Truth as Belief and Truth in Practice: Challenges in Nurturing Bilinguals Using Curriculum Reforms

• In Event: Sheraton Roundtable Session One
  In Roundtable Session: Culturally and Linguistically Sustaining Pedagogical Practices (Table 13)

Abstract

Singapore faces the challenge of growing low-progress Chinese learners due to the shift in home language among ethnic Chinese. Its curriculum reforms were questioned due to its approach of lowering learning requirements that seemed to counter the nation's effort to nurture bilinguals. Hence, the truth of using curriculum reform to nurture the required bilinguals becomes questionable. Drawing on the pragmatic theory of truth, this study attempts to piece together data from lesson observations, teachers' interviews and students’ focus group interviews to uncover the outcome of reform and discuss the changes, considering its alignment with the nation’s interests. Preliminary data showed a general coherence in the belief of being bilingual, but the nurturing of bilinguals remains challenging in practice.

Authors

• Hock Huan Goh, National Institute of Education - Nanyang Technological University
  Presenting Author

• Dennis Kwek, National Institute of Education - Nanyang Technological University
  Non-Presenting Author

• Hwei Ming Wong, National Institute of Education - Nanyang Technological University
  Non-Presenting Author