language from the early 20th

century inMalaysia and abroad.

Global institutions (UN, IMF, the World Bank,etc.) accepts the use of English as a necessityinternally in the transformation of society to

enable citizens to participate in globalization

The PM of Malaysia, Najib Razak, in hisForeword of the MEB, states that theeducation system needs to keep pace with the

increasingly competitive global economy “ students … to have strong universal values such asintegrity, compassion, justice, and altruism, to guidethem in making ethical decisions”

“it is important to balance the development ofglobal citizenship with a strong national identity”

E li h L i th D i f Ed ti


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Education reforms in Malaysia and SEA in the lastfew years in line with global reforms

Rankings e.g. Times Higher Education, QS World

University Rankings have influenced the universities

development

Malaysia’s aspirations to become an education hub

foreign universities’ branch campuses e.g. Nottingham

University, Monash University, Swinburne, etc.

Internationalization – marketing of university

programmes around the world, active networks with

other universities, and publication in high impact

journals

prioritizes the support of English




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To attractinternational

students

To gain

employmentin local and

global

economy

To seek richerlearning

experience

To exchangeideas

To be globalcompetitors

An emerging contender as aninternational market for students

To promotebetter

relations

between

countries

To improveglobal

rankings

To win globalinfluence &

people

To gain social

mobility

English as a

dominant

language withconsiderations

for unique local

linguistic (Arabic,

Mandarin &

Tamil) and

cultural assets




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Transformation in ELT in Malaysia

Education Reports and Govt. Initiatives Year

Razak Report 1956Rahman Talib Report 1960

Higher Education Committee Report 1967

Education Ordinance 1952/57

Education Act 1961/1996

National Language Act 1963/67, rev. 1971

New Economic Policy period 1971-1990

National Development Policy 1991-2000National Vision period 2001-2020

Master Plan 2006-2010

National Key Results Areas 2010-2012

Malaysian Education Blueprint 2013-2025


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Transformation in ELT in Malaysia:

Key movements

Razak Report 1956 & Rahman TalibReport 1960

• An education system thatincorporated nationalcharacteristics and offered a

place in schools for childrenof any ethnicity or religion national unity

• 4 school systems: Malay,

Chinese, Tamil and English• English schools are catered

for any child of any ethnicbackground whose parentswere willing to pay fees

Education Reports and Govt.

Initiatives

Year

Razak Report 1956

Rahman Talib Report 1960

Higher Education Committee

Report

1967



National Language Act 1963/67, rev.

1971


National Development Policy 1991-2000

National Vision period 2001-2020



Malaysian EducationBlueprint

2013-2025

f i i ELT i M l i


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Key movements

National Language Act 1970• Malay as the main medium of

instruction in all primary andsecondary schools was adoptedin 1970 and implemented instages

• In 1970, English schools national schools which meant thatthe medium of instruction had tobe Malay, but English was and is acompulsory subject in the nationalas well as national type schools

(Asmah 2012: 158)• In Peninsular Malaysia and

Sabah, English ceased to be themedium of instruction at theprimary level in 1975, at thesecondary level in 1982


Initiatives

Year

Razak Report 1956



Report

1967




1971






Malaysian Education

Blueprint

2013-2025

T f ti i ELT i M l i


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Key movements

NEP era (1971-1990)• National focus on social and

economic issues

• Racial harmony and equity tosustain development

• National education system:similar curriculum &examinations

• Reduction of English hassome shortcomings:•

Decline in English competencyof school leavers anduniversity students

• Older generation was moreprolific in English

• Calls for a solution to addressthis education deficiency


Initiatives

Year

Razak Report 1956



Report

1967




1971






Malaysian Education

Blueprint

2013-2025

f i i i l i


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Key movements

• In the 1990s, the Communicativeinclination in the English Language

syllabus allowed for students-centered

activities

• In public lives, the use of English

continued despite the enforcement ofthe National Language Policy

• However, there were always concerns

about the declining standards of

English in the media• Recent moves: Inception of SMART

Schools (1997), MUET (1999), EST

(2003), the use of English language as a

language of instruction in teaching

Science and Mathematics in schools(2003)


Initiatives

Year

Razak Report 1956



Report

1967




1971






Malaysian Education

Blueprint

2013-2025

T f i i ELT i M l i


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ToMS (2003 – 2012)

The teaching and learning of science andmathematics in English - a government

policy aimed at improving the command

of the English language among pupils at

primary and secondary schools

Policy met with many difficulties, mismatch

between discourse and reality

• the inadequate language skills and

competencies (staff willingness, Anglophone

subject specialists, rural/urban divide, training

of teachers, etc.)

