Challenges in Implementing the CEFR in English Language Classrooms

Abstract

The adoption of the Common European Framework of Reference for Languages (CEFR) in the English Language Education Roadmap 2015-2025 is a reform effort to enhance the standard of our students’ English language proficiency level. While it is a commendable initiative, its implementation in schools has received mixed reactions especially from teachers who are confronted with a number of challenges. Hence, this study was carried out to investigate the nature of challenges encountered by English language teachers in implementing the CEFR in their classrooms. Data for this study were collected from questionnaires gathered from 117 English language teachers in primary schools in Johor Bahru district. The findings revealed the challenges were related to teachers’ English language proficiency level, designing class activities, students’ participation in class, the textbooks used, teachers’ workload, and students’ proficiency level. The challenges were found to be inter-related and could be traced to lack of CEFR-related training, insufficient teaching and learning materials, constraint of time, and the policy which does not allow for students to be streamed based on their proficiency level. All this seemed to make it more difficult for the teachers to implement the CEFR successfully.