Alert:

Limited Availability of Full-Text Documents. Click here for more information, or here to request the return of a PDF online.

EJ976174 - Chinese Language Reform in Singapore: Teacher Perceptions of Instructional Approaches and Curriculum Implementation

Help

Tutorial

Help |

Tutorial

Help |

Tutorial

Help With This Page

Back to Search Results Help Permalink Share this record

More Info:
Help 0 items in My Clipboard | Add record to My Clipboard

Record Details

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text | More Info:
Help Find in a Library | Publisher's website

Related Items: Show Related Items

Click on any of the links below to perform a new search
ERIC #:	EJ976174
Title:	Chinese Language Reform in Singapore: Teacher Perceptions of Instructional Approaches and Curriculum Implementation
Authors:	Li, Li; Zhao, Shouhui; Yeung, Alexander Seeshing
Descriptors:	Bilingualism; Curriculum Implementation; Ethnic Groups; Multilingualism; Foreign Countries; Statistical Analysis; Mandarin Chinese; Teaching Methods; Educational Policy; Native Language; Language Maintenance; Instructional Innovation; Elementary Schools; Correlation; Asians; Language Proficiency; Oral Language; Communication Skills; Educational Technology; Teacher Education; Educational Change; Teacher Surveys; Teacher Attitudes; Second Language Instruction; Native Language Instruction; Second Language Learning
Source:	International Journal of Bilingual Education and Bilingualism, v15 n5 p533-548 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Date:	2012-00-00
Pages:	16
Pub Types:	Journal Articles; Reports - Research
Abstract:	In a multiracial and multilingual society where bilingualism is adopted as the cornerstone of education policy, mother tongue maintenance is a significant issue. An innovative initiative termed as "modular curriculum" was introduced in Singapore primary schools to cater to Chinese students, the major ethnic group, with varying Chinese language proficiencies. Surveys with teachers (N=107) found positive correlations of the modular curriculum, but negative correlations of traditional Chinese teaching, with support for oral communicative skills and the use of technology. Analysis of variance found that teachers with longer experiences of the modular curriculum were less inclined to using traditional approaches. The findings may serve as empirical evidence to help policy-makers consider teachers' needs and set proper pace for implementing the new curriculum with adequate support for both pre-service and in-service teacher training. (Contains 4 tables.)
Abstractor:	As Provided
Reference Count:	34

Note:	N/A
Identifiers:	Singapore
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1367-0050
Audiences:	N/A
Languages:	English
Education Level:	Elementary Education
Direct Link:	http://dx.doi.org/10.1080/13670050.2011.641938

Back to Search Results