Former professor of instructional studies Dr. Isahak Haron criticized Malaysia’s use of European-based CEFR English textbooks from the UK, which include illustrations of American children and activities, as well as four-season activities.
An international standard for describing language ability is the Common European Framework of Reference for Languages ( CEFR ). It uses a six- place range, from A1 for beginners up to C2 for those who have mastered a speech.
He told CNA,” These English books with Western bases mean there is less of a local context and some of the information and activities are not quite important for Malaysia.”
According to Dr. Isahak, fine training materials, including those found in English textbooks, may include appropriate content for students of all ages and reading levels.
He advised students who learn English as a second language or as a foreign language to first study material that is understandable, whether in Season 1 or Primary 1, as well.
The content should then be gradually increased in response to the advancement of the students so that people of all abilities can work on English at their own pace.
When pupils ca n’t handle the beginner level of skills and content taught, he continued, citing standardised textbooks that have been prescribed from the top.
According to the author,” I think the method used so far is not based on the readiness and rate of learning of pupils, but rather on the imposition of certain programs that the majority of pupils ca n’t cope with.”
With a renewed emphasis on reading, writing, and counting for Primary 1 and 2 kids, Education Minister Fadhlina Sidek stated in December of last year that a fresh school curriculum that would start in 2027 could handle Malaysia’s sluggish Tuscan results.
The education will likewise produce learning experience “entertaining”, with more flexible methods of college- based evaluations, she was quoted by local press as saying.
” Task benefits are no longer the main focus.” In this way, the teaching and learning process will be more flexible, joy and important for teachers and students”, she said.
LET TEACHERS FOCUS ON TEACHING
However, Ms. Alia at MCII emphasized that teachers need “ample time and space” to successfully teach English in a nation where it is not a indigenous tongue but important, particularly since different teaching styles call for creativity.
” Some of the problems that educators face are that they lack the opportunity to express their creativity and show innovativeness in teaching,” she said.
” In Malaysia, our education system is very much centralised, so, does not allow much room for autonomy, limiting the ability for teachers to tailor their teaching methods and courses to better meet the specific requirements of their kids”.
The teacher in Sabah said that the majority of her time is spent on non-teaching responsibilities like administrative duties, despite the need for personalized lessons and teaching materials for weaker students.
She noted that some classes may not have a particular subject teacher for a while because of a disconnect between supply and demand, even though the MOE attempts to employ teachers in schools based on their manpower requirements.
More than 20 000 teachers were previously highlighted by the NUTP, largely as a result of a lack of hiring to replace retired teachers.
Over the past few years, reportedly, English and Malay language teachers made up the majority of those who opted for early retirement, citing factors like increased workload and difficult adaptation to technology.