Nurturing bilingual learners: challenges and concerns in Singapore
Nurturing bilingual learners: challenges and concerns in Singapore
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DOI：
10.1080/13670050.2016.1181606
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发表时间：
2016-11-01
影响因子：
2.8
通讯作者：
Sun, Baoqi
中科院分区：
文献类型：
--
作者：
Curdt-Christiansen, Xiao Lan;Sun, Baoqi
新加坡的双语政策使英语不仅合法化为政府行政和种族间交流的语言，而且也合法化为除母语（MT）外所有级别的所有学校和所有科目的教学语言。由于这些语言识别政治，所有族裔群体都发生了从 MT 转向英语的明显转变。为了纠正语言转变的情况，政府强调发展双语、培养双语儿童应从幼儿园开始。在本文中，我们研究了两份自上而下的官方文件：2011 年发布的《母语语言报告审查》和 2013 年制定的《母语早期学习者培育框架》。为了找出影响语言转变的一些复杂因素，我们对报告和课程框架进行了互文分析。在此过程中，我们比较了学前双语教育政策立场的一致性并找出了隐含的不一致之处。我们在文章的最后概述了改变当前双语教育模式和提供教师培训计划以最大限度地提高年轻双语学习者的学习机会的影响。
Singapore's bilingual policy legitimises English not only as the language of governmental administration and interethnic communication, but also as the medium of instruction in all schools on all levels and across all subjects except mother tongues (MTs). As a result of these politics of language recognition, a visible shift has occurred in all ethnic groups away from MTs towards English. To rectify the language shift situation, the government has emphasised that developing bilingualism and raising bilingual children should begin in preschools. In this paper, we examine two top-down official documents: Review of Mother Tongue Languages Report, issued in 2011, and Nurturing Early Learners Framework for Mother Tongue Languages, developed in 2013. Attempting to identify some of the complex factors that influence language shift, we present an intertextual analysis of the Report and the curriculum Framework. In doing so, we compare the consistencies and locate the implicit inconsistencies in the policy position on bilingual education in preschools. We conclude the article by outlining the implications for changing the current bilingual educational models and providing teacher training programmes that maximise the learning opportunities of young bilingual learners.