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Vaish, Viniti
Preferred name
Vaish, Viniti
Email
viniti.vaish@nie.edu.sg
Department
English Language & Literature (ELL)
Personal Site(s)
ORCID
21 results
Now showing 1 - 10 of 21
- PublicationRestrictedBuilding English competencies in bilingual underachievers: A baseline study of Singapore's learning support program(2011)
; Tripathi, Shilpi"This project is a baseline study of Singapore's Learning Program (LSP) which is an intervention program in primary schools with the main objective of helping students who do not have adequate competencies in English language and literacy to cope with the mainstream curriculum. The LSP is comparable to the other compensatory programs in the USA such as Transitional Bilingual Education (TBE), two way bilingual educations (TWBE), pull out ESL programs and the funds of knowledge intervention program in the UK. All these compensatory programs have a leveling up a goal in which they try to bring underachievers to the same level of their mainstream peers. The broad objectives of the project are to document what goes on in the LSP, how the Learning Support Co-ordinator teaches, who is sent in, who is sent out and what Learning Support Co-ordinators believe about bilingualism."--executive summary.476 79 - PublicationOpen AccessGlobalization and multilingualism in Singapore: Implications for a hybrid identity(2006-04)This essay is about language and unique forms of identity in Singapore resulting from globalization. Specifically it looks at language use amongst the Indians in Singapore in the domains of religion and public space. Identified as one of the most globalized nations in the world, Singapore is concerned about the erosion of mother tongue languages and the consequent demise of Asian Values. Through the preliminary findings of a large scale language survey and smaller scale follow up studies, this essay shows a heteroglossic use of languages and a concomitant hybrid identity which is the mark of being Singaporean. The essay also emphasizes that a unidimensional view of language and globalization, which only looks at globalization as a form of McDonaldization, is not in keeping with actual patterns of language use.
959 11878 - PublicationOpen AccessBilingualism, literacy and reading achievement(National Institute of Education (Singapore), 2014)
; 539 1046 - PublicationMetadata onlyStudent engagement in readingThis paper explores student engagement and interactional patterns in young learners in a reading programme for low-track students on the basis of 19 h of video data collected from five schools. I show evidence of student engagement on the basis of bidding, eye contact, student talk and behaviour displaying excitement. The data show moderate student engagement across all five schools with few instances of high engagement and fewer instances of low student engagement. There is lack of variety in interactional patterns in episodes with low student engagement. The interactional patterns in episodes of high student engagement are Reading and Whole Class Elicitation, Whole Class Elicitation, Whole Class Role Play, Whole Class Activity and Individual Activity. In 40% of the episodes with high student engagement, teachers masterfully use Whole Class Elicitation. In episodes that show behaviour displaying excitement, the teachers engage students in role play, writing activities or other types of kinaesthetic learning. On the basis of these findings, I suggest implications for pedagogy in reading classrooms for young learners.
38 - PublicationMetadata onlyTranslanguaging in a reading classUsing translanguaging as a theoretical foundation, this paper analyses findings from a Grade 2 reading class for low achieving students, where Malay was used as a scaffold to teach English. Data come from one class in one school in Singapore and its Learning Support Programme (LSP), which is part of a larger research project on biliteracy. The LSP is an early intervention reading programme in English for students in lower primary school. Our key finding is that the broad goal of translanguaging in teacher talk was to mediate academic content. Specifically, the purposes for translanguaging in teacher talk were to aid comprehension (in 41% of switches) and translate vocabulary (in 39% of switches). The use of Malay changed interactional patterns by closing the gap in talktime between teacher and students: though the ratio of talktime between teacher and students on Day 1 was 76%:20%, this became a more democratic 47%:49% on Day 8. Finally, the scaffold of Malay changed the way the students attempted to answer questions.
WOS© Citations 26Scopus© Citations 38 28 - PublicationRestrictedLanguage and identity: Analysing Malay slang amongst Malay young adults on TikTok and Instagram(National Institute of Education, Nanyang Technological University (NIE NTU), Singapore, 2022)
Aims and objectives This research seeks to answer the following research questions:
1) What factors influence Malay young adults to use Malay slang?
2) What are the different types of Malay slang words and phrases used among young adults in social media?
3) What identities are constructed by the usage of Malay Slang?Background
Some critics argue that slang erodes language. However, it is essential to offer different perspectives on slang in creating identities. Hence, this research investigates on slang usage and social identities.Materials and Methods
A mixed methods approach was employed. Firstly, an online survey questionnaire was conducted. Secondly, two focus group discussions were conducted through Zoom application. Thirdly, social media investigation method was conducted on TikTok and Instagram. Results were analysed and tabulated into a word list. 10 Malay young adults were interviewed in focus groups. The interviewees were split into two groups. 30 social media accounts were analysed.Results
86 responses from the survey were received. 61.6% felt that slang is only used between individuals belonging to the same social group. 93% agreed that their generation uses Malay slang.Conclusion
The research confirmed that language reflects identity.50 26 - PublicationOpen AccessThe sociolinguistic survey of Singapore 2006: Findings and policy implications(2009)
; 471 466 - PublicationOpen AccessAn introduction to the sociolinguistic survey of Singapore(National Institute of Education, Singapore, 2005-11)
; ; Bokhorst-Heng, W. D. (Wendy Diana)459 270 - PublicationOpen AccessLanguage and social class: Linguistic capital in Singapore(2008-03)
; Tan, Teck KiangThis paper analyzes the relationship between ethnic group, language use and social class in Singapore in light of implications for performance in the national school system. Using a Bourdieusian theoretical framework we argue that though Singapore equitably distributes the linguistic capital of English through its bilingual language in education policy, children from low income homes are disadvantaged. For the Chinese and Malay ethnic groups there is a correlation between dominant home language and social class though this is not the case for the Indians. Correspondence analysis shows that SES is correlated to English test scores. Multilevel analysis shows that SES is related to aspects of linguistic capital like language choice in reading, watching TV, choosing types of friends and learning about religion. Data for these claims come from The Sociolinguistic Survey of Singapore 2006 (SSS 2006).2146 17468 - PublicationOpen Access
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