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English-Chinese bilingualism in four secondary school-types in Singapore
Author
Chia, Su-Shyng
Supervisor
Wong, Ruth
Abstract
This study seeks to explore the state of English-Chinese bilingualism in secondary schools in Singapore by empirically examining the profile of ethnic Chinese students in four secondary school-types, viz. Neighbourhood-Express (NX), Mission-Express (MX), Special Assistance Plan (SAP), and SAP-Express (SAPX).
Information on the linguistic profile of the sub-samples were measured in terms of their dialectal and parental profiles, patterns of language use, personal speech preference and bilingual proficiency. This was followed by an examination of the attitudinal/motivational profile of the sub-samples, measured in terms of their perceptions of English vis-a-vis Mandarin, attitudes towards learning language, orientation and motivational intensity in language learning, parental encouragement, ethnic identification, and belief statements on English and Mandarin. Responses from the students on eight open-ended items were also coded for analysis. Lastly, a matched-guise experiment was conducted to elicit hidden language stereotypes based on the respondents' self-perceived linguistic skill.
Results indicate fairly distinct linguistic profiles for the four school-types investigated, with the SAP and NX sub-samples inclined towards using Mandarin, and the SAPX and MX sub-samples inclined towards using English. Attitudinal/motivational profiles also showed interesting differences between the sub-samples in their approach towards the study of Mandarin as a subject.
Across the sub-samples, a strong endorsement of the necessity of English-Mandarin bilingualism was found, with responses indicating the students' growing awareness of the rising practical importance attached to Mandarin. The matched-guise experiment further revealed that Mandarin did not come across as any less socially attractive than English between students belonging to different language dominance subgroups, and that the students were comfortable with their self-professed dominant language identity.
Conclusion were drawn with respect to the linguistic profile of each school-type, the observed versus common perceptions of the attitudinal/motivational profile of each school-type, and the extent of Mandarin under threat from English.
Information on the linguistic profile of the sub-samples were measured in terms of their dialectal and parental profiles, patterns of language use, personal speech preference and bilingual proficiency. This was followed by an examination of the attitudinal/motivational profile of the sub-samples, measured in terms of their perceptions of English vis-a-vis Mandarin, attitudes towards learning language, orientation and motivational intensity in language learning, parental encouragement, ethnic identification, and belief statements on English and Mandarin. Responses from the students on eight open-ended items were also coded for analysis. Lastly, a matched-guise experiment was conducted to elicit hidden language stereotypes based on the respondents' self-perceived linguistic skill.
Results indicate fairly distinct linguistic profiles for the four school-types investigated, with the SAP and NX sub-samples inclined towards using Mandarin, and the SAPX and MX sub-samples inclined towards using English. Attitudinal/motivational profiles also showed interesting differences between the sub-samples in their approach towards the study of Mandarin as a subject.
Across the sub-samples, a strong endorsement of the necessity of English-Mandarin bilingualism was found, with responses indicating the students' growing awareness of the rising practical importance attached to Mandarin. The matched-guise experiment further revealed that Mandarin did not come across as any less socially attractive than English between students belonging to different language dominance subgroups, and that the students were comfortable with their self-professed dominant language identity.
Conclusion were drawn with respect to the linguistic profile of each school-type, the observed versus common perceptions of the attitudinal/motivational profile of each school-type, and the extent of Mandarin under threat from English.
Date Issued
1997
Call Number
LC3737.S5 Chi
Date Submitted
1997