Preliminary-Blueprint-Eng

4-11
setting the stage for structural change
Strengthening English language subject teaching within the current
system structure is only the beginning of the journey. To truly
transform English language proficiency levels and achieve the 70%
target, the structure of the system will need to be refined to create
capacity for increased exposure time to the English language.
Increasing English exposure time has extensive operational
implications on teacher recruitment and training, curriculum
development, and potentially, school hours. Such a programme can
only be embarked upon if three criteria are met:
▪ Bahasa Malaysia standards in National-type schools are equal to
those of National schools;
▪ Delivery of existing English language classes is significantly
strengthened; and
▪ Parents want an increase in exposure to the English language.
If all three criteria are met, the Ministry will offer the option of
increasing exposure time to the English language in Wave 2.
Wave 2 (2016 to 2020): introducing structural
change
Successful execution of Wave 1 initiatives is a necessary pre-requisite
for embarking upon deeper structural change in Wave 2. Only
when the education system is able to deliver universal operational
proficiency in Bahasa Malaysia and provide high-quality instruction in
the English language as a second language will the education system be
in a position to begin to create widespread bilingual proficiency.
In Wave 2, an improved LINUS programme and new Bahasa Malaysia
remedial classes for Years 1 to 6 should significantly increase the
standards of all students graduating from primary school. This,
coupled with identical standards of Bahasa Malaysia curriculum and
assessments between National-type primary schools and National
schools, will eliminate the need for the Peralihan class for students
struggling to make the transition to Bahasa Malaysia instruction in
secondary school.
Having focused on increasing English language teaching standards and
creating universal English literacy in Wave 1, the Ministry will continue
to raise proficiency in Wave 2. After-school remedial classes will be
introduced for students in Years 4 to 6 of primary school that are at
risk of falling behind in English language. If the criteria for structural
change are met, the Ministry will explore considering increasing
the exposure time to the English language from the current 15-20%,
for example via making an expanded English Literature module
compulsory at both the primary and secondary level, delivered within
existing school hours.
By 2020, the most popular additional language options such as
Chinese language, Tamil, and Arabic will be offered at more schools.
This will likely require training and deploying more language teachers.
In addition, the teaching of additional languages will be integrated
into instruction time at secondary school, as is the case in the new
KSSR. Larger schools may, subject to resourcing, offer several
language options while smaller school will explore leveraging the use of
technology to increase the number of language options on offer.
Wave 3 (2021 to 2025): scaling up structural
change
The Ministry will carefully analyse the success of the structural changes
introduced in Wave 2 and conduct a thorough National Dialogue to
solicit feedback. If outcomes and feedback are positive, models that
have been most successful in creating operational proficiency in both
Bahasa Malaysia and English language and improving access to an
additional language will be rolled out nationally.
In striving towards achieving the targets of 90% and 70% operational
proficiency in Bahasa Malaysia and English language respectively,
attention will be given to ensure that students receive high quality
instruction in both Bahasa Malaysia and English language, that an
adequate supply of trained teachers are available and that students
that fall behind are adequately supported. Comparable support will be
provided for the teaching of additional languages.