Teachers and the implementation of a new English curriculum in Malaysia

Abstract

In the light of a recent curriculum reform to improve the teaching of English in primary schools in Malaysia, this study set out to investigate the extent to which teachers are adopting a communicative language teaching (CLT) approach in their teaching. A mixed-method approach incorporating systematic observation, stimulated recall and interviews with teachers was used to study 32 English lessons at Standard 1. Despite being urged to adopt CLT approaches, the data analysis revealed the underlying pedagogy of the teachers was made up of rote, recitation, instruction and exposition, and that it severely restricted opportunities for pupils to participate in dialogue and discussion. Implications for improving the quality of English language teaching in primary schools in Malaysia and other countries in the Asia-Pacific region are considered.

Keywords:

• communicative language teaching
• curriculum reform
• English in primary education
• teacher–pupil talk
• Malaysia

Acknowledgements

The authors would like to thank the two anonymous referees for their helpful feedback on an earlier draft of the paper.

Notes

1. In Malaysia, public primary schools are divided into two categories based on the medium of instruction: Malay-medium national schools and non-Malay-medium national-type schools known as ‘vernacular schools' in which children are taught through the medium of Mandarin or Tamil.

2. When interviewed, the teachers admitted that they were initially conscious of the observer's presence but soon forgot they were there once the lessons were in full flow.

3. The moves, Initiation, Response, Feedback, make up the three-part teaching exchange and in turn are made up of acts: elicit (teacher question); nominate; prompt; reply; starter; accept; comment; direct; evaluation. Boundaries between teaching exchanges are indicated by a marker (m) to show a change in lesson topic; ^ indicates rising intonation; T = teacher; P = student(s).