Download Free Singapore Chinese Childrens Linguistic Repertoires And Meaning Making Processes Book in PDF and EPUB Free Download. You can read online Singapore Chinese Childrens Linguistic Repertoires And Meaning Making Processes and write the review.

Singapore's complex sociolinguistic landscape complicates the ways young children learn to speak, read, and write in English for school success and their becoming bilingual. The complexity lies in the discrepancy between the de jure and de facto language policies. At the de jure and ideal level, an English-ethnic Mother Tongue bilingualism is promoted and what counts as bilingualism is the view of acquiring two systems of autonomous, pure, Standard linguistic features. In the de facto policy, English use is dominant across most domains of social life and school examinations privilege students who do well at English but make it less consequential for students to learn their official ethnic Mother Tongue Language such as Malay, Mandarin or Tamil. At the same time, while Standard English is privileged at school, common use of non-standard forms of English including the mixing of linguistic features from Mandarin, Malay, and other Chinese dialects can be found in day to day interactions. I studied the emic perspectives of Singapore Chinese parents, teachers, and children to give voice to their struggles in language use, to better understand how Singapore's bilingual education policy works in the daily lives of Chinese Singaporeans, and to sense what doing language and literacy looks like in Singapore's complex linguistic context. Taking an "interpretive" orientation (Erickson, 1986) to the case study approach (Dyson & Genishi, 2005; Stake, 1995) in this three-article format dissertation, I analyzed interview data, observation fieldnotes, and the recordings of literacy events in the classroom and at home. The major finding is that learning to speak, read, and write English for school success and becoming bilingual is more than just acquiring a technical set of language and literacy skills; the socio-historical-political and -cultural meanings of language are central to (a) how children have differential access language acquisition at home; (b) how children and teachers produce practices that could silence the children's full linguistic repertoires in the classroom; and (c) how a child's informational book sharing in English is complex and meaningful. Implications for policy and practice are drawn.
This book provides readers with a detailed sketch of the Mandarin competence of Chinese children in Singapore from different home language backgrounds. Their Mandarin competence is defined in terms of lexical diversity, syntactic complexity and code-switching tendency. The findings presented show that there are statistical differences in lexical diversity and syntactic complexity among the compared groups of children, and these differences in linguistic competence were found to be positively correlated to increased Mandarin exposure at home. They also demonstrate that there are statistical differences in code-switching tendency among the groups of children compared, which were found to be negatively correlated to increased exposure to Mandarin at home. A general relationship between home language exposure and Mandarin competence was established, although this relationship was found to be volatile, especially among children who are more bilingually exposed. This book shares these findings with linguists, language educators, and language policymakers, both local and international.
This book provides readers with a detailed sketch of the Mandarin competence of Chinese children in Singapore from different home language backgrounds. Their Mandarin competence is defined in terms of lexical diversity, syntactic complexity and code-switching tendency. The findings presented show that there are statistical differences in lexical diversity and syntactic complexity among the compared groups of children, and these differences in linguistic competence were found to be positively correlated to increased Mandarin exposure at home. They also demonstrate that there are statistical differences in code-switching tendency among the groups of children compared, which were found to be negatively correlated to increased exposure to Mandarin at home. A general relationship between home language exposure and Mandarin competence was established, although this relationship was found to be volatile, especially among children who are more bilingually exposed. This book shares these findings with linguists, language educators, and language policymakers, both local and international.
"This Report is submitted by the Chinese Language Research Team, CRPP, National Institute of Education, Nanyang Technological University. The Report provides the main results of a special focused project of CRPP, entitled "An Investigation of Singaporean Chinese Children's Oral Linguistic Competence in Mandarin: A Corpus-Driven Study". For this project, there are two main research objectives. One is to generate an oral Mandarin word list of Singaporean Chinese children for the CL curriculum developers and CL teachers. The other is to find out whether there are marked differences between children who claimed to speak English predominantly at home and those who claimed to speak Mandarin predominantly at home in terms of their oral lexical coverage and oral fluency of Mandarin before they start to learn Mandarin in primary schools."--
Winner of the British Association of Applied Linguistics Book Prize 2014 This book addresses how the new linguistic concept of 'Translanguaging' has contributed to our understandings of language, bilingualism and education, with potential to transform not only semiotic systems and speaker subjectivities, but also social structures.
Starting from the key idea that learners and teachers bring diverse linguistic knowledge and resources to education, this book establishes and explores the concept of the ‘multilingual turn’ in languages education and the potential benefits for individuals and societies. It takes account of recent research, policy and practice in the fields of bilingual and multilingual education as well as foreign and second language education. The chapters integrate theory and practice, bringing together researchers and practitioners from five continents to illustrate the effects of the multilingual turn in society and evaluate the opportunities and challenges of implementing multilingual curricula and activities in a variety of classrooms. Based on the examples featured, the editors invite students, teachers, teacher educators and researchers to reflect on their own work and to evaluate the relevance and applicability of the multilingual turn in their own contexts.
Even a cursory look at conference programs and proceedings reveals a burgeoning interest in the field of social and affective factors in home language maintenance and development. To date, however, research on this topic has been published in piecemeal fashion, subsumed under the more general umbrella of ‘bilingualism’. Within bilingualism research, there has been an extensive exploration of linguistic and psycholinguistic perspectives on the one hand, and educational practices and outcomes on the other. In comparison, social and affective factors – which lead people to either maintain or shift the language – have been under-researched. This is the first volume that brings together the different strands in research on social and affective factors in home language maintenance and development, ranging from the micro-level (family language policies and practices), to the meso-level (community initiatives) and the macro-level (mainstream educational policies and their implementation). The volume showcases a wide distribution across contexts and populations explored. Contributors from around the world represent different research paradigms and perspectives, providing a rounded overview of the state-of-the-art in this flourishing field.
Dual language education is a program that combines language minority and language majority students for instruction through two languages. This book provides the conceptual background for the program and discusses major implementation issues. Research findings summarize language proficiency and achievement outcomes from 8000 students at 20 schools, along with teacher and parent attitudes.
Grounded in analysis of Chinese and international educational concepts and classroom techniques currently used to teach Chinese as a Second Language, and a thorough review of recent research in the field, this volume identifies the learning challenges of the language for native English speakers. Orton and Scrimgeour assess the gap in knowledge and skills between learners’ initial and future proficiency levels as L2 Chinese speakers, map their needs as learners towards achieving a high language proficiency, and set out an informed, integrated teaching orientation and practice for the Chinese classroom that responds to those needs. Chapters in the volume address curriculum design, teaching diverse learners and levels, the learning challenges of Chinese oral and literacy skills, grammar and vocabulary, discourse development, cultural understanding, and the affordances of a visit to China. Filled with original and engaging teaching and learning tools and techniques, this book is an essential and rich content resource for primary and secondary teachers, and teacher candidates and educators in Chinese as a Second Language education.