Language education in Singapore

Singapore is a racially and linguistically diverse city-state, with four official languages: English, Mandarin Chinese, Malay and Tamil. During British colonial rule (1819-1942), a variety of school systems were in place and most schools taught exclusively in one of the above four languages. After World War II, schools were gradually brought under government control and the government recognised that a lingua franca was needed to facilitate communication among the different racial and dialect groups. Malay was briefly considered for this role, in anticipation of the merger with Malaysia. However, English was eventually selected as the common language. Due to the status of English as a world language and the desire for Singaporeans to retain their cultures, the government encourages Singaporeans to be fluent in both English and their mother tongue. In this context, the mother tongue of a Singaporean refers to the official language assigned to their racial group (Mandarin for Chinese, Malay for Malays and Tamil for most Indians), regardless of the language spoken at home. The bilingual education policy was officially introduced in 1966 and in its early stages, English could be taught as either the first language or the second language. However, schools teaching English as a second language saw a rapid decline in enrolment and many closed down or switched to teaching English as the first language. This resulted in the mother tongue being taught only as an academic subject. Thus all other lessons and activities conducted beyond the classroom are conducted in English, with the exception of moral education and mother tongue; this is unlike the typical bilingual education models where academic content is taught in two languages. This applies throughout primary school (six years), secondary school (four or five years) and junior college (two years, 20% of cohort) education. However, Special Assistance Plan (SAP) schools, where some activities are conducted in Mandarin, private schools such as madrasahs, international schools and special education schools are exceptions to the system. In tertiary institutions, such as universities, polytechnics and the Institute of Technical Education (ITE), languages are no longer academic subjects almost all content is taught in English, with the exception of some courses on Chinese Studies. In 2011, the Lee Kuan Yew Fund for Bilingualism was set up to aid the Ministry of Education (MOE) in their efforts to promote the teaching and learning of the English language and the mother tongue languages. ==English==

The Ministry of Education places heavy emphasis on English, believing that "mastery of English is vital to Singapore's pupils" because English is "the language of administration, education, commerce, science, technology, and global communication". English skills are assessed through written examinations, oral examinations and listening comprehension. Written examinations include composition writing and comprehension passages, while in oral examinations, students are asked to verbally read passages and describe pictures. The primary school syllabus aims to develop speaking and listening skills, as well as to nurture students into independent readers who can express their ideas in writing. In secondary school, students are expected to speak and write in grammatically correct English tailored to purpose, audience and context. Junior college students are assumed to be fluent in English. Hence, at this level English as an academic subject is replaced by General Paper, where students formulate analysis and arguments about current issues. English Language support for dyslexic students To support dyslexic students who are struggling with foundational aspects of English (e.g. basic literacy), the MOE has implemented the Learning Support Programme (LSP) and School-based Dyslexia Programme (SDR) in all of its public schools. Eligibility for the LSP is extended to students at the Primary 1 and 2 levels, while those at Primary 3 and 4 can opt in for the SDR. Changes in PSLE English Syllabus From 2025, there are some changes made to the PSLE English paper. The key changes include: ==Mother Tongue==

