Curriculum responsiveness through fun english for asnaf young learners

Abstract

English language proficiency remains a persistent challenge among socioeconomically disadvantaged learners, particularly asnaf children who often have limited exposure to English beyond the classroom, and while the national English curriculum provides standardised learning outcomes, its implementation does not always fully address the diverse needs marginalised learners. This study, grounded in Goodlad’s curriculum framework, investigates how a community based Fun English programme in Sintok, Kedah transformed the formal curriculum into more responsive practices for asnaf children. A qualitative case study design was employed involving 48 primary school asnaf students and 6 trainee teachers who engaged in a university led Fun English programme, with data collected through classroom observations, field notes, student artefacts, and semi structured interviews with facilitators and selected learners, while learning activities such as games, storytelling, collaborative tasks, role play, language competitions, and interactive communication exercises were aligned with national curriculum outcomes and analysed thematically through an iterative coding process guided by Goodlad’s curriculum perspectives. The findings revealed three key themes, namely curriculum engagement through enjoyment, confidence building through supportive learning experiences and curriculum relevance through experiential learning. The study concludes that curriculum effectiveness is not only determined by prescribed content but also by how it is enacted and experienced, suggesting pedagogical innovation that enhanced curriculum responsiveness and supported meaningful English learning among asnaf learners.