Contextualising CEFR-aligned preschool English language curriculum within the Malaysian preschool landscape

Abstract

Common European Framework of Reference for Languages (CEFR) is a framework adopted in many countries worldwide to achieve English language education of international standards. In line with global English language education reform, preschool English language curriculum in Malaysia has been aligned with CEFR. In Malaysia, it is found that there is a dearth of research conducted on CEFR-aligned English language curriculum implementation specifically at preschool level. In addition, there are several areas of concern in preschool education that need to be addressed for successful implementation of the curriculum. The study employed a qualitative case study approach with the aim to explore informants’ understanding on CEFR-aligned preschool English language curriculum implementation in Malaysia. Six informants who fulfilled the purposive sampling criteria were involved in in-depth interview sessions using a set of semi-structured interview protocol. The findings were further supported with document analysis of preschool curriculum document, informants’ lesson plans and CEFR-aligned language learning materials. Findings from the study revealed three significant themes related to the understanding of the informants on: i) alignment of preschool English language curriculum with CEFR; ii) strategic plan of CEFR-aligned preschool English language curriculum; and iii) induction of CEFR-aligned preschool English language curriculum by Ministry of Education. Towards this end, this paper proposes the need to contextualise the curriculum within the preschool landscape in Malaysia. Issues related to the implementation of the curriculum and solutions are discussed as well.