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Journal articles on the topic 'Language and education - Singapore'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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1

Lee, Cher Leng, and Chiew Pheng Phua. "Singapore bilingual education." Journal of Asian Pacific Communication 30, no. 1-2 (2020): 90–114. http://dx.doi.org/10.1075/japc.00046.lee.

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Abstract Bilingualism has always been emphasized in Singapore’s education system. Since 1959, Singapore government leaders have repeatedly stressed that bilingualism is the cornerstone of Singapore’s language policy. Scholars researching language policy and planning in Singapore have also assumed that Singapore has always maintained a consistent stand on bilingualism. This paper cites the case of Chinese language (Mandarin) education as evidence to show how “bilingual” education has undergone significant changes in Singapore by tracing the historical changes and examining how bilingual educati

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2

Zhao, Shouhui, and Yongbing Liu. "Chinese education in Singapore." Language Problems and Language Planning 34, no. 3 (2010): 236–58. http://dx.doi.org/10.1075/lplp.34.3.03zha.

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Bilingual policy in Singapore has been characterized by dynamic government interventions since the nation’s independence in 1965. The elevation of English to the medium of instruction in education has inevitably come into conflict with Chinese, the lingua franca of Singapore’s dominant ethnic group. Drawing upon a theoretical perspective of prestige language planning, we show that the Chinese language has gradually lost prestige in Singaporean society in general, and in particular it has lost ground to English in terms of linguistic capital. A succinct re-examination of Singapore’s language-in

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3

Csáki, György. "Közoktatás Szingapúrban = Public education in Singapore." Köz-gazdaság 16, no. 2 (2021): 45–60. http://dx.doi.org/10.14267/retp2021.02.04.

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Az 1965-ben függetlenné vált Szingapúrban azonnal bevezették a 6 osztályos kötelező elemi iskolai oktatást – angol nyelven, ami akkor elsősorban az egységes szingapúri identitás megteremtésének eszköze volt. Az angol fokozatosan a teljes oktatási rendszer nyelvévé vált, s a közoktatás folyamatos bővítése mellett a fő hangsúlyt a matematika és a természettudományok oktatására helyezték. Szingapúr városállam, ahol a függetlenség elnyerése óta folyamatosan politikai egypárt-rendszer működik. Ebből adódóan az oktatási rendszer – a tanárképzéstől és -továbbképzéstől a tantervekig és az egyes tanany

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4

Lee, Cher Leng. "Saving Chinese-language education in Singapore." Current Issues in Language Planning 13, no. 4 (2012): 285–304. http://dx.doi.org/10.1080/14664208.2012.754327.

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5

Ye.P., Isakova. "LANGUAGE POLICY IN THE PRESCHOOL SECTOR OF THE EDUCATIONAL SYSTEM OF SINGAPORE." Collection of Research Papers Pedagogical sciences, no. 93 (February 23, 2021): 22–31. http://dx.doi.org/10.32999/ksu2413-1865/2020-93-3.

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Studying language education in the preschool sector of a country, which is multinational and has a high quality education system, is useful in terms of implementing effective and proven means of updating and optimizing of domestic preschool education. The purpose of the article is to study and analyze Singapore’s language policy and ways of its implementation in the country’s preschool education sector. Methods. The work is based on the methodological principles of scientificity, objectivity and integrity. The research is based on such methods of scientific researches as the analysis of scient

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6

Mee, Cheah Yin. "English Language Teaching in Singapore." Asia Pacific Journal of Education 22, no. 2 (2002): 65–80. http://dx.doi.org/10.1080/0218879020220207.

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Gupta, Anthea Fraser. "Nirmala Srirekam PuruShotam, Negotiating language, constructing race: Disciplining difference in Singapore. (Contributions to the sociology of language, 79.) Berlin: Mouton de Gruyter, 1998. Pp. viii, 294. Hb DM 178.00." Language in Society 29, no. 2 (2000): 302–5. http://dx.doi.org/10.1017/s0047404500352046.