Although English is the language of instruction in Singapore schools, Mother Tongue is a compulsory subject at the Primary School Leaving Examination (PSLE), Singapore-Cambridge GCE Ordinary Level ('O' Level) and Singapore-Cambridge GCE Advanced Level ('A' Level). Students with strong aptitude for their mother tongue could take up Higher Mother Tongue (together with standard Mother Tongue) at the PSLE and 'O' Levels. If they pass 'O' Level Higher Mother Tongue, they need not study Mother Tongue in junior college, but can choose to take Mother Tongue Literature. In secondary school, interested students may study a third language, such as Mandarin (for non-Chinese); Malay or Indonesian (for non-Malays); Arabic, Japanese, French, and German (the last three are restricted to the top 10% of the PSLE cohort). In 1972, both languages were given double weighting at PSLE. However, since 1980, both languages, along with mathematics and science, have been given equal weighting of 25%. This was replaced in 1992 by EM1 (for top students), EM2 (for average students) and EM3 (for the weakest students) at the primary level, followed by Special, Express, Normal Academic and Normal Technical at the secondary level. Policymakers assumed a correlation between intelligence and language learning, Mother Tongue Exceptions In certain situations, students are allowed to opt for a simpler Mother Tongue syllabus (Mother Tongue 'B' Syllabus) or a complete exemption from mother tongue lessons altogether. One possible situation where this applies is when a student has learning disabilities, such as dyslexia, which makes it difficult for him or her to write the language. Another situation would be that a student has been living abroad and hence has no contact with his or her mother tongue for many years. In the latter case, a student can opt to study an unofficial language such as French, German or Japanese as their mother tongue. Such situations are assessed on a case-by-case basis. Mandarin Chinese Mandarin Chinese, known simply as Chinese, is the official language representing the Chinese community and the home language of 47.7% of Chinese Singaporeans. Other Chinese varieties, such as Hokkien, Teochew, Cantonese, Hakka and Hainanese, remain widely spoken (home language of 19.2% of Chinese Singaporeans), Curriculum The new Chinese-language curriculum aims to make language learning more enjoyable, in hope that the students would take Mandarin beyond the classroom. Key learning areas include listening and speaking more, as well as building a firm foundation in Chinese character learning skills in lower primary before developing essay skills in upper primary. The Ministry of Education has taken on a differentiated approach in ensuring that each student will learn the language to the best of their abilities via a step-by-step process: • Bridging Module • For students with little or no Chinese-language background • Aims to provide support and foundation in basic speaking and writing skills • Once the student is ready, they may then continue with the Core Module • Core module • For students who have an interest in Chinese • Aims to develop and build literacy • Makes up 70%–80% of curriculum time throughout primary school • Is examined at PSLE • Enrichment module • For students in the Core Module who have a higher ability and interest in pursuing the language further • Aims to encourage extensive reading As of now, the education board is looking into making language learning more interesting and IT-based. For example, language learning through the use of smart phones and online computer games. The following table summarises the changes made with regard to the expanding the education of teaching the Chinese language. Unlike the table above, it focuses on how the Chinese language can be greater appreciated through a more holistic teaching of mother tongue languages. Malay As Malays are the indigenous people of Singapore, the Malay language, specifically in Rumi (Roman script) rather than Jawi script, is ceremonially recognised as the national language of Singapore. By 1986, only a single class of 28 students at the end of their Malay-medium secondary education remained, with no primary level students left. Malay-medium schools thus came to a natural demise, as children ceased to register for Malay-medium education. This was unlike the Chinese-medium schools, which were removed by the government. Syllabus Primary School: The primary level of the Malay language syllabus covers the foundations of students' proficiency at listening, speech, reading, and writing in Malay. The table below outlines the intended learning outcomes of the syllabus. Recently, the Ministry of Education enabled increased flexibility in the Malay language curriculum, at the Lower Primary level (Primary 1–3), by introducing "ability banding or differentiated instruction within a class". The following table summarises the changes made with regard to the Malay language curriculum: In Secondary School, the secondary level of the Malay language syllabus aims to further students' acquisition and use of effective Malay language, such that their enhanced communication skills will facilitate their appreciation of the Malay language, literature, culture, and values. The Malay examination for O Levels consists of 3 papers, listed in the table below. Tamil The Indian community speaks many languages, but as Tamils form the largest group (60% of Indian Singaporeans), Tamil is the official language representing the Indian community and the home language of 36.7% of Indian Singaporeans. In Secondary school, the objective is to ensure that Tamil is a living language among Singaporean Tamil students. Students are taught to understand instructions, stories and debates about the Tamil Language, and are also educated about Tamil customs. Students are also expected to speak with correct intonation and pronunciation, and achieve fluency in reading and writing the language. Students are also taught to listen and read paragraphs appropriate for their age. They will also be expected to converse fluently in spoken and written Tamil. In addition, students will read poems, simple essays and short stories. Just as in primary school, there is an emphasis on the oral and aural components of the language. In 2006, the Tamil syllabus was reformed to increase weighting of speaking and listening components at the PSLE, teach spoken Tamil instead of the formal variety and reduce emphasis on rote memorisation. Tamil outside of the school Some primary and secondary schools do not have sufficient resources or Tamil students to offer Tamil language classes within school hours. Tamils studying in these schools are required to take their Tamil lessons outside school hours, either at the Umar Pulavar Tamil Language Centre (UPTLC) or one of the eleven school-based Tamil language centres. Its establishment is aimed at garnering the support from other Tamil organisations who would be able to contribute resources towards events and programmes that promote the teaching and learning of the Tamil language. ==Higher Mother Tongue Language (HMTL)==