• Ideological objections (on the basis of cultural

identity)

• the unclear status of local languages as

language of science or as knowledge

languages

U-Turn in the policy led to another public

outcry from the more highly educatedurban middle classes


Initiatives

Year

Razak Report 1956



Report

1967

Education Ordinance 1952/57Education Act 1961/1996


1971


National Development Policy 1991-2000National Vision period 2001-2020



Malaysian Education

Blueprint

2013-2025

T f i i ELT i M l i


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Key movements


Initiatives

Year

Razak Report 1956



Report

1967




1971






Malaysian Education

Blueprint

2013-2025

GTP 2.0 (Government

Transformation Programme)2 of 7 education initiatives are

related to English:

• LINUS 2.0 – ensuring basicliteracy in English among Year 1

– 3 pupils

• Enhancing the Quality of

English Language Teachers



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Key movements

CURRICULUM INSTRUCTION

ASSESSMENTTEACHER

TRAINING

Ranjit Singh (2014)



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Curriculum Shifts

Emphasis in ELT have shifted from Independence in

1957 to the present.

KBSM in 1988CLT

(communicativecompetence)

English paper inSPM i.e. English

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Skills becomescrucial (criticalthinking, ICT,

etc.)

Malaysian SmartSchools in 1997

English in the21st century?

Literacy Skills

Oral ProficiencySkills

Literary Skills

Azirah Hashim (2014)



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HE development in Malaysia as stipulated in the MEB

(2013 – 2025):Stage (Year) Developments

Stage 1

(1990)

convergence of a plan to reverse the 1980s higher education

overseas exodus, and (b) new educational requirements of the First

Industrial Masterplan (1990 policy to reverse HE export model)

Stage 2

(1996)

landmark reforms of 1996 Higher Education Acts (including

National Council of HE Act and Private HE Act) esp. with regard

private institutions which have now access to the college sector

Stage 3

(2001)

Following 9/11 in 2001, Middle East students have become a

strategic focus of the renewed internationalization policy

Stage 4

(2010)

In 2010 Higher Education designated National Key Economic Area

(NKEA) within wider New Economic Model (NEM); EduCity and

related policies have been developed


Higher Education




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Higher Education

Thegrowth ofEnglish asMOI in HE

increasingdiversity of

studentpopulation

what kind ofeducation isrequired inworking life

the demandfrom

stakeholders

globalcompetition



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Higher Education

Adoptionof Englishas MOI in

HE

the language ofthe academia

and the sciences

the language toprepare students

for aninternational

career in aglobalizing world

English is themost taught

language in mostcountries

TRANSFORMATION IN ELT IN MALAYSIA:


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HIGHER EDUCATION

English language programmes in Malaysian public universities

Zuraidah Mohd. Don (2012)



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THE PROPOSED EL DEVELOPMENT PROGRAMME

Exit Test

(optional)

GRADUATE

EMPLOYABILITY

EL Profiling

for Employ-

ability

(optional)

•Extra-curricular

Activities

• Self-Access Learning

•Industrial Placements

•Icon Programme and

Peer Support

Programme

•Native Speaker

Support Programme

StudentIntake

MUET

BANDS

4 -6 Credit hours

• Intensive English

(Bands 1 & 2)

(no credit hours)

• General English(Bands 3 & 4)

• English for

Employability

(Bands 5 & 6)

• English for Specific

Discipline (on request)

• Immersion in English

(Bands 1 & 2)

FORMAL LEARNINGBEYOND CLASSROOM

LEARNING



HIGHER EDUCATION



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The proposed formal learning programme



HIGHER EDUCATION



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• Malaysian education now accepts the stipulations of theCommon European Framework of Reference (CEFR) forlanguages (output-based and operationalised) – Level A (A1 or A2): enough language competence to ‘survive’ in

the foreign language

– Level B (B1 or B2) – B2, the operationally proficient level is a

good exit point for school leavers (argued by the Blueprint) – Level C (C1 or C2) – a gap to what Higher Education Institutions

need


Higher Education




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Confronting 21st century

encourage criticalthinking

foster innovativeculture

acknowledge diversityin global spaces

The new language classroom



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Confronting 21st century

The Role ofTechnologyand Social

Media

Approachingmultiliteracies

Constantconnectivity.Teachers‘ role

Addressing urban-rural & other

divides (different

background andlearning levels)

Varieties:Malaysian,

British,American orAustralian

English

A contextthat

demandsnew

credibility in

an era ofinformation

A worldwhere equity

is a central

theme

Mobile,technology-savvy and

student

centred

rans ormat on n n a ays a:


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The significance of English in SEA is typically

connected with the foundation of ASEAN in 1967Founding members: Malaysia, Singapore, the

Philippines, Thailand and Indonesia

English was assumed to be, and made, the only

official and working language from the beginning.(Kirkpatrick 2010: 7)

Article 34 states that “the working language ofASEAN shall be English” in the signing of the

ASEAN Charter in 2009Cambodia, Laos, Vietnam, and Burma (laterMyanmar), who later joined ASEAN and had noAnglophone past did not raise any objections whenthe status of English

rans ormat on n n a ays a:Higher Education

Trans ormation in ELT in Ma aysia:


