Towards ESP Programmes in Technical and Vocational Institutions in Malaysia.

This paper examines the nature of vocational, technical, and polytechnic education in Malaysia, the extent to which English for special purposes (ESP) programs are incorporated into such education, and the need for ESP program reform. In 1992, Malaysia possessed 70 vocational and 9 technical secondary schools, all of which offered some form of ESP instruction in their curriculum. Until recently, ESP instruction was considered a relatively unimportant part of the curriculum. Rapid industrialization and development have created the need for improvement of the English language skills of technical workers, necessitatin7 a reform of the ESP curriculum in vocational and technical scnools. Similar needs are also evident at the polytechnic level. Proposed curriculum changes, educational strategies, teacher education issues, governmental policies, and future prospects are examined. (MDM) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U.S. DEPARTMENT OF EDUCATION Office ol Educational Research and improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) lt(4 document has been reproduced as recived from the person or organization or/wafting d. 0 Minor changes have been made to improve rprOduCtion quality Pornts Ot yiv/ OiNnionsStatri in this doc umint do not necessarily represent official OERI positron or policy TOWARDS ESP PROGRAMMES IN TECHNICAL AND VOCATIONAL INSTITUTIONS IN MALAYSIA Tuan by PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC). Haji Shukor Haji Md; Dom, Susila Devi, Tan Sui Chee & Nomita Balasingham In Malaysia at present there is increasing awareness of the need to give an ESP approach in technical and vocational institutions so that the language comes across as a relevant and useful resource for communication, skills development and lifelong learning. In this paper my colleagues and I will present a brief account of Vocational and Technical Education in Malaysia and the ESP programmes in the Vocational schools. the Polytechnics and the Technical Teachers Training College. The main objective of vocational education is to equip students with basic vocational and technical knowledge and skills. Vocational schools also offer practical training in individual trade skills. In 1992 there were 70 Vocational and 9 technical secondary schools catering for 27,073 vocational and 5,434 technical students respectively. To qualify for entry into the vocational schools the students have to pass the Lower Certificate of Education (SRP) which is conducted at the end of the 9th year of school. The students in the Vocational stream follow a two-year trade course which qualified them to sit for the Malaysian Certificates of Education (Vocational) Examination (SPMV), a public examination that enables them to enter tertiary education. The English Language programme for vocational stream is the same as for students in other schools. It is essentially a general English course. Students whose LCE results do not qualify them to gain entry into the trade course follow a skills course for two years. Here the emphasis is on the acquisition of a skill rather than academic excellence. There are twenty courses offered, among which are colarses that prepare the students to qualify as Domestic and Industrial Electricians, Gas Welders. Arc Welders, Automative Electricians, Radio and Television Technicians and Motor Mechanics. These students only study three academic subjects, mainly Bahasa Melayu. which is the National Language, English and the Islamic Religious Studies or Moral Education. The study of the academic subjects constitutes 20% of their total study time in school.