ENGLISH LANGUAGE TEACHERS - PowerPoint Presentation

Slide1

ENGLISH LANGUAGE TEACHERS

’ CAREER DEVELOPMENT TRAINING IN MALAYSIA

– POLICY OVERVIEW

DR. HABIBAH ABDUL RAHIMDR. KALMINDERJIT KAUR

Ministry of Education, MalaysiaSlide2

OVERARCHING GUIDING POLICY

ASPIRATIONS

5

SYSTEM

6

STUDENT

Every child will be at minimum,

operationally proficient

in the

national language, Bahasa

Melayu

, and the international language of communication,

EnglishSlide3

ENGLISH LANGUAGE EDUCATION REFORM IN MALAYSIA

1

2

3

MBMMBI

MEB

CEFR

^

ᶺThe Common

European Framework of Reference for Languages (CEFR) is an international standard for describing language ability

. It describes language ability on a six-point scale, from A1 for beginners, up to C2 for those who have mastered a language (

source:

http://www.cambridgeenglish.org/exams-and-tests/cefr

/

)Slide4

THE NEED TO RAISE THE QUALITY OF ENGLISH LANGUAGE TEACHERS IN MALAYSIA

ᶺ

The 2017 evaluation study was based on a small sample of English Language teachers

Description

Proficiency

Level

2013 CEFR Level

2018

ᶺ

CEFR Level

Proficient User (Advanced)

C2

C1

Independent User (Intermediate)

B2

B1

Basic User (Basic)

A2

A1

Table 1:

CEFR level and comparison of the 2013 Baseline report with the latest CEFR level amongst Malaysian English language teachers

67.9%

32.02%

0.08%

A

baseline study in 2013

to determine English proficiency amongst teachers carried out by Cambridge English (CE) highlighted

the need for English language teachers

to

improve their own level of spoken English

, in terms of accuracy, fluency and pronunciation.

ᶺData source was based on the number of English Language teachers who have provided their test scores to the Ministry of Education as of January 2018

52%45%3%Slide5

INVESTING ON CAREER DEVELOPMENT PROGRAMME TO STRENGTHEN THE CAPACITY OF ENGLISH LANGUAGE TEACHERS AND IMPROVING STUDENTS’ PERFORMANCE (1/3)

17,149

from a

total number of 41,675ᶺ

English language teachers

have participated in the programme since 2013.

1

Professional Upskilling of English Language Teachers

(

ProELT

)

A1

A2

B

1

B2

C1

C2

2013

baseline

2017

evaluation

2025

target

Form 6

Form 5

Form 3

Year 6

14%

40%

2

4%

44%

Chart 1:

Percentage of students reaching the 2025 CEFR target in the 2017 evaluation study

In 2017, students showed considerable

improvement on the CEFR

when compared to the 2013 baseline results. Between

14% to 44% of students have exceeded the CEFR target set for 2025. ᶺ Data from eOperasi Ministry of Education Malaysia as of July 2018Slide6

INVESTING ON CAREER DEVELOPMENT PROGRAMME TO STRENGTHEN THE CAPACITY OF ENGLISH LANGUAGE TEACHERS AND IMPROVING STUDENTS’ PERFORMANCE (2/3)

School Improvement Specialist Coaches

provide additional

support and coaching to English Language teachers in 1,191

selected ‘hotspots’ schools

which performed

below average in the

Sijil

Pelajaran

Malaysia

(National Certificate Examination) English Language paper.

2

The English Language Upskilling Program in School

The average SPM English Language passing rate

of hotspot schools

increased from 65.0% in 2015 to 69.2% in 2016.

The increase in performance

directly contributed

to the increase of the national average passing rate from

76.3% in 2015 to 79.4% in 2016

Chart 2:

National average passing rate between 2014 to 2016 Slide7

INVESTING ON CAREER DEVELOPMENT PROGRAMME TO STRENGTHEN THE CAPACITY OF ENGLISH LANGUAGE TEACHERS AND IMPROVING STUDENTS’ PERFORMANCE (3/3)

The DLP focuses on

increasing student contact hours with the English

language through the teaching of STEM subjects. ELTC provides 80 hours of online training for teachers who are teaching Mathematics and Science in English.

3

Dual language Programme (DLP)

DLP has shown an indirect effect on students’ English Language competency. Analysis of

2016 CEFR level indicated

that

DLP

students were placed

at or

above the

target level

of the test (

60% at A2

and

15% at B1

), as compared to

non-DLP students.

Chart 3:

Comparison of CEFR level of students involved in DLP with non-DLP students

2

1Slide8

THE MOVE TOWARDS DIGITIZATION OF TRAINING CONTENT

The

financial implication

of organising continuous career development courses for English language teachers Geographical location of teachers –

obstacle to travel

to training centres

Limiting

the disruption of

classroom instructions

Large

number

of English language teachers in Malaysia

Delivery of career development training online

Benefits

Anytime, anywhere

Open to all, including non-English-Language trained teachers

Allows the Ministry of Education to provide an open and structured platform to access continuous trainingSlide9

ISSUES AND CHALLENGES IN PROVIDING ONLINE TRAINING

IN MALAYSIA

Connectivity

Finding time to enrol and complete the online modules

Reliability of the machines as well as the online tools

Motivation to sign up for online courses

Managing

online

learning

can

sometimes

be complex

for

teachers

with beginner-level computer skillsSlide10

THANK YOU

Photos sources:Slide cover: Picture sourced from https://www.myprivatetutor.my/blog/6-reasons-behind-popularity-of-project-based-learning-in-malaysia

Slide 4: Picture sourced from https://vulcanpost.com/473161/digital-disruption-malaysia/Slide 5: Picture sourced from https://www.britishcouncil.my/partnerships/success-stories/malaysian-ministry-education-pro-eltSlide 6: Picture sourced from http://says.com/my/news/ytlc-responds-to-reports-on-the-1bestarinet-project-for-malaysian-schools

Slide 7: Picture sourced from https://www.nst.com.my/news/nation/2018/01/321587/dlp-proceed-planned-1303-schools-education-ministry#cxrecs_sSlide 9: Pictogram sourced from https://openclipart.org/detail/188610/coder & https://www.conceptdraw.com/examples/hr-performance-charts

TERIMA KASIH