Please enable JavaScript.
Coggle requires JavaScript to display documents.
ISSUES & CHALLENGES ON THE CEFR-ALIGNED CURRICULUM IMPLEMENTATION IN…
ISSUES & CHALLENGES ON THE CEFR-ALIGNED CURRICULUM IMPLEMENTATION IN MALAYSIAN ESL CLASSROOM
Background
*Definition of CEFR
: Common European Framework of Research*
three phases of CEFR implementation in Malaysia ( 2013-2025)
Purpose of implementation
Relate with Malaysian Blueprint
: to produce holistic citizen that can compete globally
To align with the international standard so that Malaysian can globally competitive
Objectives
*To suggest solutions to curb the challenges
To suggest on the possible alternatives/solutions to curb the issues
Significance of the study
change teacher's way of assessment / assessing the students
teachers must aware with their weaknesses and get ready to adapt with the changes
to raise awareness for MOE to be aware about current issues related with CEFR & come out with improvements.
to give insight to the policy makers about CEFR and its current issues.
Literature Review
Teachers' readiness
Limited knowledge on the CEFR due to the lack of education on the given construct is identified as the reason for the weak relationship between CEFR and teachers' practice in schools.
(Nur Ashiquin et al. 2020)
The findings via the investigation of the role of CEFR indicated that the CEFR has an indirect role in shaping teachers' curriculum development and instructional practices. (Maldina, 2015)
The Ministry of Education (MOE) should provide more training as well as support as a form of initiative for the teachers to help each other on any platform.
(Aziz et al., 2018)
Teachers' attitudes, lack of experiemce as well as knowledge contributes to the limitations of CEFR implementation in the classrooms
Rhessma Nawai & Nur Ehsan Mohd Said (2020)
Teachers' incompetency
By 2025, teachers need to achieve a minimum requirement of CEFR Level 1.
(Nabilah and Hamidah, 2021).
The Malaysian teachers are still lacking in term of their English language proficiency and this has affected their capability to teach the subjects in which they are qualified to do so.
(Kepol, 2017)
Cheng et al. (2016) affirmed that most of the teachers are lacking in term of language proficiency in teaching as this caused by the improper trainings received.
School based assessment - limited understanding of the implementation of the assessment
Teachers conduct the oral activities in class but seldom graded the speaking activities as SBA because it is difficult to grade (Gurnam, Sarjit & Lee,2018)
Teachers lacked a full understanding of the method of assessing the students under CEFR aligned and admitted possessing a limited knowledge of the revised CEFR-aligned ESL curriculum altogether (Gurnam, Sarjit & Lee,2018).
Findings by Gurnam Kaur Sidhu, Sarjit Kaur & Lee Jia Chi (2018)
CEFR-aligned school based assessment is impeded by the clerical work load, time constraitns, large class enrollment and lack of effective training. The clerical workload is cited as the main challenge by the teachers.
Gurnam Kaur Sidhu et. al (2018)
Incoherence of the syllabus
teachers face difficulties in using textbook & sow prescribed in implementing the CEFR (Rashid, Rahman & Yunus, 2017)
the textbook for year 1 and year 2 creates confusion among teachers and students as they shared the same textbook but different topics (Athirah, Halim & Masdinah,2021)
Superminds textbook is the main materials used in CEFR implementation but the arrangement of the textbook is not synchronised with the curriculum and scheme of work ( Aziz, Rashid and Zainudin, 2018)
the contents of the textbook were not localised when unfamiliar context such as foreign cultural element is introduced ( Rhessma & Nur Ehsan,2020)
Issues & Challenges
Teachers' readiness - insufficient knowledge of the subject matter & lack understanding about CEFR ( sally )
Teachers' incompetency - lacking in term of language proficiency in teaching ( sally )
Incoherence of the syllabus - lacking of localized contents and materials, grammar part incoherent ( syaz )
School based assessment - limited understanding of the implementation of the assessment ( syaz )
References
Reference 1:
https://www.ijmcer.com/wp-content/uploads/2020/09/IJMCER_Q02501260134..pdf
Reference 2:
https://al-kindipublisher.com/index.php/ijels/article/view/1329/1143
Reference 3:
https://www.researchgate.net/publication/329649722_Today's_teachers'_CEFR_competence_in_the_classroom_-_A_view_of_critical_pedagogy_in_Vietnam
Reference 4 :
https://journals.utm.my/lsp/article/download/17977/7792/58363
Reference 5 :
https://hrmars.com/papers_submitted/7394/implementation-challenges-of-common-european-framework-reference-cefr-in-a-malaysian-setting-insights-on-english-teachers-attitude.pdf
Reference 6 :
Suggestions
Allocate more English major teachers in schools
Produce own textbook that contain both local and abroad topics with suitable grammar.
constant and continuous professional development (CPD) and professional learning community (PLC)
Promote Professional Learning Community (PLC) among English language teachers
Suggestions on Improvements