A Local Research Evidence Base for English Language Education (ELE) in Singapore from 2010 to 2020 (Early Childhood to Secondary School)

Autor/in	Jones, Sally Ann
Titel	A Local Research Evidence Base for English Language Education (ELE) in Singapore from 2010 to 2020 (Early Childhood to Secondary School)
Quelle	In: Asia Pacific Journal of Education, 41 (2021) 4, S.641-656 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2021.1997712
Schlagwörter	Educational Research; English (Second Language); Second Language Learning; Foreign Countries; Literature Reviews; Early Childhood Education; Elementary Secondary Education; Reading Instruction; Writing Instruction; Electronic Learning; Multiple Literacies; Metacognition; Teacher Attitudes; Teaching Methods; Singapore + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Leseunterricht; Schreibunterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Singapur
Abstract	This article is a review of research in English language education (ELE) in multilingual Singapore from 2010 to 2020. Most research activity has been in the areas of reading and writing while the least has been in speaking and listening and learning spaces. Some findings show how students may be distanced from learning and how complex thinking is constrained in classrooms. Others show the productive nature of metacognitive and metalinguistic awareness and linguistic transfer, suggesting pedagogic approaches of assessment for learning (AfL), scaffolding, and translanguaging to personalize teaching. Factors which influence teacher and student adoption of technologies are revealed by research in e-pedagogies and multiliteracies. Fresh avenues of study have been identity and spatial research which have produced knowledge about agency, diversity, and relations between schools, homes, and communities. Additionally, teacher knowledge and beliefs about texts, metalanguage of the subject, and theories of linguistic and conceptual development evidently require extending. Overall, this decade of research prompts a conceptual opening-up of ELE in Singapore for the next decade in recognition of participant agency and knowledge construction over the networked variety of spaces of ELE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01