Teachers and the implementation of a new English curriculum in Malaysia

Jan Hardman, Norhaslynda A.rahman

Research output: Contribution to journalArticlepeer-review


In the light of a recent curriculum reform to improve the teaching of English in primary schools in Malaysia, this study set out to investigate the extent to which teachers are adopting a communicative language teaching (CLT) approach in their teaching. A mixed-method approach incorporating systematic observation, stimulated recall and interviews with teachers was used to study 32 English lessons at Standard 1. Despite being urged to adopt CLT approaches, the data analysis revealed the underlying pedagogy of the teachers was made up of rote, recitation, instruction and exposition, and that it severely restricted opportunities for pupils to participate in dialogue and discussion. Implications for improving the quality of English language teaching in primary schools in Malaysia and other countries in the Asia-Pacific region are considered.
Original languageEnglish
Pages (from-to)260-277
Number of pages18
JournalLanguage, Culture & Curriculum
Issue number3
Publication statusPublished - Nov 2014


  • Communicative language teaching
  • Curriculum reform
  • English in primary education
  • Teacher-pupil talk
  • Malaysia

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