Escolar Documentos
Profissional Documentos
Cultura Documentos
in a Malaysian University
• Introduction
• Overview of English curriculum reform for University in
Malaysia
• Four stages of policy borrowing in Malaysia
• Discussion
• Conclusion
Introduction
• The higher education sector highly educated
workforce.
• English is the language of globalised world graduates
able to communicate effectively in English within
Malaysia and internationally.
• Different institutional cultures of public universities
realistic approach (a general framework to design own
English language programmes and modify to suit own
circumstances) CEFR
CEFR around the globe
Source: http://eltlearningjourneys.com/2016/02/01/extending-the-cefr-
across-english-and-the-globe/
CEFR targets in Malaysia
CEFR based
Policy
The need for reform
• Curriculum:
• No common curriculum across all
universities
• Programmes and courses not • Assessment:
informed by a common standard
of reference • Discrepancy between graduates’
English competency based on
• Insufficient course credits range their English language scores in
from 2-8 (80-320) university language courses and
• Minimum English requirement
their actual performance during
job interview
not implemented
• Teaching and learning:
• No common denominator for
comparison of reference
• No common minimum • No alignment with international
proficiency level for teachers standards
• Teacher-centred pedagogy
• Instructional materials: original,
adapted materials or textbooks
based on course outcomes.
Purpose