Learning and Teaching Chinese Language---An Uphill Task.

The MOE has employed various methods to facilitate the learning and teaching of Chinese Language in recent years. In addition to the launching of Chinese Langauge "B" syllabus, the MOE has also reviewed the Mother Tongue curriculum and 

made some changes which I think would be beneficial to the students. I have always believed that a more interesting and engaging learning environment would help teachers tremendously in delivering their lessons, and students in learning Chinese Language. 

I have expressed earlier that the move to introduce alternative syllabus dubbed as "CLB" was unfavourably viewed since it was first introduced in 2001. Now that it has been around for 10 years, many had doubt whether the move had served more to arouse new zeal in learning the language, or instead, erode the standard of the language among students. 

With the limited scope of this curriculum, would these students 'seriously be able to retain the language after they leave school and continue to be able to learn through reading or speaking', Mr Low once asked.

Replying, Ms Grace Fu said this syllabus is not representative of how the majority of students are taught, as CL 'B' students comprise at most 4 per cent of each cohort. It aims to equip the students with mastering some functional Chinese, as well as offer an alternative route for those students who are keen to learn but struggle with the original syllabus. 

I think 4 percent is really a minority of the students population- it demostrates how majority of our students orientate themselves towards higher standards. In fact, there has been a larger proportion of O–Level students offering Higher Chinese Language. The figure increased from 19% in 2004 to 28% in 2010. Undeniably, our students increasingly see the importance of the Chinese Language and are developing a deeper interest in it.

Adopting a student-centric approach

The MTL Review Committee recognised that students have different starting points because of different home language environments. As such, a more customized, student–centric approach in the teaching of MTL will be taken. Teachers will be 

equipped with a range of appropriate pedagogies to cater to different learner profiles. these include motivational strategies to build a positive affirmative learning environment and adopting a more systematic approach to build oracy foundation through contextual learning. 

The Review Committee recommended that the goals for MTL learning be centred on 3 ‘Cs’– Communication, Culture and Connection. It further recognised that language is best learnt when students are taught to use the language in an active and interactive manner in real–life settings. The teachers would be equipped with classroom strategies, such as the use of group work to encourage interaction, and the use of songs, rhymes and videos as well as role–play to strengthen oral interaction and make learning more engaging

Infusing Information and Communicatino Technology

Information and communication technology or ICT will also come into play. Back in Bartley where I interned, teachers underwent regular training in the relevant IT skills that will help them better deliver a lesson and assessment. This includes multimedia resources such as videos, flash animations and interactive games. In addition, a web–based interactive portal will be provided to all schools to facilitate students’ learning. I have visited the website but found it largely inactive, possibly due to the fact that teachers continue to be grade-driven and allocates little or no time to create such interactive learning environment.

A boost in Huamn Resources in teaching MTL.

To effectively implement these changes, teachers will play an instrumental role. In 2008, the Singapore Centre for Chinese Language (SCCL) surveyed 2,200 Chinese Language teachers to identify their training needs and develop courses according to the level that they are teaching (e.g. lower primary, secondary), language skills needed (e.g. composition or comprehension) and teaching pedagogies (e.g. use of ICT or story book). 

Going forward, to guide training, a teacher–competency framework will be developed. MOE will work with the National Institute of Education and SCCL to provide training and support to Chinese Language teachers. MOE will also deploy an additional 500 MTL teachers by 2015 to join the profession which witnesses many teachers leaving the scene.

Developing Chinese Language in Schools 

The Education Ministry (MOE) will set aside up to S$12 million to develop the use of Chinese language in schools - from pre-primary, all the way to Junior College. I think this move serves well in supporting MOE's re-calibration of the teaching of Chinese Language to focus on creating an engaging and interesting learning environment.

Since then, schools have more activities related to learning Chinese. I have first hand experience of this: Bartley held a two-week long Chinese Language Week in which students participated in tournament, calligraphy classes and writing competition during or after lessons. A well balanced mix of cultural appreciation  and interest-arousing activities, in my opinion.

The grant is part of the S$45 million provided by the government, to be spent on the education of the Mother Tongue Language, over the next five years.