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CEFR IN MALAYSIA: ISSUES AND CHALLENGES IN THE IMPLEMENTATION OF THE…
CEFR IN MALAYSIA: ISSUES AND CHALLENGES IN THE IMPLEMENTATION OF THE FRAMEWORK
Problem Statement
Limited number of studies done on the implementation of CEFR in the Malaysian context.
A pilot study involving 7,500 teachers from four states showed that a significant number of teachers did not achieve the minimum proficiency level in English language and a small number of teachers will need to be redeployed. (Malaysia Education Blueprint 2013-2025)
Lack of proper training among teachers
Factor such as lack of awareness in the importance of all four language skills
Objectives
To discuss the possible solutions in overcoming the limitations of CEFR execution
To examine the challenges in implementing CEFR in the Malaysian ESL classroom
Literature Review/Concepts
According to Nurul Farehah Mohamad Uri & Mohd Sallehhudin Abd Aziz (2018), the Common European Framework of Reference for Languages (CEFR) is designed to lay the foundations of an international standard for foreign language education.
The Common European Framework of Reference for Languages (CEFR) centralises around the communicative language learning tasks and action-oriented approach (Council of Europe, 2001).
Teachers’ attitudes, lack of experience as well as knowledge contributes to the limitations of CEFR implementation in the classrooms (Rhessma Nawai & Nur Ehsan Mohd Said, 2020).
Teachers should be given adequate time and continuous support in order to ensure the successful implementation of CEFR (Nur Ashiquin C. Alih, Madinah Alauyah Md. Yusof & Abdul Halim Abdul Raof, 2020).
Findings by Gurnam Kaur Sidhu, Sarjit Kaur & Lee Jia Chi (2018) shows that teachers’ awareness in implementing CEFR-aligned school-based assessment is impeded by the clerical workload, time constraints, large class enrollment and lack of effective training. The clerical workload is cited as the main challenge by the teachers.
Implications
Promoting Professional Learning Community among English language teachers
Local English teachers expertise must be exploited. Proper resources need to be delivered to these educators for gearing up in conveying the gist of CEFR.
Allocate more English major teachers in school because they have received specific training to teach English language.
Reverting to the National Education Philosophy, the education in Malaysia is crafted to produce individuals who are knowledgeable and competent (MOE 2019)
References
Council of Europe. 2001. Common European Framework of Reference for language learning and teaching. Cambridge, UK: Cambridge University Press.
Gurnam Kaur Sidhu, Sarjit Kaur & Lee Jia Chi. 2018. CEFR-aligned school-based assessment in the Malaysian primary ESL classroom. Indonesian Journal of Applied Linguistics, 8(2), 452-463.
Nurul Farehah Mohamad Uri & Mohd Sallehhudin Abd Aziz. 2018. Implementation of CEFR in Malaysia: Teachers’ awareness and the Challenges. The Southeast Asian Journal of English Language Studies 24(3): 168 - 183.
Nur Ashiquin C. Alih, Madinah Alauyah Md. Yusof & Abdul Halim Abdul Raof. 2020. Teachers’ Knowledge and Belief on the CEFR Implementation in Malaysian ESL Classroom. International Journal of Multidisciplinary and Current Educational Research (IJMCER) 2(5): 126 - 134.
Rhessma Nawai & Nur Ehsan Mohd Said. 2020. Implementation challenges of Common European Framework Reference (CEFR) in a Malaysian Setting: Insights on English Teachers’ Attitude 10(7): 28 - 41.
Ministry of Education. 1988. National Philosophy of Education,
Conclusion
Enhances the performance level of teachers in class by using various approaches in tackling the limitations highlighted
Able to exploit the individuals’ potentials underlined towards the production of better versions of teachers
Teachers are well informed on their roles in the implementation of CEFR
Positively amplify the outcome of CEFR implementation
Discussion
Teachers Burnout: changes could be overbearing for some teachers as it requires them to move from their comfort zone.
Native-Speakers Mentors VS Local English Language Experts
Comply to the way of teaching in the CEFR by taking all 4 sets of skills into consideration. Take the students’ multiple intelligences needs into consideration while implementing the CEFR.
Teachers’ Proficiency Assessment in CEFR
Teachers conduct peer-to-peer observations in the T&L of English Language. Feedbacks given act as a guide to the teacher observed to self-reflect based on what had been done in class.
Significance of studies
Teachers’ potential, and shortcomings as mediator of CEFR in ESL classrooms particularly in Malaysia were underlined.
Act as a guide for future or existent Malaysian English teachers in the execution of CEFR in the classroom.
The identification of challenges discussed is from the teachers’ perspectives.
Background Studies
Adoption of CEFR in the development of the English education system in Malaysia is to meet the international standard (Ministry of Education Malaysia Blueprint, 2015(b): 62)
Key to the elevated the standard of English in the country is the alignment of Malaysia’s English language curriculum and assessments with the Common European Framework of Reference for Languages or CEFR.
Questions
What are the challenges faced by teachers in implementing CEFR in the ESL classrooms?
What are the potential solutions for the limitations faced in implementation of CEFR in the ESL classrooms?