Support Programme as Remedy for Low-Progress Learners of Chinese Language: The Singapore Experience

• In Event: AERA Roundtable Session Sunday 8:00 am Four Seasons Ballroom 2-3
  In Roundtable Session: Diverse National Perspectives in Evaluating Efforts to Overcome Disparities in Outcomes (Table 10)

Abstract

Due to its bilingual policies, Singapore constantly has a group of low-progress Chinese learners in primary schools, comprising children of foreign talents and local children from English-speaking homes. Curriculum developers collaborated with schools to develop a support programme for these learners, aiming to raise interest, enhance oracy, and improve character recognition and writing. To understand the effect of this programme, this study conducted an evaluation using lesson observations, interviews, and pre-and post-language assessments in 2021-2022. Assessment results suggested improvements in oracy and some written proficiency among 201 learners, whereas observation of 212 lessons confirmed improvements in teaching effectiveness and student engagement. However, interviews with 25 teachers reveal policy, practice, and assessment issues, leaving the programme remedy directions for repair.

Authors

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

• Chunsheng Zhao, Nanyang Technological University - National Institute of Education

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