From your reading and understanding of the MPPP (2013 – 2025), how far do you think the

objectives related to the teaching and learning of English in Malaysia have been achieved so
far? How much could concepts like MBI, DLP, CEFR and NPDL contribute towards achieving
these objectives?

The MPPP 2013-2025 and the English Language Education Reform Roadmap 2015-2025,
recently introduced in 2013 and 2015, respectively, bring definitive transformations to the
way English as a second language is taught and learned in Malaysia in the 21st century from
primary to tertiary levels. English language teaching as envisioned in the MEB document is
progressive and comprehensive as all stakeholders concerned with the quality of the future
generation are given a role to contribute towards ensuring its quality and standards are
attained. The objective of MPPP can be seen that the participation and collaboration from all
responsible, the child is socialized into learning English as a local experience, thus helping
him to develop integrative motivation to acquire the language in its non-native context.
Furthermore, this nurturing environment make the language less foreign to most children, in
particular those from rural areas and multilingual home environments, where access to the
target language may be limited. CEFR is a benchmark for an international standard that
focuses on developing learners who are able to communicate and interact in any language.
The focal point of the Malaysian education reform is to adopt the CEFR levels as the guiding
beacon or regulating framework for curriculum development, issues regarding learning
materials and the measurement of learning outcomes. The concepts of MBI, DLP, CEFR and
NPDL will change the landscape of English language learning experiences in multilingual
and plural Malaysia at micro and macro levels. With greater emphasis on standards and
competencies that are closely assessed for self-achievement rather than school success,
and increased involvement of parents and community including private and public sectors,
an expanded ecosystem of learning is created beyond the classrooms to encompass the
social realities of the students’ life outside of the schools.