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SINGAPORE: Parents and teachers in Singapore agree with Prime Minister Lee Hsien Loong, who said on Thursday that changes to the Chinese language curriculum must account for different abilities and needs.
But they also feel that children should be inspired to take on a more positive attitude towards the learning of the Chinese language, rather than view it as just another examination subject.
9-year-old Josiah Chua is not afraid to read out loud in Mandarin, especially when his mother is there to help with the difficult words.
Speaking Mandarin is a part of life in the Chua household and Josiah's mother, Madam Koh Siew Min, said watching drama serials together is a great way to keep them engaged.
"I can see that they're interested when they ask me, 'So what does this idiom mean? What does this proverb mean?' because they need to follow the storyline... I took the opportunity to introduce new words and to tell them that learning Chinese is actually really fun," she said.
Both Josiah and his 11-year-old brother, Jonathan, are students at Henry Park Primary School, which ropes in parent volunteers to conduct weekly language activities.
Mdm Koh said she would like to see more interactivity between teachers and students during Chinese lessons, adding that handling exams should not be the main reason for Chinese language learning.
Both Jonathan and Josiah study Chinese under a new 2005 curriculum, which provided some form of customised learning for those with different language abilities.
The current review is expected to go even further. Besides looking at how the language can be better taught to an increasingly English-speaking audience, it will also cater to the desires of a growing number of students who want to master the Chinese language.
Drama is one way that some schools are using to reach out to their students, while using English to teach Mandarin is also gaining popularity in some quarters.
Some teachers said English can be particularly helpful in explaining certain nouns and concepts.
Wu Xinping, Chinese language teacher at Dunman High School, said: "However, we must be clear that English and Chinese are basically two different languages. Some concepts that are found in Chinese don't have an equivalent concept in English."
Ms Wu added that Chinese teachers have to be clear about these linguistic differences, and see how English can be used to achieve teaching objectives, instead of using it "for the sake of using English".
Her colleague, Ng Tze Fang, also noted that some older teachers may be at a disadvantage if they are not well-versed in English.
Singapore's leaders have often stressed the economic benefits of being bilingual, particularly the advantages of being able to engage with a rising China.
Minister in the Prime Minister's Office Lim Swee Say said: "Singapore's future development is not the only reason why we have to be bilingual. But more importantly, it's also for the sake of maintaining harmony in our multi-cultural, multi-lingual society."
But for parents like Mdm Koh, it is more about sharing an integral part of their cultural heritage with their children.
- CNA/so
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