Change in Chinese Language Classroom Practices in Singapore: Evidence from the CORE Research Programme

• In Event: AERA Roundtable Session Friday 7:45 am - Gold 2
  In Roundtable Session: International and Comparative Perspectives on Language Education

Abstract

This study examines changes in Chinese Language (CL) classroom practices in Singapore over two decades using data from the CORE Research Programme. The research reveals that in CORE 1, classrooms were primarily teacher-directed, with a focus on whole-class lecturing, choral reading, and IRE sequences. However, in CORE 3, there was a modest increase in multimodal and interactive practices, such as pair/group activities and expanded feedback beyond correctness. However, Secondary 3 lessons remained predominantly lecture-based, influenced by examination-orientated expectations. The study suggests that while teacher beliefs have shifted towards more engaging pedagogies, institutional constraints often shape enacted practices. The findings underscore the progress and limitations of curriculum reform and call for deeper alignment between policy ideals and classroom realities.

Authors

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

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

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