The representation of English language in the Malaysian Education Blueprint 2013 -2025 : A CDA Perspective.

Zaman, Enaliza and Tusting, Karin (2019) The representation of English language in the Malaysian Education Blueprint 2013 -2025 : A CDA Perspective. PhD thesis, Lancaster University.

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Abstract

This research is aimed at uncovering how English language is represented in the Malaysian Education Blueprint 2013 -2025 (Blueprint) and shedding some light on what the English language really means to the education system of Malaysia. In order to uncover how the English language is represented, four analyses were conducted. Firstly, a text analysis was conducted on the ‘Language’ section of the Blueprint with Fairclough & Fairclough's (2012) political discourse analysis framework. Secondly, the representation of English language teachers was analysed with van Leeuwen’s (2008) socio-semantic inventory of the representation of social actors. Thirdly, teachers were interviewed about the initiatives stipulated in the Blueprint and their responses were analysed thematically. Finally, using the ‘Think-aloud’ protocol approach, teachers were asked to verbalise their thoughts about an extract from the Blueprint. Their responses to the extract were then analysed thematically. To complement the results of the text analyses, I located issues from the findings of the interviews and personal responses which are related to my findings from the text analyses. The findings of this research revealed, firstly, that the English language is constructed as being a global language which MOE believes is important to master. Next, the Ministry of Education Malaysia (MOE) believes that being proficient in the English language will enable Malaysian youth to compete on a global platform and that success means being able to compete globally. The analyses also revealed that MOE does acknowledge the importance of English language and being proficient in the language but the execution and implementation of the initiatives for improving the level of English language proficiency need to be addressed with more attention. In addition, teachers are acknowledged only as implementers of initiatives and as teachers of English language but not as equals, partners or policymakers.