MOST trade and commerce in the globalised world are carried out in English. Academic and scientific research too is largely authored in the language.
These two facts alone make it important that our students and graduates have a strong command of the language to have access to the academic and scientific field.
And it is crucial that the persisting poor level of English language proficiency in schools and universities be addressed efficiently.
While there are students who are unable to string together coherent sentences in English despite having learnt the language for some 12 years in school and they end up as a poor choice as employees, it is important to note that not every student and graduate have such deplorable command of the language. Some even have near-native if not native-like competency in the language due to exposure to good English.
Recognising the need for holistic steps to make English a strength — and not a weakness — in the country, the government commissioned a Roadmap for English Language Education in Malaysia spanning 2015 to 2025.
Undertaken by the English Language Standards and Quality Council, which was set up in 2013 comprising experts in the field, the roadmap focuses on foundation and structural changes that will help improve the standard of English in the country.
Completed last year and approved for implementation late last month with the English Language Teaching Centre as lead agency, the roadmap marks the beginning of a journey to align the standard of English taught in Malaysian schools and institutions of higher learning with international standards.
Professor Dr Zuraidah Md Don, chair of the English Language Standards and Quality Council, who also serves at the Department of English Language in the Faculty of Languages and Linguistics, University of Malaya, said: “Parents know that their children need proficiency in English if they are to succeed in a world dominated by the language. We know that if we are to achieve our nation’s aspirations, we have to make high quality English available to our children, including those from less advantaged backgrounds, and those growing up in the more remote regions of the country.’’
She added: “But to come up with a roadmap, we needed to find out the actual level of English language proficiency in the country. We also needed to look at the education system — we did not address the issue in an ad hoc manner.”
The lack of English language proficiency among university students leads to the issue of unemployable graduates.
“Some graduates cannot gain employment because they lack English communication skills which are especially required in the private sector. But we can’t solve this problem in the three years that students are at university. In addition, we don’t have enough hours of English language classes as students from each faculty have to focus on their core subjects. The issue has to be addressed at preschool, primary, secondary, post-secondary and university levels.
“The roadmap is like a journey that leads pupils from the first day they enter kindergarten to the final day when they leave the education system. They can leave after Form Five, Form Six or after university — at whatever point students leave the education system, they must be employable. A Form Five school-leaver should have a command of English that will enable her to get a job that commensurates with her qualification. It is the same for those who graduate from university — jobs appropriate for their qualification.”
In order to address the problem of the mastery of English language among students, weaknesses in the education system must be put right. “Then we can move on. If we do not put it right, the problem will persist and it gets more serious.”
The roadmap takes a cohesive approach where the English language curriculum, teaching and learning process and materials, and teacher training are integrated.
“Three things must be integrated: the curriculum is taught in a way that students will be able to achieve learning outcomes; student assessment; and the teacher must follow the curriculum.”
Key to the roadmap is the alignment of Malaysia’s English Language Education System with the Common European Framework of Reference for Languages (CEFR) — an international standard that focuses on producing learners who can communicate and interact in any language, in this instance, English. Aligning the system with an international standard is an element in the Malaysia Education Blueprint as part of the move to boost the level of education in the country.
With a focus on the ability to communicate, CEFR spells out learning outcomes/skills (eg. understand, read, write, communicate) students should attain at every stage of learning and puts the student, teacher and parent on the same page where expectations and results are concerned.
Within the roadmap are aspirational targets set for students: children who leave preschool should achieve A1 where they can understand (listen and read) and use familiar everyday expressions and basic phrases to interact.
In the period between Primary One and Six, pupils should achieve A2 where they can understand sentences and frequently used expressions as well as perform simple tasks which require a direct exchange of information on routine matters. At this stage, 10 per cent are at B1 (can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans) or B2 (can interact with a degree of fluency and spontaneity that makes regular interaction quite possible without strain on either party and produce clear, detailed text on a wide range of subjects).
For secondary levels one to five, the target is B1. And for post-secondary levels (comprising a two-year period) the target is a high B1 or B2.
By the time students enter university, it is envisaged that they are at least at a high B1.
