Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/17683
Title: The possible cultural consequences for children as they learn to read in English at primary three in Singapore
Authors: Jones, Sally Ann
Keywords: Children
Classroom interaction
Culture
Primary school
Reading pedagogy
Singapore
Issue Date: 2010
Citation: Jones, S. A. (2010). The possible cultural consequences for children as they learn to read in English at primary three in Singapore. RELC Journal, 4(3), 229-251. http://dx.doi.org/10.1177/0033688210380559
Abstract: This article presents the findings of an observation study of reading lessons in English at primary three in Singapore. The aims of the study were first to establish whether a common pedagogy to teach reading in English exists at this transition year of children’s schooling, and second what the cultural effects of this pedagogy might be for children. In the article, I show how features in common over the observed lessons form a pedagogy derived internationally. Next, through a detailed analysis of this pedagogy, a locally written text and the talk around the text in a single lesson, I show and discuss the possible cultural consequences of the pedagogy for Singaporean children.
Description: This is the final draft, after peer-review, of a manuscript published in RELC Journal. The published version is available online at http://dx.doi.org/10.1177/0033688210380559
URI: http://hdl.handle.net/10497/17683
ISSN: 0033-6882 (print)
1745-526X (online)
Other Identifiers: 10.1177/0033688210380559
Appears in Collections:Journal Articles

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