AN APPLIED LINGUISTIC ANALYSIS OF THE DESIGN AND IMPLEMENTATION OF THE ENGLISH LANGUAGE PROGRAMME FOR NON-TEST TRAINEES IN TEACHER TRAINING COLLEGES, MALAYSIA

Abstract

This analytical description of the eight-year old Basic English Language programme for non-TESL teacher trainees attempts to identify the theoretical framework that underlies the design of the programme. It then examines the implementation of the programme and seeks to evaluate its effectiveness in meeting the English language needs of the teacher trainees. The aims of the study are: (1) to determine the socio-political factors that have influenced its design, (2) to examine its implementation, and (3) to identify its strengths & weaknesses and suggest some remedial measures. The respondents of the study were 84 teacher trainers, 84 trainees, five formulators of the programme, selected key officials from the Teacher Training Division and some trained teachers who had undergone the programme. Two questionnaires were used as the main instruments to obtain relevant information. These were supported by interviews, document studies and newspaper reports. The study revealed that while the English language programme is theoretically well-planned it is not being implemented as envisaged by the formulators. Various reasons were identified for this state of affairs. The study also shows that for all its appearance of effectiveness, the programme does not meet the needs of the trainees. Trainers have responded to the existing deficiencies mainly by ignoring the syllabus and attempting to substitute it with their own content and learning activities. Some possible remedial steps that can help reduce the weaknesses identified in the study are also suggested.