Cefr Workshop 4t556n

English Language Education Reform in Malaysia: d le International CEFR Zuraidah Mohd Don, PhDStandards and the u d i ch e Chair, English Language Standards and Quality Council, MoE Adviser, Council of Language Deans, MoHE

ta t As n e em impl lan for on p cation du EL E

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THE REFORM PROCESS A comprehensiv e review Comprehensi process

ve evaluation of the EL education system in Malaysia

An implementation plan

Producing a Roap with CEFR targets set for 2025

Implementation & monitoring

Implementi ng the Roap

Transformation of the EL education system

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THE REFORM PROGRAMME 1. The Roap - a 10 year time-tabled implementation plan, the first five years ed by Cambridge English 2. CEFR-Malaysia development and adoption • Building the capacity to undertake reform • Creating a cadre of CEFR Master Trainers to cascade background information about the CEFR 3. Curriculum evaluation, revision and rollout • Reviewing and evaluating Primary and Secondary English language curricula and aligning to the CEFR framework 4. Learning materials – aligning to the CEFR 5. Assessment evaluation, development and capacity building 6. Teacher development programme and its evaluation

An EL programme consistent with international standards ed by a quality delivery system copyright_ZMD-MoE_MoHE

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Curricula, course materials and assessments aligned to international standards (the Common European Framework of Reference) copyright_ZMD-MoE_MoHE

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1.a continuous and sufficient supply of high-calibre teachers; 2.the provision of high quality learning materials including online learning resources; 3.the creation of a high quality learning environment.

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What we need to do to align to international standards • Set internationally accepted standards based on the Common European Framework of Reference (CEFR), tailored to the specific needs of Malaysia • Adopt the CEFR levels (A1, A2, B1, B2, C1, C2) as the guiding framework for curriculum development, teaching and learning (including material selection), and assessment at all levels of education • Measure our students’ EL proficiency according to the CEFR • Build the capacity for reform copyright_ZMD-MoE_MoHE

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Establishing levels of proficiency for each level of the school system against the CEFR ➤

Adopting the CEFR will entail shifting English language programmes to skillsbased, outcomeoriented copyright_ZMD-MoE_MoHE learning.

Between now and 2025 we expect an increasingly large proportion of our students to achieve the target proficiency level set for each stage of education.

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MOE-CE PLAN

2016

2017

2018

2019

2020

Roap reviewed & evaluated

Supplement ary books Year 1 and Form 1

Schoolbased assessment

Pre-service and inservice teacher education

CEFRMalaysia developed

Curriculum reviewed & evaluated

Material adaptation

Textbook survey

Textbook survey

Textbook survey

Learning materials: selection criteria

CEFR curriculum

CEFR curriculum

CEFR curriculum

CEFR curriculum

CEFR familiarisa tion

Impact & Baseline study

New assessment familiarisati

FR E C A : G IN D L I N U O I B T Y A T S I I C R A CAP FAMILIA SHOP K R O W

The cascading model The aim: to reach as many teachers/lecturers in a short period of time First generation participants: MasterTrainers (MTs), Persons of Reference (PoRs), Observers Second generation participants: EL teachers/lecturers

• Cascading of knowledge from a few experts all the way down to a large community of teachers/lecturers • A first generation of EL teachers/ lecturers trained on the CEFR to become the MTs to educate the second generation • Training is provided to ensure that knowledge is transferred from experts and specialists (CE) to the MTs

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CEFR Familiarisation Workshop for EL Teachers/Lecturers

m i A l l a r e v O The To familiarise teachers with the CEFR in order to create awareness

e l o R r u Yo To familiarise the teachers at your schools/zones with the CEFR in order to create awareness

The goals of the workshop are: a. an introduction to and familiarisation with the CEFR and its various scales across the four language skills b. an introduction to and familiarisation with the ‘can do’ language used in the scaled to describe abilities c. an introduction to and familiarisation with progress up the levels of the CEFR d. an introduction to and familiarisation with teaching and learning theory informed by the CEFR. e. an introduction to and familiarisation with the various uses to which the CEFR may be put and decision it may inform f. to give participants some insight into the types of

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Educational changes must be taken in comionate, generous and nurturing ways where care for the individuals becomes a genuine core value (Galway, 2012, p. 22)

TERIMA KASIH

Our children are the nation’s future. r teachers shape the future for our child THANK YOU

© ZMD

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