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Singapore has been much discussed as a highly developed, multilingual, multicultural city-state with a clearly articulated language policy, implemented by a strong government as part of its efforts at social engineering. Singapore's policies are variously derided and praised. Some of those who have written on the sociology of language in Singapore have reiterated government policy with little or no assessment of its meaning; thus one regularly reads that all children in Singapore receive education in English and in their mother tongue – a statement that cannot be understood without a grasp of

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Yousef, Areej. "Quadrilingual education in Singapore: pedagogical innovation in language education." Current Issues in Language Planning 18, no. 3 (2016): 323–27. http://dx.doi.org/10.1080/14664208.2016.1268355.

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Banegas, Darío Luis. "Quadrilingual education in Singapore: pedagogical innovation in language education." Asia Pacific Journal of Education 38, no. 1 (2017): 145–47. http://dx.doi.org/10.1080/02188791.2017.1332537.

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Gong, Xue. "The Lion-Dragon Dance in the Chongqing Connectivity Initiative." Asian Education and Development Studies 10, no. 1 (2019): 135–45. http://dx.doi.org/10.1108/aeds-11-2018-0169.

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Purpose Since China’s “opening-up” in the late 1970s, Singapore has played a major role in enhancing China’s engagement with the world, especially in economic terms. This traditional relationship is well manifested in the third government-to-government (G–G) project under the BRI, which is known as the Chongqing Connectivity Initiative (CCI). The purpose of this paper is to address the following question: despite Singapore’s initial reluctance to agree on a third G–G project with China, why did Singapore eventually decide to join the CCI? Design/methodology/approach This paper draws on archive

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11

Min, Huang, and Cheng Kangdi. "A Standalone but not Lonely Language: Chinese Linguistic Environment and Education in Singapore Context." Journal of Education and Learning 5, no. 4 (2016): 221. http://dx.doi.org/10.5539/jel.v5n4p221.

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<p>Bilingual education policy in Singapore permits the students learn both English as working language and mother tongues, such as Chinese, as L2 anchoring to culture heritage. Starting from historical and sociolinguistic reasons, this paper is intended to provide a panoramic view of Chinese education in Singapore, clarify and compare Chinese education syllabi on different levels from primary schools to pre-university schools, cover social movement support on promoting Chinese learning and use in this multilingual society. Meanwhile, Singapore’s success in bilingual education cannot hide

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12

Sari, Serli Retno. "Important Role of Civic Education in Multi-Ethnic Countries Malaysia and Singapore." Journal of Moral and Civic Education 2, no. 2 (2018): 44–51. http://dx.doi.org/10.24036/885141222201883.

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This article discusses about the role of citizenship education in multi-ethnic countries, namely in Malaysia and Singapore. Malaysia and Singapore are two former British colonies, and in the population, there are three main ethnic groups namely China, Malay and India. This article is study of literature by using the comparative method by analyzing 14 national and international journals related to citizenship and diversity education in Malaysia and Singapore. Based on the results of this research, there is a difference in the management of ethnic diversity in Malaysia and Singapore. However, bo

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Boufoy-Bastick, Béatrice. "Using Language Policies to Highlight and Contrast the Values that Shape Multicultural Societies: Examples from Singapore and Australia." Australian Journal of Education 41, no. 1 (1997): 59–76. http://dx.doi.org/10.1177/000494419704100105.

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THIS paper introduces the idea of using the foreign language teaching policies of multiracial societies as a means of highlighting the self-identified values that shape those societies and comparing these societal moulding values between countries. A country's foreign language policies relate to, and protect, the country's preferred indigenous social values from the foreign values of racial groups within and external to the country. This paper compares how Singapore and Australia differ in their methodological approaches and educational ideologies for implementing second and foreign language t

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14

Lim, Suchen Christine. "Developments in the English Language Syllabuses in Singapore." Asia Pacific Journal of Education 22, no. 2 (2002): 81–95. http://dx.doi.org/10.1080/0218879020220208.

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15

Siao See, Teng. "Teaching Chinese language in Singapore: retrospect and challenges." Asia Pacific Journal of Education 40, no. 2 (2019): 277–82. http://dx.doi.org/10.1080/02188791.2019.1641967.

