| Summary: | The Contemporary Children's Literature Program (CCl) was introduced into English classes in Malaysian primary schools in 2003 with the aim of improving English language teaching through the introduction of storybooks or children's literature. Using a case study approach, this thesis examines the implementation of the CCl program in three primary schools in the city of Shah Alam, Selangor. The main data collection methods were classroom observation, document analysis (drawing on policy documents and teacher record books) and interviews with head teachers, teachers and students. Interview data collected at the three schools was supplemented by interviews with a key policy maker and trainers. The findings which emerged from this study can be categorised under four headings: first, stakeholders' perception of the program; second, issues relating to training; third, issues related to the use of CCl in classroom; and finally resources. While the various stakeholders were in agreement with the aims and objectives of the CCl program, the head teachers and teachers expressed reservations about both the extent of change and the speed with which it was being implemented in schools. There was a lack of a shared vision of the aims and objectives of the program which many commentators believe is essential for the successful management of change. Various problems were identified with the cascade model of training used to prepare teachers responsible for the implementation of CCl: the shortage of specialist English teachers available for training; the fact that in-house training is not common in Malaysian schools; the heavy workload placed upon teachers; and the very limited nature of monitoring of the program and assistance beyond state level training. The child-centred approaches and activities required by CCl were largely ignored as teachers continued in their usual teacher-centred patterns. There were limited opportunities for pupils to initiate talk and a failure on the part of teachers to build upon pupil contributions. Teachers did not differentiate between more and less proficient students. The more proficient children complained about being bored by inappropriate activities. The delays in getting the books to schools, however, compromised the success of the programme; the limited number of books supplied also created classroom management problems. Some teachers showed interest in being able to provide a wider choice to students. The more proficient students expressed concerned about the choice of stories, range of titles and number of storybooks in CCL. Although official policy is that workbooks should have no place in the classroom, the use of commercially produced workbooks observed in the three study schools shows further evidence of the teachers' limited understanding of the principles which underpin the CCl program.
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