THE USE OF CEFR IN ENGLISH LANGUAGE EDUCATION REFORM: FOREIGN TEXTBOOKS AND CULTURAL ISSUES
DOI:
https://doi.org/10.55197/qjssh.v5iSI1.562Keywords:
CEFR textbooks, cultural elements, foreign culture, local cultureAbstract
English language education in Malaysia has undergone reforms to meet economic growth needs and nurture human capital for international connections. Since 2017, foreign textbooks have been introduced to match CEFR standards, but concerns have been raised about their cultural impact. This paper evaluates the cultural elements in CEFR textbooks from primary to secondary levels in Malaysia using a qualitative synthesis method and cross-verification. A total of 13 journal articles were reviewed, revealing that foreign textbooks depict more foreign cultures such as celebration, seasons, transportation, food, attire, characters' names, and Spanish vocabulary. However, some elements are culturally neutral. The use of foreign textbooks promotes diversity, authentic language usage, and opens students' horizons, making them more appreciative of others. Teachers are encouraged to be creative in adapting materials if foreign elements are deemed challenging for students.
References
Abbas, M.N. (2023): Analysis of The" Get Smart Plus 4" Textbook from The Eil Perspectives. – e-Jurnal Bahasa dan Linguistik (e-JBL) 5(1): 26-34.
Abdul Rahim, H., Jalalian Daghigh, A. (2020): Locally-developed vs. global textbooks: An evaluation of cultural content in textbooks used in ELT in Malaysia. – Asian Englishes 22(3): 317-331.
Alih, N.A.C., Raof, A.H.A., Yusof, M.A.M. (2021): Policy change implementation: The case of the CEFR in Malaysian ESL classrooms. – Journal of Nusantara Studies (JONUS) 6(2): 296-317.
Amerian, M., Khaivar, A. (2014): Textbook selection, evaluation and adaptation procedures. – International Journal of Language Learning and Applied Linguistics World 6(1): 523-533.
Aripin, M.A., Yusoff, A.K. (2022): Level One English Language Teachers’ Evaluation of the Quality and Suitability of the Super Minds CEFR Textbook for Local Use by Malaysian Pupils. – IIUM Journal of Educational Studies 10(1): 114-140.
Aziz, H. (2017): Textbooks do not make the teacher. – New Straits Times Web Portal 6p.
Azman, H. (2016): Implementation and Challenges of English Language Education Reform in Malaysian Primary Schools. – 3L: Southeast Asian Journal of English Language Studies 22(3): 65-78.
Bakir, A.B.B.M., Aziz, A.B.A. (2022): Primary school Teachers’ perceptions on the Effectiveness of CEFR textbooks in Malaysia: A systematic literature review. – International Journal of Academic Research in Progressive Education and Development 11(3): 1401-1415.
Chow, M.D. (2017): Why the rush to use imported English textbooks, asks DAP MP. – Free Malaysia Today Web Portal 6p.
Council of Europe (2001): Common European framework of reference for languages: Learning, teaching, assessment. – Cambridge University Press 273p.
Don, Z.M., Abdullah, M.H., Abdullah, A.C., Lee, B.H., Kaur, K., Pillai, J., Hooi, M.Y. (2015): English language education reform in Malaysia: The roadmap 2015-2025. – Putrajaya: Ministry of Education 456p.
Green, B.N., Johnson, C.D., Adams, A. (2006): Writing narrative literature reviews for peer-reviewed journals: secrets of the trade. – Journal of Chiropractic Medicine 5(3): 101-117.
Hadi, M.L.A., Shah, P. (2020): Malaysian ESL teachers’ perception towards CEFR-aligned textbooks. – International Journal of New Technology and Research 6(10): 73-79.
Hammim, R. (2018): Jelta wants Education Ministry to rethink use of imported textbooks. – New Straits Times Web Portal 6p.
Hosseinzadeh, M., Heidari, F., Choubsaz, Y. (2022): A Comparative Analysis of the Cultural Contents and Elements in International and Localized ELT Textbooks. – International Journal of Society, Culture & Language 10(1): 109-124.
Hutchinson, T., Waters, A. (1989): English for specific Purposes: A Learning-Centred Approach. – Klett 183p.
Ismail, M.S. (2023): Mom on Facebook concerned over ‘Super Minds’ school book that has Halloween, Easter, Christmas images. – The Rakyat Post Web Portal 7p.
Kaplan, R.B., Baldauf, R.B. (2005): Language-in-education policy and planning. – In Handbook of Research in Second Language Teaching and Learning, Routledge 21p.
Katawazai, R., Haidari, M., Yahya, N.R.A., Chin, L., Ibrahim, I.F.C., Muhydin, N.M., Sandaran, S.C. (2022): An Evaluation of the Cultural Elements within Malaysian Year 1 English Textbooks: KSSR SK English Year 1 and CEFR Super Minds 1. – Sains Humanika 14(1): 20-25.
Marwa, M., Cahyono, B.Y., Latief, M.A., Prayogo, J.A. (2021): Intercultural topics in the Indonesian english language teaching classroom: contextualizing local and neutral cultures to target and global cultures. – Journal of Intercultural Communication 21(1): 34-45.
Munir, S., Suzanne, N., Yulnetri, Y. (2021): Developing criteria of an English textbook evaluation for Indonesian senior high school. – Ta'dib 24(2): 217-228.
Nawai, R., Said, N.E.M. (2020): Implementation challenges of Common European Framework Reference (CEFR) in a Malaysian setting: Insights on English teachers’ attitude. – International Journal of Academic Research in Business and Social Sciences 10(7): 28-41.
Ponnusamy, N.K., Sandaran, S.C., Gunasegaran, I. (2021): Evaluation of Year 6 KSSR English (SK) Textbook: Teachers’ Perspectives. – LSP International Journal 8(1): 67-80.
Roberts, F., Aziz, A.A., Matore, M.E.E.M. (2020): Criteria of a Good ELT Textbook: Malaysian Teachers’ Perception. – Universal Journal of Educational Research 8: 7433-7442.
Şahin, M. (2021): Course materials and textbook selection criteria of English language teachers. – Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi 9(6): 1587-1611.
Sani, R. (2018): Building capacity to increase English proficiency. – NST Online Web Portal 9p.
Shak, M.S.Y., Albakri, I.S.M.A., Tahir, M.H.M., Adam, M.H.M. (2021a): The use of imported CEFR-aligned English language textbooks in Malaysian schools: Issues and concerns. – International Journal of Academic Research in Business and Social Sciences 11(9): 954-963.
Shak, M.S.Y., Malik, N.A., Hasni, N.A., Tahir, M.H.M. (2021b): Revisiting PULSE 2 Textbook after Three Years: Have Teachers Changed Their Mind? – Malaysian Journal of Social Sciences and Humanities (MJSSH) 6(5): 177-189.
Takal, G.M., Planisamay, T., Gani, N.A.B. I., Peter, C.V., Rahmat, A. (2021): An evaluation of ‘Get Smart’English language textbook from the perspectives of English teachers. – Aksara: Jurnal Ilmu Pendidikan Nonformal 7(2): 727-746.
Templier, M., Paré, G. (2015): A framework for guiding and evaluating literature reviews. – Communications of the Association for Information Systems 37(1): 112-137.
Zein, M.S. (2012): Language teacher education for primary school English teachers in Indonesia: Policy recommendations. – The Australian National University 341p.
