The CEFR-Aligned Curriculum Execution in Malaysia and Other Countries: A Conceptual Paper

Abstract

The Common European Framework of Reference for Languages (CEFR) impacts language education, learning and evaluation in the European nations as well as in different nations around the world. The recently presented CEFR-aligned educational plan through the Malaysian English Language Roadmap (2013-2025) could set up a fundamental and reliable arrangement of learning guidance and evaluation in Malaysia. As the CEFR has been broadly embraced by numerous nations before its selection in Malaysia, there is a need to look at the issues faced by different nations to guarantee a superior arrangement of the CEFR in the Malaysian educational program. This paper aims to examine the executions of the CEFR in a few nations to satisfy their respective education policies in order to compare with the development and execution of the CEFR in Malaysian schools and universities. In this investigation, a review of 25 research papers published in journals from the year 2010 to 2019 related to the CEFR transformation and execution issues for English language from different nations all around the world, including Malaysia, was conducted. Utilising Google Scholar, these papers were selected with important keywords such as “CEFR” and the name of the chosen country. In view of the current writing, a few differences just as qualities and constraints of the CEFR-aligned executions were underscored, which propose required data to rethink the execution of the CEFR in the Malaysian education curriculum in order to accomplish the significant goal of refining English instructing, learning and assessment. The paper ends with proposals on the need to normalise academic practice to improve the CEFR- aligned educational program change endeavours.