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From Policy to Practice : Navigating CEFR Alignment for English Language Teacher Agency and Professional Development in Malaysia

첫 페이지 보기
  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
  • 통권
    Vol.23 No.s1 (2026.05)바로가기
  • 페이지
    pp.100-118
  • 저자
    Huan Yik Lee, David Teh, Warid Mihat, Wong, Wei Lun
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A484946

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원문정보

초록

영어
English language education across the ASEAN region aims to boost global competitiveness, yet persistent gaps between policy ambition and classroom practices remain. In Malaysia, the recent enactment of the Common European Framework of Reference for Languages (CEFR), often hailed as a major policy reform, has drawn mixed public reactions. This study examined how Malaysian English language teachers exercised and negotiated agency in implementing the CEFR-aligned English language curriculum through continuous professional development (CPD). Drawing on Nguyen’s (2016) Typology of Teacher Agency and extending it through the conceptualisation of ‘buy-in’ and ‘autonomy’, the study interviewed 15 respondents operating at multiple institutional levels (i.e., school, district, state, and national). The data were then analysed using Naeem et al.’s (2023) Systematic Thematic Analysis Process Model. The findings revealed that teachers utilised adaptive and supportive agencies to contextualise CEFR principles, collaborate through professional learning communities (PLCs), and innovate materials, while compliant and non-engaging agencies were associated with structural constraints, cascade training limitations, and assessment misalignment. The study highlights the need for sustained, dialogic, and context-sensitive CPD to empower Malaysian teachers as active policy actors and ensure meaningful CEFR implementation in English as a subject in basic education (ESBE) classrooms.

목차

Abstract
Introduction
Contextual Background
English in Basic Education across ASEAN: Policy and Practice
The Malaysian Context: Reforming English Through CEFR Alignment
Theoretical Framework
Typology of Teacher Agency and Its Relevance to CEFR-Aligned CPD in Malaysia
Conceptual Linkages: CEFR, CPD, and Teacher Agency
Methodology
Data Collection Procedures
Data Analysis Procedures
Findings
Adaptive Agency: Negotiation and Innovation
Compliant Agency: Adherence and Pragmatism
Non-Engaging Agency: Disempowerment and Structural Barriers
Supportive Agency: The Ecosystem for Empowerment
Discussion
Theme 1: Emergent Emphasis on Collaborative and Continuous Support as Enablers of Teacher Agency
Theme 2: Emergent Proactivity in Mentoring and Sharing of Knowledge
Theme 3: Emergent Critical Agency in Addressing Systemic Barriers in the Education System
Theme 4: Emergent Integration of Agency with Policy Implementation
Conclusion
The Authors
References

키워드

Teacher Agency English language education curriculum reform continuous professional development language policy and planning CEFR in Malaysia

저자

  • Huan Yik Lee [ Universiti Teknologi Malaysia ]
  • David Teh [ Institut Pendidikan Guru Kampus Bahasa Antarabangsa ]
  • Warid Mihat [ UITM Kelantan Branch Campus ]
  • Wong, Wei Lun [ Universiti Kebangsaan Malaysia ]

참고문헌

자료제공 : 네이버학술정보

간행물 정보

발행기관

  • 발행기관명
    아시아영어교육학회 [Asia TEFL]
  • 설립연도
    2004
  • 분야
    사회과학>교육학
  • 소개
    The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.

간행물

  • 간행물명
    The Journal of AsiaTEFL
  • 간기
    계간
  • pISSN
    1738-3102
  • eISSN
    2466-1511
  • 수록기간
    2004~2026
  • 등재여부
    SCOPUS,KCI 등재
  • 십진분류
    KDC 740 DDC 420

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