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This book reflects on the Chinese education context in Singapore, addressing the challenges of the Chinese language education system, exploring innovative and efficient language teaching approaches and proposing new directions for Chinese education in Singapore. It explores Chinese education in the Singapore bilingual context in terms of language policy, sociolinguistics, cultural integration and pedagogical practice, as well as providing a blueprint of Singapore s Chinese education for the future. It presents chapters from Singaporean scholars who are mostly from the department of Asian Language and Culture and the Office of Education Research in the National Institute of Education at Nanyang Technological University. This book examines the following topics: the sociolinguistic landscape beyond China and the positioning of Chinese in Singapore; pedagogical practices and methodologies in Singapore s bilingual education context; and Chinese textbooks and teaching materials in Singapore. This book serves as a useful reference for readers interested in language policy and Chinese education internationally, for educators who encounter similar challenges in language education, and for policy makers who aim to fine tune current policies to be more comprehensive and effective.
Sommario
Introduction to singapore bilingual education and challenges of mother tongue.- Variation mechanism and function orientation of mandarin chinese in singapore on the normative standard of mandarin Chinese.- Language education from the perspective of language integration and internationalization.- Maternal perceptions of bilingualism proficiency and language use the case of chinese language learning in Singapore.- Understanding oral and written proficiency of low progress chinese language learners in Singapore.- Seamless chinese learning in singapore leveraging social media for authentic language acquisition.- A Cognitive based investigation of p3 students learning of chinese grammar in singapore bilingual context the case of compound sentences.- AI empowered seamless chinese language learning for young learners.- The impact of orton gillingham approach on students with dyslexia in the chinese secondary 3 trial programme.- Evaluating teacher perceptions of the 2021 singapore secondary school chinese textbooks using the teaching material acceptance model.- Singapore chinese language teachers conceptions of assessment tension and its effect on sustainable assessment practices.- Readability of the integrated texts of singapore secondary chinese language syllabus.- Teaching of classical chinese prose under bilingual environment in Singapore.- Conclusion chinese language education in singapore and future research directions.
Info autore
Dr. Zhan Fangqiong received her Ph.D. from Stanford University, USA, in Chinese linguistics, and her research interests include Chinese language acquisition and pedagogy, contrastive studies of English and Chinese and diachronic construction grammar. Dr. Zhan has been working on the application of cognitive linguistics to Chinese language teaching and learning, as well as on the application of the theoretical framework of diachronic construction grammar to the Chinese languages. Her research contributes a more detailed understanding of how Chinese languages evolve over time. Her publications, being the single or first author, occur in a few high-level peer-reviewed journals including the Journal of Pragmatics, Chinese Language and Discourse, Lingua, Diachronica, Journal of Historical Pragmatics, Studies in Language, Functions of Language, Language and Linguistics and Journal of Chinese Linguistics.
Associate Professor (A/P) Aw Guat Poh has taught at the Division of Chinese Language and Culture, Asian Languages and Cultures Academic Group, National Institute of Education, Nanyang Technological University, Singapore, since 2000. She is currently the assistant head (Chinese) for the academic group. She specialized in the teaching and learning of Chinese as a second language, teachers' professional development, children literature as well as Singapore Chinese Women's literature. A/P Aw is an active practitioner in Singapore who works together with teachers from preschools, primary and secondary schools in the teaching and research of Chinese language. She collaborates with the Singapore Ministry of Education and stakeholders and acts as consultant for many professional organizations locally and internationally. Her contribution has been well-recognized, both locally and overseas. Besides teaching and research, A/P Aw is also a Chinese writer who writes short stories, prose and children's literature.
Riassunto
This book reflects on the Chinese education context in Singapore, addressing the challenges of the Chinese language education system, exploring innovative and efficient language teaching approaches and proposing new directions for Chinese education in Singapore. It explores Chinese education in the Singapore bilingual context in terms of language policy, sociolinguistics, cultural integration and pedagogical practice, as well as providing a blueprint of Singapore’s Chinese education for the future. It presents chapters from Singaporean scholars who are mostly from the department of Asian Language and Culture and the Office of Education Research in the National Institute of Education at Nanyang Technological University. This book examines the following topics: the sociolinguistic landscape beyond China and the positioning of Chinese in Singapore; pedagogical practices and methodologies in Singapore’s bilingual education context; and Chinese textbooks and teaching materials in Singapore. This book serves as a useful reference for readers interested in language policy and Chinese education internationally, for educators who encounter similar challenges in language education, and for policy makers who aim to fine tune current policies to be more comprehensive and effective.
