Investigating cascade training of CEFR-Aligned Standards-Based English Language Curriculum (SBELC) in rural Malaysia

Abstract

This article describes a study to understand teachers' experience in implementing the CEFR-Aligned Standards-Based English Language Curriculum (SBELC) in rural Sabah, Malaysia. The literature review revealed many cases where curriculum reform was not implemented as intended due to factors such as inappropriate training structures and inadequate training, understanding, and resources. Compared to other regions in Malaysia, rural Sabah schools may face a more acute situation due to teachers' lack of experience and resource shortages for the implementation of training and teaching. In this study, the researchers interviewed six teachers, with two of them also serving as trainers of the new curriculum. Transcripts were analysed using deductive thematic analysis. The codes revealed that teachers in general had a positive training experience that was reflective, open to reinterpretation, and with a degree of decentralisation of expertise. There were also issues where quality of training deteriorated as the levels progressed, due to lack of resources allocated. This article offers some suggestions to enhance rural Sabah teachers' training experience. A quantitative study of a larger scale should be done to further confirm the findings of this study.