Coverart for item
The Resource Quadrilingual Education in Singapore : Pedagogical Innovation in Language Education

Quadrilingual Education in Singapore : Pedagogical Innovation in Language Education

Label
Quadrilingual Education in Singapore : Pedagogical Innovation in Language Education
Title
Quadrilingual Education in Singapore
Title remainder
Pedagogical Innovation in Language Education
Creator
Contributor
Subject
Language
eng
Member of
Cataloging source
MiAaPQ
Literary form
non fiction
Nature of contents
dictionaries
Series statement
Education Innovation Ser
Quadrilingual Education in Singapore : Pedagogical Innovation in Language Education
Label
Quadrilingual Education in Singapore : Pedagogical Innovation in Language Education
Link
http://libproxy.rpi.edu/login?url=https://ebookcentral.proquest.com/lib/rpi/detail.action?docID=4354385
Publication
Copyright
Related Contributor
Related Location
Related Agents
Related Authorities
Related Subjects
Related Items
Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • Series Editors' Foreword -- Contents -- Contributors -- Abbreviations -- Part I: Introduction -- Chapter 1: Overarching Themes, Bilingual Dreams and Multilingual Landscapes: Quadrilingual Education in Singapore -- Introduction -- Quadrilingual Education in Singapore -- Overarching Themes -- Bilingual Dreams -- Linguistic Environment -- Language Education -- Overview of this Volume -- Introducing the Chapters -- References -- Part II: Transitions -- Chapter 2: Transmission and Development of Literacy Values and Practices: An Ethnographic Study of a Malay Family in Singapore -- Introduction -- The Study -- Method -- The Parents: Experiencing the Past, Working on the Future -- The Parents: Enculturating Children in Literacy Practices -- The Siblings: Trialling the Old, Apprenticing the Young -- The Parents: Mediating School Influence on Children -- Discussion and Conclusion -- References -- Chapter 3: 'I Believe, Therefore I Practice': Teachers' Beliefs on Literacy Acquisition and Their Classroom Practices -- Introduction -- The Relationship Between Beliefs and Practices -- Theoretical Issues and Objectives -- Early Childhood Curriculum in Singapore -- Research Questions -- Research Methodology -- Participants -- Instruments and Procedures -- Teacher Survey -- Classroom Observation -- Classroom Artefacts -- Analysis of Data -- Findings -- Teacher Survey -- Linking Practices to Beliefs -- Match Between Teachers' Beliefs and Practices -- More Child Centred: Fairfield -- Skills-Oriented: Ivy -- Apparent Mismatch between Teachers' Beliefs and Observed Practices -- Discussion and Possible Implications -- The Transition from Kindergarten to Primary School -- A Customized Pedagogical Approach for the Singapore Malays? -- References -- Chapter 4: Commentary on 'Transitions' -- Introduction -- The Chapters -- Conclusion -- References
  • Part III: Competencies -- Chapter 5: A Reading Profile of Singapore Primary 1 Students and Implications for Reading Pedagogy -- Introduction -- Review of Literature -- The Fundamentals of Early Reading Instruction -- Stages in Reading -- Consequences of Not Reading at Grade Level -- Reading Instruction in Singapore -- The Study -- Objectives -- Selection of School -- Participants -- Materials and Procedure -- Testing Procedure -- Scoring Procedure -- Decoding -- Comprehension -- Retelling -- Findings -- Descriptive Analysis of Decoding, Comprehension and Retelling Scores -- Detailed Analysis of Decoding Scores -- Detailed Analysis of Comprehension Scores -- Discussion and Recommendations -- Decoding -- Comprehension -- Retelling -- Limitations of the Study -- Pedagogical Implications -- References -- Chapter 6: Morphological Awareness and Reading Development in Bilingual English-Chinese Children in Singapore -- Introduction -- Morphological Awareness in Learning to Read Among Monolingual English Children -- Morphological Awareness in Learning to Read Among Monolingual Chinese-Speaking Children -- Morphological Awareness in Learning to Read Among Bilingual Children -- Methodology -- Participants -- Instruments -- Morphological Awareness Tasks -- Discriminate Morphemes Task -- Select Interpretation Task -- Vocabulary Task -- Reading Comprehension Task -- Procedure -- Findings -- Results -- Descriptive Data -- Morphological Awareness, Vocabulary, and Reading Comprehension in English and Chinese -- Within Language -- Crosslinguistic Transfer -- Discussion -- Derivational and Compound Morphological Awareness in Both Languages -- Contributions of Morphological Awareness to Reading Comprehension -- Within Language Association -- Crosslinguistic Association -- Conclusion -- Appendix 1 -- Language Background Questionnaire -- References
