Teaching Chinese Language in Singapore: Cultural Teaching and Development (SpringerBriefs in Education)

✍ Scribed by Soh Kay Cheng (editor)

• Publisher: Springer
• Year: 2021
• Tongue: English
• Leaves: 130
• Category: Library

✦ Synopsis

This book is cast in a Singaporean context in which Chinese Language is taught as a second language with an emphasis on communicational skills. It showcases ideas on including cultural teaching to enhance second language learning for more effective outcomes. As a collection of chapters relevant to cultural teaching, the book seeks to enthuse Chinese Language educators to incorporate elements of Chinese culture into their lessons. It is practice-oriented and provides examples using Chinese language textbooks, with suggestions for post-lesson activities. It also documents and discusses the needed developments of Singapore's Chinese culture with references to the three popular co-curricular activities of Chinese music, drama (crosstalk), and dance in schools.

✦ Table of Contents

Foreword
Preface
Contents
About the Editor
Part I The Curriculum and Teaching of Culture
1 Chinese Language Education in Singapore: Retrospect and Prospect
1.1 Bilingual Education Policy and Major Initiatives
1.2 Key Developments in Bilingual Education Policies
1.3 Establish a Bilingual Education Policy
1.4 Chinese as a Second Language
1.5 The First Formal Committee to Review Chinese Language
1.6 The Second Formal Committee to Review Chinese Language
1.7 The Third and the Fourth Formal Committee to Review Chinese Language
1.8 Establishing Singapore Center for Chinese Language
1.9 Prospects for Chinese Language Education
1.10 Conclusion
Appendix
References
2 Chinese Learning and Cultural Teaching: Exclusion and Integration. I. Language in Culture
2.1 Relationship Between Language and Culture
2.2 Chinese Language Teaching and Cultural Heritage
2.3 Comparison of Traditional and Singapore Chinese Cultures
2.4 Principles and Suggestions for Chinese Teaching and Cultural Heritage
2.5 Conclusion
References
3 Chinese Learning and Cultural Teaching: Exclusion and Integration. II. Culture in Language
3.1 What is Culture?
3.2 Second Language Teaching and Cultural Teaching
3.3 Teaching Noncultural Texts
3.4 Teaching of Cultural Texts
3.5 How to Teach Culture in a Second Language Environment?
3.6 Teachers, Time, Teaching Methods
3.7 Conclusion
References
4 Chinese Cultural Literacy of Chinese Language Teachers in Singapore: An Exploratory Study
4.1 Method
4.1.1 Respondents
4.1.2 Questionnaire
4.1.3 Data Analysis
4.2 Results
4.2.1 Full Sample
4.2.2 Comparison of Singapore-Norn and China-Born Teachers
4.2.3 Comparison of Teachers of Different Ages
4.3 Discussion and Conclusion
4.4 Limitation
References
5 On Cultural Connotation and Cultural Teaching in Singapore Primary School Textbooks
5.1 Introduction
5.2 Culture: The Goal of Mother Tongue Language
5.3 Cultural Intelligence
5.4 Five Main Points of Designing Culture Teaching
5.5 Design of Culture Teaching
5.6 ABC Principles
5.7 Summary
References
6 Evaluation for Cultural Teaching: Some Preliminary Thoughts
6.1 Evaluation of Cultural Behaviors
6.1.1 Observation
6.1.2 Peer-Reporting
6.1.3 Self-Reporting
6.1.4 Chance Observation
6.2 Evaluation of Cultural Values
6.2.1 Checklists
6.2.2 Rating Scales
6.2.3 Orientation-Based Choices
6.2.4 Limitations
6.3 Evaluation of Cultural Knowledge
6.4 Formative Evaluation Over Formative Evaluation
6.5 Conclusion
References
Part II Cultural Activities and Needed Developments
7 Chinese Orchestral Music in Singapore Schools: Lesson Example and Needed Developments
7.1 A Lesson Example: Horse Racing
7.1.1 Music Content
7.1.2 Vocabulary
7.1.3 Attitude and Behavior
7.1.4 Teacher’s Preparation
7.1.5 Short Courses on Chinese Orchestral Music
7.1.6 Training in Orchestra Management
7.1.7 Appreciation of Chinese Music
7.1.8 Training Orchestral Instructors and Conductors
7.1.9 Graded Repertoire
7.2 Conclusion
References
8 The Role of Crosstalk in Enhancing Chinese Language Learning
8.1 Cultural Significance of Crosstalk in Singapore
8.2 Cultural Knowledge
8.3 Satire
8.4 Function of Crosstalk Performance and Appreciation for Chinese Learning
8.4.1 Increase Students' Interest in Chinese
8.5 Enriching Students' Knowledge of History, Culture and Modern Society
8.5.1 Cultivate Correct Values
8.6 Conclusion
Appendix
Tiger Teacher (for Primary Students).
References
9 Teaching of Chinese Language and Culture Through Chinese Dance
9.1 Chinese Dance as CCA
9.2 Promotion of Chinese Dance in Schools
9.3 Cultural Values Through Chinese Dance
9.4 Development for Chinese Language Teachers
9.5 Chinese Language Fusion
References
10 Inspiring Youths Through Dance Education
10.1 Developing a Dance Ecosystem, Complementing Singapore Education System
10.2 Overcoming Challenges
10.3 Vision of School Leaders
10.4 Inspiring Students in a New Dance Environment
10.5 Advocate the Importance of Dance Education
10.6 Empowering Dance Learning
10.7 Instructor Versus Mentor
10.8 Developing Character Through Dance Inspiration
10.9 Online Dance Curriculum
10.10 Conclusion
10.11 Endnote
References
Postscript