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The possible cultural consequences for children as they learn to read in English at primary three in Singapore
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. https://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.
Date Issued
2010
DOI
10.1177/0033688210380559
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