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The Representation of English Language in the Malaysia Education Blueprint 2013 -2025

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The Representation of English Language in the Malaysia Education Blueprint 2013 -2025 The Representation of English Language in the Malaysia Education Blueprint 2013 -2025. A CDA Perspective. TENGKU ENALIZA TENGKU ZAMAN B.Ed TESL (Hons), M. Ling. This thesis is submitted for the degree of Doctor of Philosophy May 2019 Department of Linguistics and English Language In loving memory of Tengku Dato’ Asmak Binti Almarhum Tengku Panglima Perang Tengku Muhammad Declaration This thesis has not been submitted in support of an application for another degree at this or any other university. It is the result of my own work and includes nothing that is the outcome of work done in collaboration except where specifically indicated. Many of the ideas in this thesis were the product of discussion with my supervisor Dr Karin Tusting. Tengku Enaliza binti Tengku Zaman B.Ed TESL (Hons), M.Ling Lancaster University Table of contents Abstract ........................................................................................... 8 Acknowledgment ............................................................................ 9 List of Tables ................................................................................. 11 List of Figures ............................................................................... 13 List of Extracts .............................................................................. 14 List of Appendices ........................................................................ 17 1 The English Language Affair ................................................ 18 1.1 The Springboard of this Research ......................................................... 18 1.2 The Malaysia Education Blueprint 2013 – 2025 ................................... 22 1.3 The Story of this Research ...................................................................... 25 1.4 An Overview of this Thesis ..................................................................... 27 1.5 Limitations of this Research ................................................................... 29 2 Globalisation, Malaysia’s Education Policy and The Language Education of Malaysia .......................................... 30 2.1 Introduction ............................................................................................. 30 2.2 Education Policy ...................................................................................... 31 2.2.1 Research in Education Policy ................................................................ 31 2.2.2 On defining education policy ................................................................ 33 2.3 Globalisation and Education Policy ....................................................... 36 2.3.1 On defining Globalisation ..................................................................... 36 2.3.2 Globalisation and its effects on education policy .................................. 39 2.3.3 Malaysia Education Policy and Globalisation ....................................... 45 2.4 Language Education of Malaysia ........................................................... 46 2.4.1 Introduction ........................................................................................... 46 2.4.2 The history of the language of instruction of the education system of Malaysia ............................................................................................... 47 2.4.3 Bahasa Malaysia and the English language in Malaysia ....................... 49 2.4.4 The teaching and learning of language .................................................. 54 2.4.5 Language Education Policy Gone Wrong ............................................. 59 2.4.6 Impact of Reversal in the Language of Instruction ............................... 63 2.4.7 Conclusion of Language Education of Malaysia ................................... 63 2.5 Conclusion ................................................................................................ 66 3 The Discursive Approach to Education Policy .................... 69 3.1 Introduction ............................................................................................. 69 3.2 Critical Discourse Analysis (CDA) ........................................................ 69 4 3.3 The Characteristics of CDA ................................................................... 71 3.4 The Critiques of CDA ............................................................................. 73 3.5 Justification of CDA as a tool for policy analysis ................................. 75 3.6 Fairclough & Fairclough’s Argumentation Analysis Framework ..... 77 3.7 Van Leeuwen’s Socio-semantic Inventory ............................................ 83 3.8 Conclusion ................................................................................................ 88 4 Methodology of This Study .................................................... 90 4.1 Introduction ............................................................................................. 90 4.2 Textual Analysis ...................................................................................... 90 4.2.1 Introduction ........................................................................................... 90 4.2.2 Fairclough & Fairclough's (2012) Structure of Practical Arguments framework ............................................................................................. 91 4.2.3 Operationalisation of Fairclough and Fairclough’s (2012) argumentation analysis ................................................................................................. 93 4.2.4 Van Leeuwen’s Social Actor Framework ............................................. 97 4.2.5 Operationalisation of Van Leeuwen’s Social Actor Framework ........... 98 4.2.6 Data for Textual Analysis – The Malaysia Education Blueprint 2013 - 2025 (Blueprint) ................................................................................. 100 4.3 Interviews and Think-Aloud Session with the English language teachers ................................................................................................... 102 4.3.1 Introduction ......................................................................................... 102 4.3.2 Interviewing ......................................................................................... 103 4.3.3 Think Aloud session using think-aloud protocol approach ................. 107 4.4 Transcribing and transcription ............................................................ 109 4.5 Collection of Data .................................................................................. 111 4.5.1 Data Source .......................................................................................... 111 4.5.2 Analysis Procedure of Interview and Think Aloud Data .................... 112 4.6 Conclusion .............................................................................................. 115 5 Analysis of the Malaysia Education Blueprint 2013 – 2025 ................................................................................................ 117 5.1 Introduction ........................................................................................... 117 5.2 The Argument for the Malaysia Education Blueprint 2013 - 2025 .. 122 5.2.1 The Circumstances .............................................................................. 122 5.2.2 Aspirations and Vision ........................................................................ 127 5.2.3 Conclusion ........................................................................................... 130 5.3 Overview of the Language Section of Chapter Four of the Blueprint 131 5.3.1 The Common European Framework of Reference for Languages (CEFR) and Malaysia’s English language Education. ....................... 132 5.3.2 Introducing the Initiatives for the Transformation of the English Language Education ........................................................................... 137 5.3.3 The Circumstantial Premise of the Transformation of English Language Education ............................................................................................ 140 5.3.4 The Means-Goal Premises ................................................................... 145 5 5.3.5 The Values ........................................................................................... 147 5.4 The Roadmap for the Transformation of Teaching of English Language ................................................................................................ 148 5.4.1 Wave One ............................................................................................ 151 5.4.2 Wave Two ............................................................................................ 158 5.4.3 Wave Three .......................................................................................... 160 5.5 Discussion and Conclusion ................................................................... 162 6 English Language Teachers in The Blueprint ................... 168 6.1 Introduction ........................................................................................... 168 6.2 Presentation of Analysis ........................................................................ 168 6.3 Results of Analysis ................................................................................. 169 6.3.1 Inclusion .............................................................................................. 170 6.3.2 Representation by Functionalization ..................................................
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