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16

Benson, Philip, S. Gopinathan, Anne Pakir, Ho Wah Kam, and Vanithamani Saravanan. "Language, Society and Education in Singapore: Issues and Trends." Language 72, no. 2 (1996): 423. http://dx.doi.org/10.2307/416667.

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17

Tan, Eng Thye Jason. "Language, society and education in Singapore: Issues and trends." International Journal of Educational Development 15, no. 1 (1995): 95–96. http://dx.doi.org/10.1016/0738-0593(95)90019-5.

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18

Gupta, Anthea Fraser, and Siew Pui Yeok. "Language shift in a Singapore family." Journal of Multilingual and Multicultural Development 16, no. 4 (1995): 301–14. http://dx.doi.org/10.1080/01434632.1995.9994609.

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19

Tan-Chia, Lydia, Yanping Fang, and Pow Chew Ang. "Innovating the Singapore English Language curriculum through lesson study." International Journal for Lesson and Learning Studies 2, no. 3 (2013): 256–80. http://dx.doi.org/10.1108/ijlls-03-2013-0017.

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20

Starr, Rebecca Lurie. "Attitudes and exposure as predictors of -t/d deletion among local and expatriate children in Singapore." Language Variation and Change 31, no. 3 (2019): 251–74. http://dx.doi.org/10.1017/s095439451900022x.

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AbstractAlthough orientation towards local norms is increasing in Singapore, Singapore English (SgE) is still perceived by some as a nonnative variety. Variation in attitudes towards SgE may shape acquisition of SgE features by both Singaporean and expatriate children, who increasingly attend government schools. The present study investigates how the -t/d deletion patterns of 60 children reflect their attitudes and school setting. Significant correlations are observed between deletion rate, attitude towards SgE, and accent self-perception among Singaporean children, highlighting that this vari

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21

Lee, Benny P. H. "English Language and Literature Academic Group at the National Institute of Education, Singapore." Language Teaching 43, no. 3 (2010): 368–74. http://dx.doi.org/10.1017/s0261444810000091.

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The National Institute of Education in Singapore (which is part of the Nanyang Technological University) is the leading national pre-service and in-service teacher training tertiary institution. It offers diploma, undergraduate and postgraduate programmes. The academic departments are called Academic Groups (AGs). The English Language and Literature (ELL) AG has over 70 academic staff with very diverse research interests. The sheer size of the AG results in several clusters of research interests in language teaching methodology and curriculum, language teacher training, language learning, lite

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22

Nasirudeen, A. M. A., Josephine Wat Neo Koh, Adeline Lee Chin Lau, Lim Lay Seng, and How Ai Ling. "Acculturative Stress among Asian International Students in Singapore." Journal of International Students 4, no. 4 (2014): 363–73. http://dx.doi.org/10.32674/jis.v4i4.455.

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This study aims to identify the level of acculturative stress and to examine the correlations between acculturative stress or its subcategories and variables such as English language proficiency. The results show that international students were challenged by social interactions, lack of English language proficiency and financial issues. The results of this study and their possible implications for educational institutions in Singapore and Asia are considered.

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23

Wenqi, Toh, and Cui Feng. "Translation, rewriting and formation of Singapore’s bilingual education policy." Babel. Revue internationale de la traduction / International Journal of Translation 66, no. 3 (2020): 505–29. http://dx.doi.org/10.1075/babel.00169.cui.

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Abstract Individuals inevitably have their own perception of Singapore’s bilingual education policy, especially those who experienced its formation and history from the pre-independence days of the 1950s to the 1980s. The book, My Lifelong Challenge: Singapore’s Bilingual Journey by Lee Kuan Yew, the founding Prime Minister of Singapore, provides much information and insights into this part of history. Through the comparison of the English and Chinese editions, this paper discusses the poetics, patronage and ideological differences related to the reasons for the translation and rewriting by Le

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24

Morita, Liang. "English, language shift and values shift in Japan and Singapore." Globalisation, Societies and Education 13, no. 4 (2014): 508–27. http://dx.doi.org/10.1080/14767724.2014.967184.

