English in Malaysia:

Building Bridges in
Language Teaching and Learning

Ambigapathy Pandian
Universiti Sains Malaysia
Outline We lead

• My Voyage in Language and Learning

• Education and English Language
• English language in Malaysia
• Transformation in ELT in Malaysia
Key movements
Realities of ELT in Malaysia
• What is Changing
• Conclusion
My Voyage in Language and Learning
We lead

• Starting out as a young researcher

• Stepping into the international arena
• Domains of language, literacy and learning
conferences
• Encounter with renowned literacy scholars
• Bringing ideas to Malaysia
• Creating an engaging research environment
My Voyage in Language and Learning
We lead

Research projects & reports

• Constructing a New Model for International Literacy Testing
and Indexes, USM (2011)
• Sense About Science: Enhancing Science Literacy and
Conservation Among Secondary School Students in Malaysia.
MOSTI. (2010)
• Young People and New Media Literacy: Social Uses, Social
Shaping and Social Consequences. MCMC (2010)
• Leadership Development for Higher Education Reform
Programme. USM & University of Wollongong (2008)
• University Curriculum and Workplace Literacy, IPPTN (2007.)
• Multiliteracies In Education: Research and Development
Perspectives With A Focus On Forms Of Literacy In English In
Schools In Malaysia, IRPA (2006)
• Learning by Design, Australia (1996)
My Voyage in Language and Learning We lead

Research Books
• Michael Singh, Peter Kell and Ambigapathy Pandian, (2002).
Appropriating English: Innovation in the Global Business of
English Language Teaching, Lang Publishers, New York.

• Ambigapathy Pandian, Gitu Chakravarthy and Salasiah Che Lah

(Eds.), (2003). Research and Reflection for Education,
Serdang: Universiti Putra Press.

• Ambigapathy Pandian, Gitu Chakravarthy and Peter Kell,

(2005). Innovation, Technology and Learning in Diverse
Setting, Universiti Sains Malaysia Press.
My Voyage in Language and Learning We lead

Research Books
 Ambigapathy Pandian, (2008). “Literacy Skills in Higher
Education: A Comparative Study between Public and Private
University Students”. In Sarjit Kaur, Morshidi Sirat, Norzaini
Azman (Eds.), Globalisation and Internationalisation of Higher
Education in Malaysia, Universiti Sains Malaysia press.

• Ambigapathy Pandian (2009). English for All: Reflections and

Best Practices. In Poly Journal Vol: 6 January – June 2009.

• Ambigapathy Pandian & Nader Assadi, (2010). The ABC’s of

Functional Grammar, Oxford Fajar.
My Voyage in Language and Learning We lead

Research Books
• Ambigapathy Pandian, Shaik Abdul Malik Mohamed Ismail & Toh Chwee Hiang
(Eds.), (2011). Teaching and Learning in Diverse Contexts: Issues and Approaches,
School of Languages, Literacies and Translation, USM.

• Ambigapathy Pandian, Shaik Abdul Malik Mohamed Ismail & Toh Chwee Hiang
(Eds.), (2011). Forging Unity Amidst Diversity: From the Classroom and Beyond,
School of Languages, Literacies and Translation, USM.

• Ambigapathy Pandian, Shaik Abdul Malik Mohamed Ismail & Thomas Chow Voon
Foo (Eds.), (2011). Curriculum Development, Materials Design and
Methodologies, Penerbit Universiti Sains Malaysia.

• Ambigapathy Pandian, Sunny Tan Siew Bek & Shaik Abdul Malik Mohamed Ismail
(Eds.), (2011). Teaching and Learning Language: Current Trends and Practices,
Penerbit Universiti Sains Malaysia.
My Voyage in Language and Learning
We lead

Research Books
• Ambigapathy Pandian et al., (2013). Multiliteracies in Education:
Research & Development Perspectives with a Focus on Forms of
Literacy in English in Schools in Malaysia, Universiti Malaysia Sabah
(UMS).

• Ambigapathy Pandian et al., (2013). New Literacies: Reconstructing

Language and Education, Cambridge Scholars Publishing.

• Ambigapathy Pandian, Murshidi Harun @ Zakaria & Tan Hock

Thye.(Eds.), (2013). Berliterasi Dalam Pelbagai Konteks : Cabaran Dan
Pendekatan, Pusat Pengajian Bahasa, Literasi dan Terjemahan, USM.

