Implementation and Challenges of English Language Education Reform in Malaysian Primary Schools
Implementation and Challenges of English Language Education Reform in Malaysian Primary Schools
复制标题
马来西亚小学英语教育改革的实施与挑战
DOI：
10.17576/3l-2016-2203-05
复制
发表时间：
2016
期刊：
影响因子：
--
通讯作者：
H. Azman
中科院分区：
文献类型：
--
作者：
H. Azman
本文阐述了英语作为第二语言（ESL）学习和教学计划在小学阶段的实施，跨越马来西亚英语教育（ELE）的三十年，其改革举措以及出现的现实。这些突出的现实情况强调了由于该国的多语言和多元社会政治环境，所进行的每一项教育改革所面临的矛盾挑战。特别是，在最近被审查的改革中，2011年引入的新的基于小学标准的英语语言教育课程（SBELC）对三年级学生参加LINUS LBI（英语读写能力和计算能力筛选）测试时的读写能力表现的影响，以及英语教师和这些年轻学习者准备接受新课程的程度。同时，对马来西亚教育蓝图（2013-2025）和马来西亚英语语言路线图（2015-2025）进行了回顾，并将其对教育改革中另一种主要语言的影响与教师语言能力，训练有素和熟练的教师不足，课程与实践不匹配，语言接触有限等现有问题并列，最重要的是，认为英语是对维持多语言多元性的一种威胁的不祥观点，是适当地推断出来的。作为结论，本文选取了一些创新实践来说明在这些不同的情况下出现的创造性途径，尽管存在一些阻碍因素，但具有讽刺意味的是，这些创新途径在提高年轻学习者的英语水平方面显示出了潜力。关键词：ESL读写能力；英语语言教育改革；英语水平；语文教育政策；小学教育DOI: http://doi.org/10.17576/3L-2016-2203-05
This article elucidates the implementation of English as a second language (ESL) learning and teaching programmes at the primary school level, spanning three decades of English language education (ELE) in Malaysia, its reform initiatives as well as the arising realities. The realities highlighted underscore the paradoxical challenges experienced with each ELE reform that are introduced, arising from the multilingual and plural socio-political circumstances of the country. In particular, among recent reforms that are examined, is the consequence that the new Primary School Standards-Based Curriculum for English language education (SBELC), which was introduced in 2011, has on the literacy performance of year three pupils when they sit for the LINUS LBI (literacy and Numeracy Screening for English Literacy) test, and the extent to which the English teachers and these young learners are ready to embrace the new curriculum. Concurrently, a review of the Malaysia Education Blueprint (2013-2025) as well as the Malaysia English Language Roadmap (2015-2025), is undertaken and their implications for yet another major language in education reform juxtaposed against existing problems related to teacher’s language proficiency, inadequate trained and skilled teachers, mismatch between curriculum and practices, limited language exposure, and most significantly, the foreboding view of the English language as a threat towards maintaining multilingual plurality, are duly extrapolated. By way of conclusion, this article draws upon selected innovative practices to illustrate the creative pathways that have emerged from these multifarious circumstances and have ironically shown potential in strengthening the young learners’ English language proficiency, notwithstanding identified impeding factors. Keywords: ESL Literacy; English Language Education Reform; English Language Proficiency; Language in Education Policy; Primary Education DOI: http://doi.org/10.17576/3L-2016-2203-05