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25

Loke, Hoe-Yeong, and S. Gopinathan. "The Policy and Politics of the Cohort Participation Rate in Universities." International Journal of Chinese Education 5, no. 2 (2017): 209–25. http://dx.doi.org/10.1163/22125868-12340068.

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In the media and policy discourses in Singapore, comparisons have often been made with countries like Taiwan and South Korea to validate the Singapore government’s long time policy approach of maintaining the cohort participation rate (cpr) in public universities at around 25% to 30%. Considering the rates of youth unemployment in Taiwan (12.7%) and South Korea (9.5%), where the cpr in universities has hovered around 80% to 90%, it would appear that the problem is one of an over-supply of graduates. While Singapore has maintained a commitment to skills training and to fostering a well-resource

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26

Kurniawan, Kurniawan, Rusdinal Rusdinal, Azwar Ananda, and Nurhizrah Gistituati. "The Context of Education on Teaching English between Indonesia and Singapore: A Review of Basic Elements." Utamax : Journal of Ultimate Research and Trends in Education 1, no. 2 (2019): 65–73. http://dx.doi.org/10.31849/utamax.v1i2.6226.

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This review paper aims at giving a short outline regarding the examination of Teaching English Language instructing and teaching English Language as a Foreign Language (TEFL) between Indonesia and Singapore. The review based its analysis on a few elements which affect instructing and learning TEFL in the Indonesian context and Singapore, i.e., educator capabilities, teaching English language capability, homeroom size, understudies' inspiration, study hall situated learning, and restricted wellsprings of learning. The review highlighted that these are the factors which give impact on instructin

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Mohd Nor, Mohd Roslan, Nurhanisah Senin, Khadijah Mohd Khambali Hambali, and Asyiqin Ab Halim. "Survival of Islamic education in a secular state: the madrasah in Singapore." Journal for Multicultural Education 11, no. 4 (2017): 238–49. http://dx.doi.org/10.1108/jme-06-2016-0043.

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Purpose This paper attempts to explore the transformations taken by madrasah, especially in preparing students both in religious and academic field. Besides, this paper aims to demonstrate measures taken by madrasah in instilling the religious and racial cohesion far from conservatism and extremism that has always been labeled to their students. Design/methodology/approach This paper is qualitative in nature. It is a library research and uses historical method in collecting the data. Some relevant literatures and data have been analyzed and presented in this paper. Findings Madrasah in Singapo

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Toh (陶琳琳), Audrey Lin Lin, and Hong Liu (刘宏). "Language Ideologies, Chinese Identities and Imagined Futures." Journal of Chinese Overseas 17, no. 1 (2021): 1–30. http://dx.doi.org/10.1163/17932548-12341432.

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Abstract Since independence in 1965, the Singapore government has established a strongly mandated education policy with an English-first and official mother tongue Mandarin-second bilingualism. A majority of local-born Chinese have inclined toward a Western rather than Chinese identity, with some scholars regarding English as Singapore’s “new mother tongue.” Other research has found a more local identity built on Singlish, a localized form of English which adopts expressions from the ethnic mother tongues. However, a re-emergent China and new waves of mainland migrants over the past two decade

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Baker, Colin. "Book Reviews: Language, society and education in Singapore: Issues and trends." International Journal of Bilingualism 4, no. 1 (2000): 119–22. http://dx.doi.org/10.1177/13670069000040010804.

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30

Ostwald, Kai, Elvin Ong, and Dimitar Gueorguiev. "Language politics, education, and ethnic integration: the pluralist dilemma in Singapore." Politics, Groups, and Identities 7, no. 1 (2017): 89–108. http://dx.doi.org/10.1080/21565503.2017.1330216.

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31

Lu, Luke. "Academically elite students in Singapore." AILA Review 29 (December 31, 2016): 141–72. http://dx.doi.org/10.1075/aila.29.06lu.