• Ambigapathy Pandian, Christine Liew Ching Ling, Debbita Tan Ai

Lin,Jayagowri Muniandy, Lee Bee Choo & Toh Chwee Hiang (2014)
Language Teaching and Learning: New Dimensions and Interventions,
Cambridge Scholars Publishing.United Kingdom.
My Voyage in Language and Learning
We lead
English Language in the domain of education
We lead

Lingua franca
of education Growth of
private
English and education
multilingualism (pre-school to
post
graduate)

English

Language in
the Language of
academic communication
world
Language of
instruction
English Language in the Domain of Education:
The Case of Malaysia We lead

 English recognised as an international and

global language from the early 20th century in
Malaysia and abroad.
 Global institutions (UN, IMF, the World Bank,
etc.) accepts the use of English as a necessity
internally in the transformation of society to
enable citizens to participate in globalization
 The PM of Malaysia, Najib Razak, in his
Foreword of the MEB, states that the
education system needs to keep pace with the
increasingly competitive global economy
 “ students … to have strong universal values such as
integrity, compassion, justice, and altruism, to guide
them in making ethical decisions”
 “it is important to balance the development of
global citizenship with a strong national identity”
English Language in the Domain of Education:
The Case of Malaysia We lead

 Education reforms in Malaysia and SEA in the last

few years in line with global reforms
Rankings e.g. Times Higher Education, QS World
University Rankings have influenced the universities
development
Malaysia’s aspirations to become an education hub 
foreign universities’ branch campuses e.g. Nottingham
University, Monash University, Swinburne, etc.
Internationalization – marketing of university
programmes around the world, active networks with
other universities, and publication in high impact
journals  prioritizes the support of English
 English Language in the Domain of Education:
The Case of Malaysia We lead

To gain
To attract
employment To seek richer To exchange To be global
international
in local and learning ideas competitors
students
global experience
economy
An emerging contender as an
international market for students

English as a
dominant
To promote language with
To improve To win global
better To gain social considerations
global influence &
relations mobility for unique local
rankings people linguistic (Arabic,
between
Mandarin &
countries Tamil) and
cultural assets
Transformation in ELT in Malaysia
We lead

Education Reports and Govt. Initiatives Year

Razak Report 1956
Rahman Talib Report 1960
Higher Education Committee Report 1967
Education Ordinance 1952/57
Education Act 1961/1996
National Language Act 1963/67, rev. 1971
New Economic Policy period 1971-1990
National Development Policy 1991-2000
National Vision period 2001-2020
Master Plan 2006-2010
National Key Results Areas 2010-2012
Malaysian Education Blueprint 2013-2025
 Transformation in ELT in Malaysia:
Key movements We lead

Education Reports and Govt. Year

Initiatives
Razak Report 1956 & Rahman Talib
Razak Report 1956 Report 1960
Rahman Talib Report 1960
• An education system that
Higher Education Committee 1967 incorporated national
Report
characteristics and offered a
Education Ordinance 1952/57
place in schools for children
Education Act 1961/1996 of any ethnicity or religion 
National Language Act 1963/67, rev. national unity
1971
• 4 school systems: Malay,
New Economic Policy period 1971-1990
Chinese, Tamil and English
National Development Policy 1991-2000
• English schools are catered
National Vision period 2001-2020
for any child of any ethnic
Master Plan 2006-2010
background whose parents
National Key Results Areas 2010-2012 were willing to pay fees
Malaysian Education 2013-2025
Blueprint
 Transformation in ELT in Malaysia:
Key movements
Education Reports and Govt.
Initiatives
Razak Report
Rahman Talib Report
Higher Education Committee
Report
Education Ordinance
Education Act
National Language Act
New Economic Policy period
National Development Policy
National Vision period
Master Plan
National Key Results Areas
Malaysian Education
Blueprint
We lead
Year
National Language Act 1970
1956 • Malay as the main medium of
1960 instruction in all primary and
1967
secondary schools was adopted
in 1970 and implemented in
stages
1952/57
• In 1970, English schools 
1961/1996 national schools which meant that
1963/67, rev. the medium of instruction had to
1971 be Malay, but English was and is a
compulsory subject in the national
1971-1990 as well as national type schools
1991-2000 (Asmah 2012: 158)
2001-2020 • In Peninsular Malaysia and
2006-2010 Sabah, English ceased to be the
medium of instruction at the
2010-2012
primary level in 1975, at the
2013-2025 secondary level in 1982
 Transformation in ELT in Malaysia:
Key movements We lead

