Chinese language reform in Singapore: teacher perceptions of instructional approaches and curriculum implementation

• Li Li ^[2] ; Shouhui Zhao ^[2] ; Alexander Seeshing Yeung ^[1]
  1. [1] University of Western Sydney

     University of Western Sydney

     Australia

     
  2. [2] Nanyan Technological University, Singapore
• Localización: International journal of bilingual education and bilingualism, ISSN 1367-0050, Vol. 15, Nº. 5, 2012, págs. 533-548
• Idioma: inglés
• DOI: 10.1080/13670050.2011.641938
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• Resumen

  • In a multiracial and multilingual society where bilingualism is adopted as the cornerstone of education policy, mother tongue maintenance is a significant issue. An innovative initiative termed as modular curriculum was introduced in Singapore primary schools to cater to Chinese students, the major ethnic group, with varying Chinese language proficiencies. Surveys with teachers (N=107) found positive correlations of the modular curriculum, but negative correlations of traditional Chinese teaching, with support for oral communicative skills and the use of technology. Analysis of variance found that teachers with longer experiences of the modular curriculum were less inclined to using traditional approaches. The findings may serve as empirical evidence to help policy-makers consider teachers' needs and set proper pace for implementing the new curriculum with adequate support for both pre-service and in-service teacher training.