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This paper draws on a Linguistic Ethnography (Blommaert & Rampton 2011) of a group of academically elite students in Singapore. The group comprises locals born in Singapore, as well as immigrants from China and Vietnam. My informants all attended a top-ranked secondary school in Singapore. I present data from interviews and a focus group discussion with them about their aspirations and educational pathways. These academically elite students describe a conventional aspiration amongst their peers involving transnational mobility and attending top-ranked universities in the US and UK. My info

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32

Ng, Chin Leong Patrick. "Mother tongue education in Singapore: concerns, issues and controversies." Current Issues in Language Planning 15, no. 4 (2014): 361–75. http://dx.doi.org/10.1080/14664208.2014.927093.

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33

Yongbing, Liu, and Zhao Shouhui. "Chinese Language Instruction in Singapore Primary School Classrooms: A Comparative Study." Pedagogies: An International Journal 3, no. 3 (2008): 168–86. http://dx.doi.org/10.1080/15544800802026629.

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34

Rubdy, Rani, and T. Ruanni F. Tupas. "Research in applied linguistics and language teaching and learning in Singapore (2000–2007)." Language Teaching 42, no. 3 (2009): 317–40. http://dx.doi.org/10.1017/s026144480900576x.

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In this review of research in applied linguistics and language teaching and learning in Singapore, more than one hundred national publications for the period 2000–2007 will be reviewed. Since this period encompasses certain changes that were introduced in Singapore schools at the start of the new millennium, it would be appropriate to take stock of the studies that showcase these changes. These studies fall under five main areas of local research: norms, standards and models; English language curriculum and policy; reading and writing instruction and research; mother tongue teaching and learni

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Ng, Carl Jon Way. "Skilling the nation, empowering the citizen." Journal of Language and Politics 17, no. 1 (2017): 118–40. http://dx.doi.org/10.1075/jlp.16012.ng.

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Abstract This paper focuses on what is referred to as the SkillsFuture initiative as the most current crystallization of the Singapore government’s lifelong learning policy, and the state-sponsored discourse associated with it. Adopting a critical discourse-analytic approach, the study examines a data set that cuts across various genres and media (i.e. political speeches, Internet website, video clips), covering both linguistic and (moving) visual instantiations, involving semiotic features like pronouns, modality, image design parameters, and importantly, metaphor. The paper seeks to provide

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36

Koh, Aaron, and Terence Chong. "Education in the global city: the manufacturing of education in Singapore." Discourse: Studies in the Cultural Politics of Education 35, no. 5 (2014): 625–36. http://dx.doi.org/10.1080/01596306.2014.931112.

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37

Curdt-Christiansen, Xiao Lan. "Planning for Development or Decline? Education Policy for Chinese Language in Singapore." Critical Inquiry in Language Studies 11, no. 1 (2014): 1–26. http://dx.doi.org/10.1080/15427587.2014.871621.

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Pauwels, Anne, and Joanne Winter. "Generic pronouns and gender-inclusive language reform in the English of Singapore and the Philippines." Australian Review of Applied Linguistics 27, no. 2 (2004): 50–62. http://dx.doi.org/10.1075/aral.27.2.04pau.

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Abstract The concurrent trends of globalisation and ‘indigenisation’ affecting the English language (varieties) around the world pose some interesting questions for language planning and reform issues (e.g. Phillipson, 1992; Pennycook, 1994; Crystal, 1997). With this project we examine the impact of these competing trends on corpus planning relating to gender-inclusive language use in the Englishes of Singapore and the Philippines, categorised as ‘outer-circle’ Englishes by Kachru (1992,1997). In this paper we present some findings on aspects of gender-inclusive language reform based on an ana

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Bokhorst-Heng, Wendy D., and Imelda Santos Caleon. "The language attitudes of bilingual youth in multilingual Singapore." Journal of Multilingual and Multicultural Development 30, no. 3 (2009): 235–51. http://dx.doi.org/10.1080/01434630802510121.

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Koh *, Aaron. "Singapore Education in “New Times”: Global/local imperatives." Discourse: Studies in the Cultural Politics of Education 25, no. 3 (2004): 335–49. http://dx.doi.org/10.1080/0159630042000247917.

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Bambacas, Mary, and Gavin B. Sanderson. "Instructional Preferences of Students in Transnational Chinese and English Language MBA Programs." Journal of University Teaching and Learning Practice 8, no. 1 (2011): 5–17. http://dx.doi.org/10.53761/1.8.1.2.

