Dr Norashikin Yusof


Lecturer, Sultan Hassanal Bolkiah Institute of Education


My academic career started in 2006 as a tutor in Sultan Hassanal Bolkiah Institute of Education (SHBIE) specialising in English Language Education. I obtained my first degree from Universiti Brunei Darussalam in Bachelor of Arts Education, majoring in Teaching English as a second language. I then went for further studies and was awarded a Master of Education degree in TESOL (Teaching English to Speakers of Other Languages) from University of Exeter, United Kingdom. My Master's research was on understanding teacher-student perceptual matches and mismatches for the purposes of augmenting a success-building environment for underachieving learners of English in Brunei. From this research, I concluded that there are perceptual matches and mismatches especially of the assumptions that language plays in teaching and learning. This has led me to the CLIL (Content-Language Integrated Learning) framework. This framework was a crucial part of my doctoral study at the University of Aberdeen. My PhD research investigated Brunei Secondary teachers' lived experiences of teaching Science through English as a medium of instruction. A Gadamerian analysis applying key concepts from CLIL was used in the research. After completion of my doctoral studies, I have been extending on my PhD study and doing research that further investigates the affordances and challenges of implementing CLIL in Brunei schools. I hope that this research would be insightful in moving towards understanding school literacy demands and towards more language- and literacy-responsive pedagogies.


Content and Language Integrated Learning (CLIL)
English Language Education
English Language Teacher Education
Academic Literacy
Subject-specific literacy
The Role of Language in Teaching and Learning


Project Title: Integrated Innovative Curriculum & Assessment (IICA) Project sub-section: Content-Language Integrated Learning

This research project consists of five designed-based studies to inform the applicability of the proposed Innovative Inter-disciplinary Curriculum and Assessment Model (IICA) in (a) disseminating interest and motivation in students’ learning of science and mathematics, (b) instilling spiritual and social awareness embedded in the scientific and mathematical concepts, (c) promoting students’ understanding of science and mathematic concepts, and (d) improving students achievement in science and mathematics curriculum. The activities planned are: (1) Designing curriculum using a modified technological, pedagogical and content knowledge framework with personalized multi-model assessments or the Personalized Pedagogy, Assessment and Technology (PPAT) matrix; (2) Implementing and evaluating the CUP strategy for the teaching and learning (pedagogy) of the content in selected schools; (3) Investigating students’ understanding of the content through the social-semiotics and language integration; (4) Investigating the outcomes of multi-model formative assessments of students’ learning of science and mathematics concepts, and (5) Examining the effect of teacher-student interactions on students’ mathematising development. The outcome of the research project will be i) the Model for Innovative Inter-disciplinary Curriculum and Assessment for curriculum and assessment design, which can be replicated and disseminated to teachers as part of their continuous professional development. ii) innovative teaching and learning resources developed through the implementation of the IICA model. iii) books and journal articles publications on IICA model in international reputable publication houses.

Applications Invited

Google Scholar Citations


Google Scholar h-index


Suhaimi, Z., Shahrill, M., Abbas, N.A., Tengah, K.A., Roslan, R., & Yusof, N. (2017). Exploring the Use of Journal Writing in Mathematics Classroom. International Journal on Emerging Mathematics Education, 1(1), 41-52.

Sian, K.J., Shahrill, M., Yusof, N., & Roslan, R. (2016). Graphic organizer in action: solving secondary mathematics word problems. Journal on Mathematics Education, 7(2), 83-90.

Norashikin Yusof (2013). Not knowing is hence not loving- The significance of raising language awareness amongst teachers of content area learning. GSTF International Journal on Education
1(2): 55-61.


Grant type: URG, Grant Number: 1, Project Title: Language and Spirituality awareness amongst Brunei Primary Science Teachers, Investigators (PI/Co-PI): Co-PI, Start Date: 01/01/2015, End Date: 30/06/2016 [Status: Completed]


School-Based Assessment for Learning (SBAfL):
Training for English Language Teachers
Role: Facilitator
Date: 17th May - 1st June 2010