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A study of language and literacy in a primary one classroom in Singapore : exploring teaching and learning practices
Author
Menon Sharma Monica
Supervisor
Green, Nicole
Abstract
The English Language is the unofficial lingua franca working language and medium of educational instruction in Singapore. The premium placed on the English Language coupled with the falling standards has caused concern amongst stakeholders and led to a review of curriculum materials. Recommendations made by the English Language Review Committee (CPDD, English Language Review Course Materials, 2006) include the introduction of new curriculum materials at the lower primary level. However, all pupils in primary school adhere to a national curriculum. To provide for pupils’ language and literacy learning, the Ministry of Education (MOE) introduced STELLAR (Strategies for Effective Language Learning and Reading). The STELLAR programme, which was implemented in phases from 2006, is a language and literacy programme that forms part of that national curriculum. The programme centres on reading activities. These book-related discussions are designed to promote negotiated meaning-making and joint collaboration of text. The programme appears to be highly structured and does not take into account the out-of-school experiences and funds of knowledge that pupils come to school with. Therefore, pupils who do not possess school-type literacy upon entry into primary one may be disadvantaged. This study outlines and describes the rationale of STELLAR and explores the STELLAR programme in one particular school in Singapore through a series of classroom observations and interviews with a Primary One classroom teacher. The research uncovers the teacher’s values, beliefs and attitudes towards language and literacy learning and how she accesses the pupils’ funds of knowledge in order to bridge gaps and make connections in learning so as to maximise their language and literacy learning. The research provides a framework of reference using the social constructivist approach to analyse the data, thus highlighting the scaffolding strategies and pedagogical teaching methods employed by the Primary One classroom teacher. The implementation of the programme and the pedagogical implications are discussed with a view to recommending improvements to STELLAR to ensure the literacy success of pupils involved.
Date Issued
2008
Call Number
PE1068.S55 Men
Date Submitted
2008