Education Reports and Govt. Year

Initiatives
Razak Report
Rahman Talib Report
Higher Education Committee
Report
Education Ordinance
Education Act
National Language Act
New Economic Policy period
National Development Policy
National Vision period
Master Plan
National Key Results Areas
Malaysian Education
Blueprint
1956
NEP era (1971-1990)
• National focus on social and
1960 economic issues
1967 • Racial harmony and equity to
sustain development
1952/57 • National education system:
1961/1996 similar curriculum &
1963/67, rev. examinations
1971 • Reduction of English has
1971-1990 some shortcomings:
1991-2000 • Decline in English competency
of school leavers and
2001-2020 university students
2006-2010 • Older generation was more
prolific in English
2010-2012
• Calls for a solution to address
2013-2025 this education deficiency
 Transformation in ELT in Malaysia:
Key movements We lead

Education Reports and Govt. Year

Initiatives • In the 1990s, the Communicative
Razak Report 1956 inclination in the English Language
Rahman Talib Report 1960 syllabus allowed for students-centered
Higher Education Committee 1967
activities
Report
• In public lives, the use of English
Education Ordinance 1952/57 continued despite the enforcement of
Education Act 1961/1996 the National Language Policy
National Language Act 1963/67, rev.
1971 • However, there were always concerns
New Economic Policy period 1971-1990
about the declining standards of
English in the media
National Development Policy 1991-2000
National Vision period 2001-2020 • Recent moves: Inception of SMART
Master Plan 2006-2010 Schools (1997), MUET (1999), EST
National Key Results Areas 2010-2012 (2003), the use of English language as a
Malaysian Education 2013-2025
language of instruction in teaching
Blueprint Science and Mathematics in schools
(2003)
 Transformation in ELT in Malaysia:
ToMS (2003 – 2012)
Education Reports and Govt.
Initiatives
Razak Report
Rahman Talib Report
Higher Education Committee
Report
Education Ordinance
Education Act
National Language Act
New Economic Policy period
National Development Policy
National Vision period
Master Plan
National Key Results Areas
Malaysian Education
Blueprint
We lead
Year
The teaching and learning of science and
1956 mathematics in English - a government
1960 policy aimed at improving the command
of the English language among pupils at
1967
primary and secondary schools
1952/57 Policy met with many difficulties, mismatch
between discourse and reality
1961/1996
• the inadequate language skills and
1963/67, rev. competencies (staff willingness, Anglophone
1971 subject specialists, rural/urban divide, training
1971-1990 of teachers, etc.)
1991-2000 • Ideological objections (on the basis of cultural
identity)
2001-2020
• the unclear status of local languages as
2006-2010 language of science or as knowledge
2010-2012 languages
2013-2025 U-Turn in the policy led to another public
outcry from the more highly educated
urban middle classes
 Transformation in ELT in Malaysia:
Key movements We lead

Education Reports and Govt. Year

Initiatives
Razak Report 1956
Rahman Talib Report 1960
Higher Education Committee 1967
Report
Education Ordinance 1952/57
Education Act 1961/1996
National Language Act 1963/67, rev. GTP 2.0 (Government
1971 Transformation Programme)
New Economic Policy period 1971-1990 2 of 7 education initiatives are
National Development Policy 1991-2000 related to English:
National Vision period 2001-2020 • LINUS 2.0 – ensuring basic
Master Plan 2006-2010 literacy in English among Year 1
National Key Results Areas 2010-2012 – 3 pupils
• Enhancing the Quality of
Malaysian Education 2013-2025
Blueprint English Language Teachers
 Transformation in ELT in Malaysia:
Key movements We lead

CURRICULUM INSTRUCTION

TEACHER
ASSESSMENT
TRAINING

Ranjit Singh (2014)

 Transformation in ELT in Malaysia:
Curriculum Shifts We lead

Emphasis in ELT have shifted from Independence in

1957 to the present.