  • Chapter 7: Taking Stock of the Effects of Strategies-Based Instruction on Writing in Chinese and English in Singapore Primary Classrooms -- Introduction -- English and Chinese Syllabuses -- Research on the Effects of Strategies-Based Instruction -- Writing as Strategic Processes -- SBI in the Language Learning Curriculum -- Research Questions -- Methodology -- Participants -- Intervention Group vs. Comparison Group -- Instrumentation -- Survey of Student Awareness of Writing Strategies -- English and Chinese Writing Scores -- Intervention Programme -- Writing Strategies Taught -- Training Teachers -- Data Analysis -- Preparing Writing Scores for Analysis -- Results -- Effects of SBI on Students' Awareness of Writing Strategies -- Effects of SBI on Score Gains in English and Chinese Writing -- Discussion -- Conclusion and Implication -- Appendices -- Appendix A -- Questionnaire About Yourself -- Appendix B -- Survey on Writing Strategies -- References -- Chapter 8: Commentary on 'Competencies' -- Introduction -- International Comparisons -- References -- Part IV: Practices -- Chapter 9: Student Engagement in Reading -- Introduction -- Background of Research -- Student Engagement and Reading -- Measuring Student Engagement -- Teacher Characteristics and Student Engagement -- Methodology -- Participants and Lesson Observations -- Video Analysis of Engagement and Classroom Interaction -- Coding Interactional Patterns and Activities -- Coding for Student Engagement -- Findings and Discussion -- Overall Picture of Engagement in the LSP -- Interactional Patterns and Student Engagement -- High Student Engagement -- Conclusion -- References -- Chapter 10: Distinctiveness and Uniformity: Teaching Language in Singapore Primary Grades 1 and 2 -- Introduction -- Policy Background -- Curriculum Reform -- Research Objectives -- Methodology -- Participants
  • Lesson Observation and Coding -- Findings -- Participation Patterns, Physical Arrangement and Activity Selection -- Physical Arrangement -- Activity Types -- Teacher Questioning -- Exercise of Authority -- Learning Environment -- Encouraging Interaction and Risk-Taking -- Encouraging Collaboration, Problem-Solving and Independent Learning -- Student Engagement -- Lesson Content -- Language Skill Focus -- Teacher Materials and Source of Authoritative Knowledge -- Student-Produced Work and Assessment of Learning -- Discussion and Conclusion -- References -- Chapter 11: Culture Representation in Teachers' Talk: A Functional Analysis of Singapore's Chinese Classroom Discourse -- Introduction -- Purpose -- Methodology -- Findings and Discussion -- Cultural Words -- Chinese Movies, Songs and Tales -- The History of Ancient China -- Chinese Customs and Festivals -- Cultural Activities -- Classroom Rituals -- Teaching of Politeness -- The Nature of Cultural Content -- Conclusion -- Acknowledgement -- References -- Chapter 12: Morphological Teaching and Singaporean Children's English Word Learning -- Introduction -- English Morphological Awareness and Its Development -- Morphological Awareness and Word Learning -- Derivational Morphology in Primary English Language Curriculum in Singapore -- Research Questions -- Methodology -- Participants -- Intervention Program and Instructional Strategies -- Designing and Pedagogical Principles -- The Intervention Program -- Teachers as Intervention Implementers -- Tasks -- Morphological Relatedness -- Affix Choice (Real) -- Affix Choice (Pseudo) -- Morphological Production -- Meaning Inference -- Results -- Intervention Effects -- Contribution of Morphological Awareness to Word Learning -- Discussion -- Intervention Effects -- Morphological Awareness and Word Learning -- Conclusions -- References
  • Chapter 13: Commentary on 'Practices' -- Introduction -- References -- Part V: Reforms -- Chapter 14: Use and Impact of Spoken Tamil in the Early Tamil Classrooms -- Introduction -- Tamil Language in Schools -- Methodology -- Findings -- Overview of Tamil Use in Primary 1 and 2 Classrooms -- Distinctive Features of Language Use in the TL Classroom -- Pronunciation -- Use of Written Tamil and SST in Oral Language -- Use of English -- Other Linguistic Issues -- Classroom Interaction -- Implications -- Conclusion -- References -- Chapter 15: Inculcation of Malay Values and Culture in Language Pedagogy in Singapore -- Introduction -- Malay Moral Values, Culture and Language Education -- Malay Language Syllabus in Primary Schools in Singapore -- Methodology -- Document Study -- Classroom Observation Analysis -- Values and Culture Elements in Textbooks and Malay Language Classroom -- Values Presented in Textbooks -- Be Good Hearted -- Be Courteous/Be Gracious -- Show Respect -- Be Thrifty -- Love -- Work Hard/Persevere -- Help One Another -- Be Responsible -- Elements of Culture in the Textbooks -- Aspects of Clothing -- Traditional Games -- Customary Marriage -- Visiting and Bringing Gifts -- Celebration of Hari Raya -- Eating with Right Hand -- Care for Hygiene -- Manners When Pointing -- Use of Pantun (Malay Rhyming Poetic Form) -- Summary of the Document Study -- Values and Cultural Elements in Malay Language Lessons -- Discussion -- References -- Chapter 16: Coding and Comparing Pedagogic Features of Teaching Practices: What Happens in Chinese Language Classes in Singapore's Primary Schools? -- Introduction -- The Modular Curriculum: Structure and Characteristics -- Methodologies: Research Tool and Data Collection -- Research Tool -- Data Collection and Processing -- Results and Findings -- Teaching Phases -- Students' Modality Across Modules
  • Teachers' Instructional Focus Across Modules
http://library.link/vocab/cover_art
https://contentcafe2.btol.com/ContentCafe/Jacket.aspx?Return=1&Type=S&Value=9789812879677&userID=ebsco-test&password=ebsco-test
Dimensions
unknown
http://library.link/vocab/discovery_link
{'f': 'http://opac.lib.rpi.edu/record=b4391176'}
Extent
1 online resource (325 pages)
Form of item
online
Isbn
9789812879677
Media category
computer
Media MARC source
rdamedia
Media type code
c
Sound
unknown sound
Specific material designation
remote

Library Locations

    • Folsom LibraryBorrow it
      110 8th St, Troy, NY, 12180, US
      42.729766 -73.682577
Processing Feedback ...