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ASEAN member countries of today are:

at different stages of nation building

aspire to become integrated nations by 2015 and regional and

global players with partners within ASEAN and beyond

English is used for multiple functions as a second, foreign

or even first language, and is accepted as the linguafranca for regional and global purposes

A vehicle of empowerment and participation

Performs a dynamic role in regional communication and serves

as a lingua franca to enable communication betweenneighbours

Has gone hand in hand with economic growth in SEA

Competition between English and other languages is inevitable

in all countries

Trans ormation in ELT in Ma aysia:Higher Education

Realities in EL teaching & Learning:


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• Students seldom read academic

books and journals in English

• Students seldom read novels in

English

• Students confess to having

problems dealing with

information in English.


Selected portraits of Malaysia



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• The actual implementation of thegrand educational policies at themacro level are fraught with

difficulties as the realities operatingat the school level are highlycomplicated and problematic.

• The number of required hours for

teaching English per week is limited.



Realities in EL teaching & Learning: Selected portraits of


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• Students can write, butweakness in grammar and

vocabulary hinder the

students from writing

fluently.

• Students also have problems

in pronunciation and

grammar. Students can speakin English [if they want to]

but they lack self-confidence.

Realities in EL teaching & Learning: Selected portraits of

Malaysia



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• The emphasis on tests and publicexaminations do not encourageeffective learning in the Englishclassroom.

• Very few teachers are involved incurriculum development for Englishteaching

• Fear of technology

• Respecting student voices



R liti i EL t hi & L i


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Malaysian studentsperform poorly in

international English

exams

▪ 50% fail to obtain a

1119 pass

Students lose out inemployment – lack

requisite proficiency

▪52% in MUET bands 1&2

▪ 48% of employers have

rejected students due to

inadequate English

English is students’weakest core subject

in national

assessments

▪ 25% fail at UPSR

▪ 23% fail at PMR

▪ 22% fail at SPM

… and this affects their prospects of securing

employment.

“Graduates’ poor

command of

English was thereason why

many faced a

hard time

securing jobs,

particularly in

multinational

companies”

- Federation of

Malaysian

Manufacturers

(FMM)



Ranjit Singh (2014)

Wh t i h i


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What is changing

GTP 2.0 (Government

Transformation Programme)2 of 7 education initiatives are

related to English:

•

Learners: 2.0 – ensuring basicliteracy in English among Year

1 – 3 pupils

• Teachers: Enhancing the

Quality of English Language

Teachers

Malaysia Education Blueprint2013-2025

• Shift 2: Ensure Every Child

Is Proficient In Bahasa

Malaysia and English

Language

1

2

3

“a pass in English to be

compulsory in SPM by

2016” -Education Minister

6 September 2013

10 October 2014Prime Minister

announces minimum

entry and exit MUET

band requirements

for graduates

4

Ran it Sin h 2014

Wh t i h i


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What is changing

Programme: Enhancing English in Secondary Schools

Ranjit Singh

(2014)


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What is changing

Issue # 1

• SettingInternationally-

benchmarkedEnglishproficiencystandards

Issue # 2

• Securingstakeholder

buy-in,commitmentand support

Issue # 3

• Avoidinginitiativeoverkill andburn-out

Issue # 4

• Keeping thefocus:Instruction,notBureaucracy

70%* of all change programmes fail. Issues that must be considered:

Ranjit Singh

(2014)

The challenging world of EL teaching in Asia:


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The challenging world of EL teaching in Asia:Malaysia

The challenging world of EL teaching in Asia:


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The challenging world of EL teaching in Asia:Malaysia

C l i


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Highly Contested Terrain

EnglishLanguageEducation

Conclusion

Conclusion


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Conclusion

• English Language is here to stay, but

not to replace ethnic and local

languages

• Varieties in English

Conclusion


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Addressing Local and International Assessments

Conclusion

Conclusion


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Addressing Local and International Assessments

Conclusion

Conclusion


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Conclusion

Recommendations

for consideration for

HEIs

Describe explicit

expectations forSPM English

(hybrid

assessment)

In addition to a compulsory pass

in SPM English, students mustalso be exposed to English

literacy skills at STPM/ Pre-

University/ Matriculation levels.

Attend to processes of

assessment in

university English

courses that match

workplace EnglishLiteracy requirements

Make English as a

compulsory coursein the first year at

university

Introduce advanced English

courses every year to

enhance English literacy

and career readiness

among university students

Make University English

Exit Examination (U3E)

a compulsory pass for

successful graduation

Conclusion


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Conclusion

School

University

Workplace

ENGLISH


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Any enquiries, please contact:

[email protected]

[email protected]
mailto:[email protected]:[email protected]

English in Malaysia - Building Bridges in Language Teaching and Learning-1

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