Language Planning and the British Empire: Comparing Pakistan, Malaysia and Kenya

Powell, Richard J.

doi:10.1080/14664200208668041

Cited by 46 publications

(17 citation statements)

References 42 publications

(37 reference statements)

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“…English, Malay, Chinese and Tamil. This also served to maintain the social and economic segregation among the ethnic groups by limiting the possibility for social mobility and by providing different forms of education to different ethnic groups (Watson, 1980;Powell 2002). Eventually, the British saw that ethnic tensions were rising and realised that the economic, social and political progress in Malaya could be slowed down if these tensions were not solved (Ozóg, 1993).…”

Section: A Brief History Of the Malaysian Education Systemmentioning

confidence: 99%

“…These schools only provided primary education with English deliberately excluded from the curriculum since the British had no interest in creating opportunities for them to progress beyond their villages besides training them into being better cultivators and good citizens (Ozóg, 1993;Powell, 2002). Meanwhile, the Chinese and Indian communities established and funded their own vernacular schools with curriculums imported from their respective homelands as they were unregulated by the British (Powell, 2002). Malay and Tamil medium schools, which only offered primary education, were mainly found in rural Malaya whereas the Chinese-medium schools that offered up to secondary education were mostly located in urban centres (Watson, 1980).…”

Section: A Brief History Of the Malaysian Education Systemmentioning

confidence: 99%

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2013

Jice

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Section: A Brief History Of the Malaysian Education Systemmentioning

confidence: 99%

Section: A Brief History Of the Malaysian Education Systemmentioning

confidence: 99%

Untitled

2013

Jice

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“…Within the Malaysian setting, the number of students less proficient in the English language is becoming more prominent (Powell, 2002). In 2002, the change of paradigm concerning the importance of English for knowledge-based purposes has resulted in a new English language policy with the emergence of the Malaysian University English Test (MUET) for pre-tertiary education students.…”

Section: Efl Reading Within the Malaysian Contextmentioning

confidence: 99%

EFL Textbook Analysis: A Case Study

Sidek

2012

L & L

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The purpose of the present study was to determine how well a nationally mandated Malaysian EFL Upper Secondary textbook prepares upper secondary students for tertiary reading in English. The data were in the form of comprehension reading passages in the selected EFL textbook. In this study, reading instructional design in the EFL textbook was analyzed in terms of types and the grade-level length of passages. Using the data acquired from an analysis of this mandated textbook, the author argues that the ESL reading instructional design in the national Malaysian EFL Upper Secondary curriculum significantly under prepares students because of its overemphasis on narrative passages that are below grade-level texts.

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“…English education in Malaysia began in the early 19th century (Powell, 2002) during the British colonization and was made a compulsory subject in all primary and secondary schools (Course of Studies Regulation 1956, II). However, during the British colonial era, there was no consistent English language educational policy (Muthusami, 1987) due to the British divide and rule ideology.…”

Section: A Review Of Malaysian Efl Educational Policiesmentioning

confidence: 99%

The Malaysian Efl Language Planning and Policy and the Impact on Efl Reading Proficiency: A Review

Sidek¹

2018

IJAEDU- International E-Journal of Advances in Education

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Within the Malaysian setting, the English language is a foreign language that is widely used and has gained its status as a prominent linguistic liaison not only in the political, economic and social domains, but also within the educational context. Hailed as a lingua franca, the English language maintains its significance at the global level and due to such status, it has been made a mandatory subject at the elementary, secondary and tertiary educational institutions in Malaysia. The purpose of this paper is to present the review of English as a foreign language (EFL) in terms of its historical path and its connection to EFL literacy issues within the Malaysian educational context. The historical review of the Malaysian education with regards to EFL reveals that the mandatory inclusion of the English language in the school and higher institutions' curriculum could be traced back as a linguistic culturalization effect of the British colonization. The review also indicates that the pattern of inclusion of the EFL in the Malaysian educational system seems to be developmental in nature but with some patterns of consistency at the initial stage of its inclusion. As with regards to the EFL literacy issues, the review shows that the shifting from the English medium to the Malay medium in Malaysian public schools could be inferred as one of the causes of the emergence of issues in the EFL literacy amongst Malaysian learners. The outcomes of the review have implications on EFL policy and curriculum development as well as their future revisions in the Malaysian context.

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Language Planning and the British Empire: Comparing Pakistan, Malaysia and Kenya

Cited by 46 publications

References 42 publications

Untitled

Untitled

EFL Textbook Analysis: A Case Study

The Malaysian Efl Language Planning and Policy and the Impact on Efl Reading Proficiency: A Review

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