Chinese Language Reform in Singapore: Teacher Perceptions of Instructional Approaches and Curriculum Implementation

Autor/inn/en	Li, Li; Zhao, Shouhui; Yeung, Alexander Seeshing
Titel	Chinese Language Reform in Singapore: Teacher Perceptions of Instructional Approaches and Curriculum Implementation
Quelle	In: International Journal of Bilingual Education and Bilingualism, 15 (2012) 5, S.533-548 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2011.641938
Schlagwörter	Bilingualism; Curriculum Implementation; Ethnic Groups; Multilingualism; Foreign Countries; Statistical Analysis; Mandarin Chinese; Teaching Methods; Educational Policy; Native Language; Language Maintenance; Instructional Innovation; Elementary Schools; Correlation; Asians; Language Proficiency; Oral Language; Communication Skills; Educational Technology; Teacher Education; Educational Change; Teacher Surveys; Teacher Attitudes; Second Language Instruction; Native Language Instruction; Second Language Learning; Singapore + Suchen Sie Ihr Suchwort? Bilingualismus; Ethnie; Mehrsprachigkeit; Multilingualismus; Ausland; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Sprachpflege; Educational Innovation; Bildungsinnovation; Elementary school; Grundschule; Volksschule; Korrelation; Asian; Asiat; Asiatin; Asiaten; Asiate; Language skill; Language skills; Sprachkompetenz; Oral interpretation; Mündlicher Sprachgebrauch; Kommunikationsstil; Unterrichtsmedien; Lehrerausbildung; Lehrerbildung; Bildungsreform; Lehrerverhalten; Fremdsprachenunterricht; Native language education; Muttersprachlicher Unterricht; Zweitsprachenerwerb; Singapur
Abstract	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. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10