Bridging the Gap: Challenges and Teacher Adaptations in Implementing CEFR-Aligned English Textbooks in Orang Asli (Semai) Schools

The implementation of the Common European Framework of Reference (CEFR) in Malaysia’s English language curriculum aims to standardize language learning and teaching across diverse school contexts. However, the unique sociolinguistic and cultural realities of indigenous communities, particularly the Semai people of Peninsular Malaysia, raise important questions about the relevance and effectiveness of CEFR-aligned materials. This qualitative study investigates the challenges faced by English language teachers and the pedagogical adaptations they employ when using CEFR-aligned textbooks in Orang Asli primary schools. Semi-structured interviews were conducted with six teachers from three Semai-majority schools in Perak, alongside insights from a local Tok Batin (village leader). Thematic analysis revealed multiple implementation challenges, including cultural disconnect, linguistic mismatch, lack of digital support, and curriculum misalignment. Teachers responded by localizing content, simplifying language, and supplementing with oral storytelling and visuals to bridge comprehension gaps. While the CEFR textbooks offer structured progression and communicative emphasis, participants expressed concerns over their suitability for low-proficiency, culturally distinct learners. The findings underscore the need for flexible, culturally responsive adaptations and policy support to ensure equitable English literacy development in indigenous education. This study contributes to ongoing discussions on textbook localization, teacher agency, and inclusive education within the framework of national language reforms.