Hostname: page-component-cd9895bd7-jkksz Total loading time: 0 Render date: 2024-12-27T09:55:41.492Z Has data issue: false hasContentIssue false
  • English
  • Français

Research in applied linguistics and language teaching and learning in Singapore (2000–2007)

Published online by Cambridge University Press:  01 July 2009

Rani Rubdy  and
T. Ruanni F. Tupas
Rani Rubdy
Affiliation:
National Institute of Education, Singaporerani.rubdy@nie.edu.sg
T. Ruanni F. Tupas
Affiliation:
National University of Singaporeelcttr@nus.edu.sg
Get access Rights & Permissions [Opens in a new window]

Abstract

In this review of research in applied linguistics and language teaching and learning in Singapore, more than one hundred national publications for the period 2000–2007 will be reviewed. Since this period encompasses certain changes that were introduced in Singapore schools at the start of the new millennium, it would be appropriate to take stock of the studies that showcase these changes. These studies fall under five main areas of local research: norms, standards and models; English language curriculum and policy; reading and writing instruction and research; mother tongue teaching and learning; and the teaching of English to international students. In this review, representative work under each research area will be discussed, and this will be done within the broad historical and sociopolitical context of research in Singapore. The results of the review suggest that practical concerns assume priority over theoretical issues, which are relegated to secondary importance. This can be explained in terms of the role of the state in education reform and governance and its top–down decision-making processes, the impact of globalization on education, and the role of education in the management of race relations in the country.

Type
A Country in Focus
Information
Language Teaching , Volume 42 , Issue 3 , July 2009 , pp. 317 - 340
Copyright
Copyright © Cambridge University Press 2009

