‘Local English textbooks too easy’

For some M’sians, current language learning approach not holistic enough

PETALING JAYA: If Ariv Chelvam had a choice, he would have studied imported English textbooks in school.

Ariv, who recently completed his pre-university studies, is currently tutoring secondary school students in English.

“The local English textbooks are boring and terrible, and the standards are very different.

“But the new textbooks are more creative and there are reading, writing and listening activities. This gives students a holistic approach to language,” said Ariv, 20.

While in school, he took English lessons with the British Council. It was then that he realised the difference in standards.

“I felt that the English I was studying in school was of kindergarten level.

“Had I not attended British Council’s lessons, the textbooks alone would not have prepared me to speak English with the confidence I have today.

“I strongly agree with the Education Ministry’s aim to align English exams to the Common European Framework of Reference for Languages (CEFR),” said Ariv.

Meanwhile, start-up company owner Jeff, who scored a B for English in his SPM examination, admitted that he was not very proficient in the language and still feared using it.

“When I was in school, activities that encouraged students to speak in English like public speaking and presentations were rare, so the opportunity to speak the language was also rare.

“The level of English in the local textbooks definitely didn’t equip me well enough to speak, but I took the initiative to get involved in science projects that required me to do presentations in English, which helped me to communicate better.

“I also practised speaking English a lot during my university days, which has helped me with my start-up business.

“It’s good that the ministry wants to upgrade the level of English, but I hope it will involve more hands-on activities rather than just studying the language on paper.

“English is now a basic necessity in the working world,” said Jeff, 24.

National Union of the Teaching Profession secretary-general Harry Tan said the primary concern among teachers is that the content of the imported English textbooks is not relevant to the Malaysian context.

Many non-English-language teachers who do not have a strong command of English also prefer using local textbooks for teaching and learning, he said.

“This is because they can use their background, which is limited to Malaysian English, to educate their students. The imported textbooks are very British-centric and non-English-language teachers are not used to that culture.

“This creates a ripple effect because if the teachers don’t understand, how will students learn?” Tan asked.

Parent Action Group for Education Malaysia chairman Datin Noor Azimah Abdul Rahim said the CEFR was needed to set a standard for both students and teachers so that they knew the minimum levels expected of them.

“English language proficiency among some youth and adults is atrocious and they are unaware of it. The CEFR can help boost English standards. When students know the level they are at, remedial action can be taken to reach the minimum target expected of them.

“The more proficient students can work on going beyond what is expected of them at their age,” she said, adding that a radical approach must be taken to achieve a transformative outcome.

Melaka Action Group for Parents in Education chairman Mak Chee Kin agreed that many young people were struggling to speak proper English.

“Our government must be determined and persistent enough to ensure its success,” he said, adding that he was concerned that the plan might be abandoned halfway through.