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This paper reports on Stage 1 of a learning and teaching project focused on students studying in the Chinese and English language delivery of transnational Master of Business Administration (MBA) programs of an Australian university. The programs are delivered using limited and intensive face-to-face teaching augmented by self-directed and web-based learning, and ongoing (mainly email) contact with lecturers before and after they have returned to Australia. The aim of this stage of the project is to provide a greater understanding of students’ instructional preferences so that, where appropria

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Lee, Rachel. "Implementing Dialogic Teaching in a Singapore English Language Classroom." RELC Journal 47, no. 3 (2016): 279–93. http://dx.doi.org/10.1177/0033688216631171.

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Despite the fact that Singaporean students consistently perform well in literacy tests such as the Progress in International Reading Literacy Study, employers have reported that Singaporean employees in general lack confidence in articulating their views in the workplace. This may be attributed to the practice of teacher-fronted and monologic classroom discourse, which does not allow opportunities for teachers and students to construct knowledge and understanding together during curriculum time. The article reports on one classroom-based research conducted on a Secondary Three (age 15) class i

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Schiffman, Harold F. "Tongue-Tied in Singapore: A Language Policy for Tamil?" Journal of Language, Identity & Education 2, no. 2 (2003): 105–25. http://dx.doi.org/10.1207/s15327701jlie0202_2.

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Hornberger, Nancy, and Viniti Vaish. "Multilingual language policy and school linguistic practice: globalization and English‐language teaching in India, Singapore and South Africa." Compare: A Journal of Comparative and International Education 39, no. 3 (2009): 305–20. http://dx.doi.org/10.1080/03057920802469663.

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Chua, Siew Lian, Angela F. L. Wong, and Der-Thanq V. Chen. "The nature of Chinese Language classroom learning environments in Singapore secondary schools." Learning Environments Research 14, no. 1 (2011): 75–90. http://dx.doi.org/10.1007/s10984-011-9084-0.

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Zhang, Lawrence. "Reflections on the pedagogical imports of western practices for professionalizing ESL/EFL writing and writing-teacher education." Australian Review of Applied Linguistics 39, no. 3 (2016): 203–32. http://dx.doi.org/10.1075/aral.39.3.01zha.

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The teaching of writing in English as a second/foreign language (ESL/EFL) has been a challenging task for many teachers due to its multifaceted nature. This paper is a reflection on ESL/EFL writing teaching in three countries, namely China, Singapore, and New Zealand, with particular reference to professionalizing ESL/EFL writing and ESL/EFL writing-teacher education. It first addresses issues facing EFL writing and writing-teacher education that relate to the offering of English at various levels in China. It then moves on to elaborate on how western pedagogical practices have been implemente

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Ramiah, K. "The Pattern of Tamil Language Use among Primary School Tamil Pupils in Singapore." Singapore Journal of Education 11, no. 2 (1991): 45–53. http://dx.doi.org/10.1080/02188799108547671.

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48

Deterding, David. "Listening to Estuary English in Singapore." TESOL Quarterly 39, no. 3 (2005): 425. http://dx.doi.org/10.2307/3588488.

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Saravanan, Vanithamani, and Renu Gupta. "Teacher Input in Singapore English Classrooms." RELC Journal 28, no. 1 (1997): 144–60. http://dx.doi.org/10.1177/003368829702800109.

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Kesici, Ayşe Elitok, Derya Güvercin, and Hızır Küçükakça. "Metacognition researches in Turkey, Japan and Singapore." International Journal of Evaluation and Research in Education (IJERE) 10, no. 2 (2021): 535. http://dx.doi.org/10.11591/ijere.v10i2.20790.

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<p class="gmail-pa3">In this study, fundamental researches on “metacognition” in Turkey, Japan and Singapore between the years of 2010 and 2020 were examined and conclusions were made in terms of comparative education. For this purpose, the data of the research was collected by document scanning method and the data were analyzed using the document review technique, which is one of the qualitative research method techniques. Years of studies, countries, objectives, research methods, sample working group, data analysis methods and results; it has been examined according to comparative educ

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