Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/19696
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dc.contributor.authorLi, Li-
dc.contributor.authorTan, Chee Lay-
dc.contributor.authorGoh, Hock Huan-
dc.date.accessioned2018-06-04T01:54:59Z-
dc.date.available2018-06-04T01:54:59Z-
dc.date.issued2016-
dc.identifier10.1080/2331186X.2016.1161958-
dc.identifier.citationLi, L., Tan, C. L., & Goh, H. H. (2016). Home language shift and its implications for Chinese language teaching in Singapore. Cogent Education, 3(1): 1161958. http://dx.doi.org/10.1080/2331186X.2016.1161958en_US
dc.identifier.issn2331-186X-
dc.identifier.urihttp://hdl.handle.net/10497/19696-
dc.description.abstractIn a bilingual society like Singapore, home language environment HLE) of Singaporean children is becoming increasingly concerned, specially for those who are yet to have formal education in schools. The reported rapid shift of family language has increased the tensions among families, schools and communities. This study examined some of the many facets of Singaporean Chinese preschoolers’ HLE, and further discussed how these facets are related to children’s Chinese language proficiency in oral and written forms. Three hundred and seventy-six Singaporean Chinese six-year olds completed Chinese oral and written language proficiency screening. Their parents completed a HLE survey. The findings revealed the possible trend of home language shift from Mandarin Chinese to English in the younger generation. Aside from home language use factors, the importance of other facets that form a rich language environment is also highlighted for children's language development.en_US
dc.language.isoenen_US
dc.subjectBilingualism & multilingualismen_US
dc.subjectChineseen_US
dc.subjectLanguage teaching and learningen_US
dc.titleHome language shift and its implications for Chinese language teaching in Singaporeen_US
dc.typeArticleen_US
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item.grantfulltextopen-
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