CONTINUUM

The formal structure of the English language curriculum at the university is limited to the three categories and exposes students to only 80 to 120 hours of English per semester throughout the three years at university.

The Common European Framework of Reference (CEFR) for Languages: Learning, Teaching, Assessment recommends at least 600 to 800 structured hours in a four-month term for an individual to achieve mastery at any one level of the six levels on the CEFR scale (A1, A2, B1, B2, C1 and C2).

“Therein lies the main problem with learning the English language at university as very limited time is allocated for the subject in the degree programmes.”

Nevertheless, in an effort to provide additional exposure and opportunities for language use, the Language Centres, which are responsible for English language proficiency at university, do provide students the chance to experience English in action beyond the classroom and in collaboration with the faculties.

At UKM, English enrichment programmes are conducted beyond the formal structure through English camps, role-play immersion programmes such as Bravehearts, and English-speaking zones at residential colleges where debates and drama play-acting are held. However, these programmes are not compulsory.

UPM Centre for the Advancement of Language Competence (CALC) is responsible for raising English language proficiency of students.

Arshad said as the university expects its students to have a basic command of the English language, the modules focus on reading, writing and oral presentation skills.

“CALC has introduced the three-component English Language Experience (ELEx) package that allows students to use the language in a more meaningful and interactive manner.

“The first is the conventional course component delivered in the classroom with a focus on academic language required at university while the second is the Language Activities segment with no credit component which focuses on student interaction in English in order to complete specific tasks.

“For example, group discussions are conducted in English and to minimise student anxiety, the teacher plays only a peripheral role in the interaction.

“With the introduction of this package, students have become more willing to interact in the English language, which is a good first step towards better language proficiency, especially for less proficient students.

“Another part of the ELEx package is the Certificate in English Language Courses which focus on workplace or occupational language needs. We plan to also introduce higher level English language courses such as Critical Reading and Creative Writing for more proficient students so that they can hone their abilities in the language.

“We encourage outbound as well as inbound mobility programmes that allow students to use the language in real-life situations. Hence, language use is more meaningful and students will want to use good and correct language.

“At the same time, other entities in UPM, most notably the residential colleges, conduct activities that encourage the use of the English language through activities such as debates and drama and writing competitions,” said Arshad.

Lilliati added that UPM has a stringent selection process to ensure that undergraduates are proficient in the English language.

“We further polish their English language ability and equip them with the necessary pedagogical knowledge and skills through courses such as content-based second language instruction and teach writing skills and grammatical descriptions.

“There is also a strong emphasis on teaching literature in English and developing classroom practices in line with current developments in second language teaching.

“The high quality of our graduates contributes to a supply of well-trained and proficient English language teachers in schools all over the country,” added Lilliati.

Zuwati added: “The pedagogy of teaching the language should be fun learning. The lecturer should create modules in class that attract students to learn the language in a fun way.

“Encourage students to engage with their peers and lecturers in an interactive session and speak their mind.”

There is no one best approach to teach the language as the lecturers are free to design their lesson plans.

Abu Bakar said in tertiary education, the focus of instruction, especially in the first few semesters of the students’ English language learning experience, is on developing skills in reading, writing and communicating.

As their courses progress, students will be taught to read, write and communicate in their specialised fields of study.

Hazita said in dealing with English language proficiency, the relevant ministries and agencies should put in place an English language education plan that is comprehensive and inclusive to ensure there is a continuum from school to the tertiary level and right up to the employer.

The responsibility for helping the young generation to master the English language should not be confined to the school and university but should also be borne by the employing agencies.

This empowering approach will see all stakeholders collaborating rather than putting the blame unfairly on the school and university.

“If well implemented, the English Language Education Roadmap will realign responsibilities and ensure the continued development of language skills from pre-school to tertiary and employment,” added Hazita.

Abu Bakar said when it comes to education, be it English, Malay, Math, Science or STEM, everyone should be responsible especially the student, parents and society.

“Undergraduates have the responsibility to improve their own learning, and not rely 100 per cent on teachers and institutions.

“Over-reliance on instructors and institutions beats the purpose of preparing students for the workplace. If they consider themselves to be functioning adults, then they have to behave and learn like one,” he added.

Zuwati said the university should provide a support system for tertiary students to learn not only general English but also the language used in theses and dissertations.

“As students have different language exposure before university, the tertiary institution should emphasise content and language integrated learning such as English for communication, law, engineering and science undergraduates.

Arshad said universities should also try to give attention to workplace-related English proficiency even with the constraints of the curriculum that focuses on the content of the programmes.

“With a good functional ability in English, language skills can be honed while on the job.”

With the implementation of the revised English language curriculum that is aligned with the CEFR beginning last year (for Year One and Secondary One), there is hope that the approach to teaching English and the purposes for learning it will be more communicative in nature.