“Employers want graduates to be at least at B2 or C1 when they leave university. They should be able to write reports, participate at meetings, exchange views and are able to respond accordingly. The most important is being able to function in the language. We want our engineers, for example, to speak with confidence.” While it may be nothing new, aligning the English language system gives a rationale for embarking on the roadmap. “When students leave school at a certain level, they have achieved a certain level of competency in each element/area. The Cambridge exam is based on CEFR.
“CEFR helps teachers, students and parents know targets that students must meet. It gives the reference for the professional development needed by the teacher in order to perform and the materials needed for students to achieve learning outcomes.” Within the roadmap, there are intervention programmes that ensure nobody is left behind.
“Weaker students need to be taken care of in the same classroom as others. This calls for differentiated learning and learning materials catering to various levels. One size does not fit all. Teachers must realise students are at different levels but all are aiming for same target.” The environment in which one learns the language is also important.
“It is not just about teachers and materials but also the need for an environment conducive to communicating in the language. An English-rich atmosphere outside the classroom encourages students to speak — even if incorrectly. When in class, they need to be corrected.”
The roadmap will be reviewed as the implementation progresses with a mechanism to monitor and evaluate.
“The government invests a lot in education. With the roadmap, the council hopes sustainability and the standard of English will improve.
“Never shortchange the children — they will pay for the rest of their lives as a nation. Give them the best material, they will learn. Give them rubbish, they will produce rubbish.”
TELL IT LIKE IT IS
THE move by the Education Ministry to implement the Roadmap for English Language Education 2015-2025 — a step-by-step plan that aims to improve teaching and learning, examination results, and the overall English proficiency of school-leavers and graduates — is seen as a positive one, provided there is buy-in from stakeholders.
Jana Ponnudurai, a mother of three school-going children and a freelance consultant, commended the initiative especially when English language proficiency is vital to all Malaysians and the future of the generations to come.
“The standard of English among Malaysian students is below par. The importance of mastering the language is not stressed enough in schools and at home. Students may not deem it necessary to speak the language, let alone write it proficiently. It is merely one subject in the curriculum. This leads to a lack of confidence to communicate effectively,” said Jana.
“This roadmap is a long-term commitment by the ministry. Results will only be seen much later. Initiatives are being implemented every few years and just when the students and parents are adjusting to the programmes, there is a change in the curriculum. I await the outcome of this roadmap 10 years from now when my daughter is 19.”
Jana believes English cannot be taught under one subject, English, in class. There must be a combination of approaches such as introducing literature, drama, public speaking (show and tell) and creative writing. “These add-ons will motivate a student to speak confidently. Reading is key to mastering a language. Create situational engagement with students for them to voice their opinions.”
Muhammed Hafiz Abdullah, a trainer with a multinational company, who also has three children in school, said that the roadmap should include thinking, communication and soft skills.
“Regardless of the language of communication, you need to be able to formulate the message you want to convey and the best way to communicate it. Some students cannot communicate effectively even in their mother tongue, so the issue is not language but lack of thinking, communication and soft skills,” said Muhammed Hafiz.
As for any plan or roadmap, Muhammed Hafiz highlighted the importance of continuous assessment of achievement against target, and taking measures to reduce the gap. “Also allocate enough time for this roadmap to take effect as changing educational plans too often in a short span of time may be confusing and counter-productive for students, teachers and parents,” he added.
Jireh Consult principal consultant Debbie Koh pointed out that many Malaysian students are unable to articulate their thoughts and present ideas in complete sentences in English without also using their mother tongue.
“Some also cannot follow a conversation due to poor vocabulary, especially when a word has double or triple meanings.”
For the roadmap to succeed, Koh said we need to send a strong message that it is desirable to be able to speak and master another language, more so when it is English, an international language. “When we are good in English, we are not adopting a foreign culture or pretending to be who we are not. We have all heard of stories of children being laughed at or criticised for speaking in English. Some children refuse to practise the language because they are not good at it. But practice makes perfect. Encouragement to practise and more opportunities to apply the language can make a difference.”
The success of any roadmap or blueprint lies in wanting to see genuine results, Koh added.
“For this to happen, the people driving the implementation must passionately believe in the necessity of the outcome and care deeply for the next generation. They must be willing to do the unpopular — tell it like it is and admit to the shortfalls and weaknesses, and address it at the root. Stick to the plan without wavering every few years.”