English in the reimagined 2027 curriculum
For parents new to the national school system, here is an attempt to outline the changes and challenges that we can expect in 2027.
In the new Malaysian curriculum, the focus on English is stronger in structure, but more balanced in positioning. English remains a core subject at both primary (KSSR) and secondary (KSSM) levels. It is not an elective and it continues to receive structured instructional time throughout schooling.
The curriculum is aligned with the Common European Framework of Reference for Languages (CEFR). This shifts the emphasis from rote grammar learning to measurable proficiency benchmarks — what students can actually do in listening, speaking, reading and writing. The approach is more communicative and skills-based.
Assessment has moved towards continuous classroom-based evaluation (PBD) rather than relying solely on high-stakes exams. Speaking and listening are given greater weight than before, including school-based oral components in the SPM.
Having said that, English is positioned as a language of global competence, not as a replacement for Bahasa Melayu’s role as the national and unifying language. The curriculum tries to strike a balance: strengthening English proficiency while preserving national identity.
In short, the new curriculum places clear, structured and internationally benchmarked emphasis on English, with a stronger focus on real-world communication rather than exam technique alone.
English does not replace Bahasa Melayu as the primary medium of instruction for science and mathematics in national schools. Science and mathematics are primarily taught in Bahasa Melayu, in line with the national policy. English is not automatically the teaching language for these subjects. However, schools may opt for the Dual Language Programme (DLP) introduced by the Ministry of Education. So, English plays a selective instructional role, not a universal one.
Even in non-DLP schools, English scientific and mathematical terms are increasingly introduced, textbooks and reference materials may expose students to bilingual terminology and this helps students transition to higher education, where English dominates science, technology, engineering and mathematics (STEM) literature.
English is strengthened as a language of global knowledge and STEM access and schools are given structured flexibility through DLP.
DLP remains a government-approved programme that allows schools to choose to teach science and mathematics in English instead of Bahasa Melayu. It exists within the Memartabatkan Bahasa Malaysia, Memperkukuh Bahasa Inggeris (MBMMBI) framework and is codified in official guidelines (for example, Surat Pekeliling Ikhtisas KPM).
DLP is not mandatory for all students. It is a school-level option intended to strengthen English while upholding Bahasa Melayu. While DLP exists, its application varies by school size, teacher readiness and parental demand.
Sarawak is the most prominent state implementing DLP more widely. It is extending DLP to secondary schools, which started in 2026, where the pure sciences and additional mathematics is taught fully in English. Sarawak also conducts its own standardised DLP assessments (for example, UP-DLP for Year 6) to evaluate outcomes in English, mathematics and science. Sarawak’s model is somewhat unique and goes beyond the typical school-choice model in Peninsular Malaysia.
DLP remains under review and occasionally politically discussed
The key challenges facing English language teaching and learning in the new curriculum as of 2027, based on policy developments and implementation realities, are teacher capacity and training, consistent assessment, equal resource distribution, student motivation and real-life use, balancing national language priorities, data quality and monitoring and the effective use of technology.
Addressing these systematically — through ongoing teacher development, stronger assessment systems, community engagement and resource equity — can help Malaysia achieve stronger and more meaningful English proficiency outcomes as students become confident communicators in the language as part of future-ready skills.
Here are practical classroom examples of how English could look under the New Curriculum 2027 (KP2027) at both primary and secondary levels. For Years 1 and 2, the focus will be “Show & Tell with Purpose” to improve speaking confidence, sentence building and listening skills. For Years 3 and 4, the focus will be “Storytelling & Critical Thinking” to improve comprehension, vocabulary expansion and expressive speaking. For Years 5 and 6, the focus will be “Mini Project-Based Learning” to improve on applying English in real contexts. In science class, perhaps label plant parts in English and explain a simple experiment orally, with the focus on using English naturally beyond the English period.
For Forms 1 to 5, the focus will be “Issue-Based Discussions”, “Real-World Communication Tasks”, “Literature with Application” and “Collaborative Digital Projects” with a view to enhancing critical thinking, persuasive language, academic vocabulary, functional English for future careers, higher-order thinking and expressive language, and communication, digital literacy and teamwork.
Under KP2027, English is expected to become a tool for real communication and lifelong learning — not just a school subject for exams. The curriculum aims to produce students who are confident and competent in English, ready for real-world challenges and opportunities.
But better yet with DLP. Ensure that your child is proficient in Bahasa Melayu to get into DLP, and even so if there is a vacancy, as demand exceeds supply. It is the only way around the Ministry of Education’s mis-guidelines that disregard parents’ wishes for their children’s education.
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