English in the
21st century?
Skills becomes
CLT English paper in Literacy Skills
crucial (critical Malaysian Smart
KBSM in 1988 (communicative SPM i.e. English
thinking, ICT, Schools in 1997 Oral Proficiency
competence) 122/322
etc.) Skills
Literary Skills

Azirah Hashim (2014)

 Transformation in ELT in Malaysia:
Higher Education We lead

HE development in Malaysia as stipulated in the MEB

(2013 – 2025):
Stage (Year) Developments
Stage 1 convergence of a plan to reverse the 1980s higher education
(1990) overseas exodus, and (b) new educational requirements of the First
Industrial Masterplan (1990 policy to reverse HE export model)

Stage 2 landmark reforms of 1996 Higher Education Acts (including

(1996) National Council of HE Act and Private HE Act) esp. with regard
private institutions which have now access to the college sector

Stage 3 Following 9/11 in 2001, Middle East students have become a

(2001) strategic focus of the renewed internationalization policy
Stage 4 In 2010 Higher Education designated National Key Economic Area
(2010) (NKEA) within wider New Economic Model (NEM); EduCity and
related policies have been developed
Azirah Hashim (2014)
Transformation in ELT in Malaysia:
Higher Education We lead

increasing
diversity of
student
population

The what kind of

global growth of education is
competition English as required in
working life
MOI in HE

the demand
from
stakeholders
Transformation in ELT in Malaysia:
Higher Education We lead

the language of
the academia
and the sciences

Adoption
of English
as MOI in
HE
the language to
English is the prepare students
most taught for an
language in most international
countries career in a
globalizing world
 TRANSFORMATION IN ELT IN MALAYSIA:
HIGHER EDUCATION We lead

English language programmes in Malaysian public universities

Zuraidah Mohd. Don (2012)

 TRANSFORMATION IN ELT IN MALAYSIA:
HIGHER EDUCATION We lead

THE PROPOSED EL DEVELOPMENT PROGRAMME

FORMAL LEARNING BEYOND CLASSROOM
LEARNING
4 -6 Credit hours

• Intensive English
(Bands 1 & 2) •Extra-curricular
(no credit hours) Activities
Student
EL Profiling
• General English • Self-Access Learning for Employ-
Intake
(Bands 3 & 4) ability GRADUATE
MUET •Industrial Placements (optional) EMPLOYABILITY
• English for
BANDS
Employability
(Bands 5 & 6) •Icon Programme and
Peer Support
Exit Test
• English for Specific Programme
(optional)
Discipline (on request)
•Native Speaker
• Immersion in English Support Programme
(Bands 1 & 2)

Zuraidah Mohd. Don (2012)

TRANSFORMATION IN ELT IN MALAYSIA:
HIGHER EDUCATION We lead

The proposed formal learning programme

Zuraidah Mohd. Don (2012)

 Transformation in ELT in Malaysia:
Higher Education We lead

• Malaysian education now accepts the stipulations of the

Common European Framework of Reference (CEFR) for
languages (output-based and operationalised)
– Level A (A1 or A2): enough language competence to ‘survive’ in
the foreign language
– Level B (B1 or B2) – B2, the operationally proficient level is a
good exit point for school leavers (argued by the Blueprint)
– Level C (C1 or C2) – a gap to what Higher Education Institutions
need

Azirah Hashim (2014)

Transformation in ELT in Malaysia:
Confronting 21st century We lead

encourage critical
thinking

foster innovative
culture

acknowledge diversity
in global spaces

The new language classroom

Transformation in ELT in Malaysia:
Confronting 21st century We lead

Approaching
multiliteracies
Mobile,
technology Constant
-savvy and connectivity.
student Teachers‘ role
centred
The Role of
Technology
Addressing urban-
A world
where equity
and Social rural & other
divides (different
is a central Media background and
theme
learning levels)
A context
Varieties:
that
Malaysian,
demands
British,
new
American or
credibility in
Australian
an era of
English
information
 Transformation in ELT in Malaysia:
Higher Education We lead

 The significance of English in SEA is typically

connected with the foundation of ASEAN in 1967
Founding members: Malaysia, Singapore, the
Philippines, Thailand and Indonesia
 English was assumed to be, and made, the only
official and working language from the beginning.
(Kirkpatrick 2010: 7)
 Article 34 states that “the working language of
ASEAN shall be English” in the signing of the
ASEAN Charter in 2009
Cambodia, Laos, Vietnam, and Burma (later
Myanmar), who later joined ASEAN and had no
Anglophone past did not raise any objections when
the status of English
Transformation in ELT in Malaysia:
Higher Education We lead