Higher Mother Tongue is an optional subject offered to eligible students at primary and secondary school levels. The Ministry of Education aims to help students with the ability, aptitude and interest in MTL to achieve higher levels of language proficiency and cultural knowledge through HMTL. Over the years, there has been an increase in the percentage of students taking Higher Mother Tongue Languages (HMTL) at PSLE and 'O' level. In 2003, 17.6% and 16.3% offered Higher Mother Tongue at PSLE and 'O' level respectively. In 2012, the percentage increased to 23.1% at PSLE and 26.9% at 'O' level. See table below for specific statistics. Primary school students are able to take Higher Mother Tongue in Primary 5. The EM1/EM2/EM3 streaming system previously, has been replaced with a 'subject-based' banding scheme. As such, parents may opt for their children who have the ability and interest, to pursue mother tongue at a higher level in Primary 5. For students progressing on to the secondary level, the top 11-30% of the cohort scoring an A* grade in the Mother Tongue or at least a Merit in the Higher Mother Tongue during Primary School Leaving Examination (PSLE) will be eligible to take Higher Mother Tongue in secondary school. Additionally, those ranked in the top 10% of the PSLE are also eligible for HMTL. Students who took Higher Mother Tongue at O Levels are exempted from taking Mother Tongue in JC/MI. Students who obtain at least a D7 in Higher Mother Tongue at O Levels are considered to have satisfied the requirements for Mother Tongue, for the admission to the three local universities - NUS, NTU and SMU. Chinese Higher Mother Tongue Language PSLE: Higher Mother Tongue students learn quantitatively more words per chapter- these words are also more advanced than the MTL syllabus. Students reading Chinese as a Higher Mother Tongue would be assessed in only 2 separate formats: Composition and comprehension, with no oral and listening components. The table below compares the words a student must study for Higher Mother Tongue, and for Mother Tongue. O Levels: There is a focus on the writing component for Higher Mother Tongue. Their assessment format is as follows: Malay Higher Mother Tongue Language Malay (PSLE): Higher Mother Tongue (Malay) subject syllabuses for the primary level cover the learning of proverbs, which are more extensive than the list of proverbs for Mother Tongue. There is also no oral and listening components for Higher Mother Tongue (Malay). Hence, the examination format is as follows: Malay ( O Levels) : Students are expected to be familiar with a list of proverbs which are more extensive than that for Mother Tongue. Students reading Higher Mother Tongue (Malay) are assessed in Written examination through 2 papers, consisting of: Tamil Higher Mother Tongue Language Tamil (PSLE): There is a focus on the learning of basic language skills in listening, writing and talking. There was also an emphasis on explaining cultural values. Students are taught a variety or proverbs and seyyul (a type of poem), which include Thirukkural, Moothurai, Nalvazhi, Athichoodi, kondraivaenthan, and vetrivaerkkai. In addition, students are also taught the grammar and syntax of Tamil. For example, in two Tamil words ஒலி & ஒளி, both of which are pronounced as Oli, students are expected to know the difference in meanings of both words. They are also taught prepositions, knowns as vaetrumai urubu. Other areas include synonyms, antonyms and numerals, Irattai kilavi (a form of sound word), as well as direction words. Tamil (O Level) : There is a focus on proverbs, grammar, syntax, specifically, learning how to add connective words to sentences and phrases. The students are then tasked with writing sentences without changing the meaning of the given sentences. They are also tested on Seyyul proverbs. The examination structure follows two papers as well, as seen in the table below. ==Outcomes==

As Quentin Dixon, Assistant Professor at Texas A&M University, concluded, Singapore's language education system has succeeded in domain shift of the various languages – from non-standard Chinese varieties to Mandarin and English. Aggressive campaigning to encourage the shifting of home language use to the official languages has allowed students to perform bilingually well compared to some other monolingual countries. The mother tongue languages have always been regarded as cultural markers, with English as the key to the door of international opportunities (Wee, 2004). Early bilingual education policy in the 'Efficiency-driven' period (1978–1997) was based on a 'one-size fits all' approach. This has resulted in numerous present-day Singaporeans not having a good grasp of either English or mother tongue. The Singapore government has admitted to using the wrong teaching methods to teach languages in the past; particularly with regards to its efforts in encouraging bilingual proficiency. In the past, with constant review of the curriculum, the government has admitted the flaws lying in their bilingual policy, pointed out by Lionel Wee: to further ensure they receive the best education possible. The Ministry of Education constantly reviews curricula and policies to ensure their students develop their languages to the best of their ability with a more customised and differentiated approach. Controversies With the English-based bilingual education policy in the Singapore education system, there has been a shift from students' mother tongues to English as the home language. This is especially so among the ethnic Chinese group, and it is possible that English can potentially emerge as their lingua franca. This has resulted in the controversy of whether English should be used to teach students' mother tongue, specifically Chinese, to help them learn the language better. This method of using the student's first language (L1) to teach a second language (L2) has been recognised by many professionals who teach English as a second language. However, the use of English to teach students' mother tongue in schools is treated as taboo in Singapore. Another controversy is in relation to the weightage allocated to mother tongues in examinations such as the PSLE. Parents have complained that their children can possibly be excluded from further progression and disadvantaged in their education path if they are unable to excel in their mother tongue, despite doing well in the other subjects. Chinese community leaders have also expressed their concern towards the issue. Chinese community leaders, as well as parents, are afraid that students will view and learn the Mother Tongue merely as an examinable subject, and not as a living language with social relevance. ==References==