By the same authors

Teachers and the implementation of a new English curriculum in Malaysia

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Publication details

JournalLanguage, Culture & Curriculum
DateAccepted/In press - 21 Oct 2014
DatePublished (current) - Nov 2014
Issue number3
Volume27
Number of pages18
Pages (from-to)260-277
Original languageEnglish

Abstract

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.

    Research areas

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

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