ASEAN member countries of today are:

at different stages of nation building
aspire to become integrated nations by 2015 and regional and
global players with partners within ASEAN and beyond
English is used for multiple functions as a second, foreign
or even first language, and is accepted as the lingua
franca for regional and global purposes
A vehicle of empowerment and participation
Performs a dynamic role in regional communication and serves
as a lingua franca to enable communication between
neighbours
Has gone hand in hand with economic growth in SEA
Competition between English and other languages is inevitable
in all countries
 Realities in EL teaching & Learning:
Selected portraits of Malaysia We lead

• Students seldom read academic

books and journals in English

• Students seldom read novels in

English

• Students confess to having

problems dealing with
information in English.
 Realities in EL teaching & Learning:
Selected portraits of Malaysia We lead

• The actual implementation of the

grand educational policies at the
macro level are fraught with
difficulties as the realities operating
at the school level are highly
complicated and problematic.

• The number of required hours for

teaching English per week is limited.
Realities in EL teaching & Learning: Selected portraits of
Malaysia We lead

• Students can write, but

weakness in grammar and
vocabulary hinder the
students from writing
fluently.

• Students also have problems

in pronunciation and
grammar. Students can speak
in English [if they want to]
but they lack self-confidence.
 Realities in EL teaching & Learning:
Selected portraits of Malaysia We lead

• The emphasis on tests and public

examinations do not encourage
effective learning in the English
classroom.

• Very few teachers are involved in

curriculum development for English
teaching

• Fear of technology

• Respecting student voices

 Realities in EL teaching & Learning:
Selected portraits of Malaysia
English is students’
weakest core subject
▪ 25% fail at UPSR
▪ 23% fail at PMR
in national ▪ 22% fail at SPM
assessments
“Graduates’ poor
command of
Malaysian students
perform poorly in
▪ 50% fail to obtain a
English was the
reason why
1119 pass
international English many faced a
exams hard time
securing jobs,
particularly in
Students lose out in ▪ 52% in MUET bands 1&2
multinational
employment – lack ▪ 48% of employers have
rejected students due to
companies”
requisite proficiency - Federation of
inadequate English
Malaysian
… and this affects their prospects of securing
Manufacturers
Ranjit Singh (2014) employment.
(FMM)
 What is changing We lead

“a pass in English to be
compulsory in SPM by
GTP 2.0 (Government 2016”
-Education Minister
1
Transformation Programme) 6 September 2013

3
2 of 7 education initiatives are
related to English:
• Learners: 2.0 – ensuring basic
literacy in English among Year
1 – 3 pupils
• Teachers: Enhancing the
Quality of English Language
Teachers
10 October 2014
Malaysia Education Blueprint Prime Minister
2013-2025
announces minimum
4
• Shift 2: Ensure Every Child
Is Proficient In Bahasa entry and exit MUET
Malaysia and English band requirements
Language for graduates
2
Ranjit Singh (2014)
 What is changing We lead

Programme: Enhancing English in Secondary Schools

Ranjit Singh
(2014)
 What is changing
70%* of all change programmes fail. Issues that must be considered:

Issue # 1 Issue # 2 Issue # 3 Issue # 4

• Setting • Securing • Avoiding • Keeping the
Internationally- stakeholder initiative focus:
benchmarked buy-in,
English overkill and Instruction,
commitment burn-out not
proficiency
and support
standards Bureaucracy

Ranjit Singh
(2014)
The challenging world of EL teaching in Asia:
Malaysia We lead
The challenging world of EL teaching in Asia:
Malaysia We lead
Conclusion We lead

Highly Contested Terrain

English
Education Language
Conclusion We lead

• English Language is here to stay, but

not to replace ethnic and local
languages
• Varieties in English
Conclusion We lead

Addressing Local and International Assessments

Conclusion We lead

Addressing Local and International Assessments

Conclusion We lead

Describe explicit In addition to a compulsory pass Make English as a

expectations for in SPM English, students must compulsory course
also be exposed to English in the first year at
SPM English
literacy skills at STPM/ Pre- university
(hybrid University/ Matriculation levels.
assessment)

Make University English Recommendations

Exit Examination (U3E)
a compulsory pass for for consideration for
successful graduation HEIs

Attend to processes of
Introduce advanced English
assessment in
university English courses every year to
courses that match enhance English literacy
workplace English and career readiness
Literacy requirements among university students
Conclusion We lead

Workplace

ENGLISH
University

School
 We lead

Any enquiries, please contact:

ambiga@usm.my
amby1279@yahoo.com
+6019-7771292