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Ahmad, S. (2000). Use of text types in the teaching of Malay language (a course project). Singapore: SEAMEO Regional Language Centre.Google Scholar
All-Party Committee on Chinese Education (1956). Report of the All-Party Committee of the Singapore Legislative Assembly on Chinese Education. Singapore: Govt. Printer.Google Scholar
Alsagoff, L. (2001). Tense and aspect in Singapore English. In Ooi (ed.), 79–88.Google Scholar
Alsagoff, L. & James, J. E. (2007). From grammar to text: A grammarian's approach to text types. In Tupas et al. (eds.), 29–44.Google Scholar
Ang, M. Y. (2000). Developments in the English language curriculum in Singapore. Teaching of English Language and Literature 16.2, 3–8.Google Scholar
Bao, Z. (2001). Two issues in the study of Singapore English phonology. In Ooi (ed.), 69–78.Google Scholar
Brown, A. (2003). English language myths. Singapore: McGraw-Hill.Google Scholar
Brown, A., Deterding, D. & Low, E. L. (eds.) (2000). The English language in Singapore: Research on pronunciation. Singapore: Singapore Association for Applied Linguistics.Google Scholar
Chai, B. Y. & Tan, C. L. (2002). Thinking and creativity in the teaching and learning of the Chinese language. In Chang, A. & Cheah, Y. M. (eds.), Teachers’ handbook on teaching generic thinking skills. Singapore: Pearson Education.Google Scholar
Chandrasegaran, A. (2002). Maintaining standards through students’ writing: A discourse-based approach. In Low & Teng (eds.), 3–13.Google Scholar
Cheah, Y. M. (2002). English language teaching in Singapore. Asia-Pacific Journal of Education 22.2, 65–80.Google Scholar
Cheah, Y. M. (2004). English language teaching in Singapore today. In Ho & Wong (eds.), 353–374.Google Scholar
Chew, P. G. L. (2005). Change and continuity: English language teaching in Singapore. Asian EFL Journal: On-line TEFL Journal 7.1, 1–12.Google Scholar
Chew, P. G. L. (2006). Asian realities in language learning: The case of Singapore. CELEA Journal 29.1, 3–11.Google Scholar
De Costa, P. (2007). Exploring ‘voice’ in students’ writing: The case of Chinese ESL students. In Teo, P. & Ho, C. (eds.), Discourse in the modern world. Singapore: McGraw Hill, 6–27.Google Scholar
Deng, X. (2005). Portfolio, student reflections, and the teaching of ESL/EFL writing. In Poedjosoedarmo (ed.), 111–126.Google Scholar
Department of Statistics (2008). Yearbook of statistics Singapore. Singapore: Author.Google Scholar
Deterding, D., Brown, A. & Low, E. L. (eds.) (2005). English in Singapore: Phonetic research on a corpus. Singapore: McGraw-Hill.Google Scholar
Deterding, D., Low, E. L. & Brown, A. (eds.) (2003). English in Singapore: Research on grammar. Singapore: McGraw Hill.Google Scholar
Deterding, D. & Poedjosoedarmo, G. (2000). To what extent can the ethnic group of young Singaporeans be identified from their speech? In Brown et al. (eds.), 1–9.Google Scholar
Deterding, D. & Poedjosoedarmo, G. (2001). The grammar of English: Morphology and syntax for English teachers in South Asia. Singapore: Prentice Hall.Google Scholar
Doyle, P. (2007). Teaching grammar with a learner corpus. In Tupas et al. (eds.), 77–86.Google Scholar
Farrell, T. (2005). Teaching reading strategies: ‘It really takes time!’ In Poedjosoedarmo (ed.), 71–81.Google Scholar
Feng, A. (2000). ‘Chinese characteristics’ in ELT–CE syllabus, teaching methodology and culture of learning. STETS Language & Communication Review 2, 43–55.Google Scholar
Feng, A. (2001). ‘Bo Chai Zhong Chang’ – A slogan for effective ELT methodology for College English education. Reflections on English Language Teaching 1, 1–22.Google Scholar
Fong, Y. S. (2006). Through a looking glass: A profile of PRC SM3 students enrolled in an intensive English course. STETS Language & Communication Review 5.1, 11–20.Google Scholar
Goh, C. C. M., Zhang, L. J., Ng, C. H. & Koh, G. H. (2005). Knowledge, beliefs and syllabus implementation: A study of English language teachers in Singapore. Singapore: National Institute of Education.Google Scholar
Goh, H. & Tan, K. L. (2001). Reflections on ESL and EFL students through e-mail. Reflections on English Language Teaching 1, 105–124.Google Scholar
Goh, Y. S. (2000). The rise of global Mandarin: Opportunities and challenges. In Ho, W. K. & Ward, C. (eds.), Language in the global context: Implications for the language classroom (RELC Anthology Series 41). Singapore: SEAMEO English Language Centre, 304–311.Google Scholar
Goh, Y. S. (2001). A sociolinguistic profile of Chinese language student teachers in Singapore. In Tan et al. (eds.), 227–245.Google Scholar
Goh, Y. S. (2003). Bilingual approach to teaching Chinese: Linguistic and pedagogical perspectives (an academic Adviser's Report). Singapore: Planning Division and Curriculum Planning and Development Division, Ministry of Education.Google Scholar
Goh, Y. S. (2006). English language use in teaching Chinese as a second language: Making the most of the learner's linguistic resources. In Singapore Teachers’ Union, 33–37.Google Scholar
Gopinathan, S. (2001). Globalisation, the state and education policy in Singapore. In Tan et al. (eds.), 3–17.Google Scholar
Gopinathan, S. (2007). Globalization, the Singapore developmental state and education policy: A thesis revisited. Globalization, Societies and Education 5.1, 53–70.Google Scholar
Gopinathan, S., Ho, W. K. & Saravanan, V. (2004). Ethnicity management and language education policy: Towards a modified model of language education in Singapore. In Lai, A. E. (ed.), Beyond rituals and riots – Ethnic pluralism and social cohesion in Singapore. Singapore, Eastern University Press, 228–257.Google Scholar
Halliday, M. A. K. (1994). An introduction to functional grammar (2nd edn.) London: Arnold.Google Scholar
Higgleton, E. & Ooi, V. B. Y. (1997). Times Chambers essential English dictionary. Singapore: Federal Publications.Google Scholar
Ho, C., Teo, P. & Tay, M. Y. (eds.) (2006). Teaching the General Paper – Strategies that work. Singapore: Pearson Education South Asia.Google Scholar
Ho, C. L. (2001). The cultural grounding of Singapore English. In Ooi (ed.), 102–111.Google Scholar
Ho, L. (2003). Pronunciation problems of PRC students. In G. L. Lee et al. (eds.), 122–137.Google Scholar
Ho, W. K. (2006). Education in Singapore: Focusing on quality and choice in learning. A country report. Singapore: Singapore Teachers’ Union.Google Scholar
Ho, W. K. & Pakir, A. (eds.) (2000). Recent developments and issues in Applied Linguistics: A collection of SAAL lectures. Singapore: Singapore National Printers.Google Scholar
Ho, W. K. & Wong, R. Y. L. (eds.) (2004a). English language teaching in East Asia today: Changing policies and practices. Singapore: Eastern Universities Press.Google Scholar
Ho, W. K. & Wong, R. Y. L. (eds.) (2004b). Language policies and language education: The impact in East Asian countries in the next decade (2nd edn.). Singapore: Eastern Universities Press.Google Scholar
Hsu, J-F. J., Tan, C. H. & Chan, M. L. (2000). Creative thinking through cooperative learning in Chinese composition lessons. In Ho, S. G. (ed.), Effective thinking and learning strategies in the 21st century. Singapore: Singapore Chinese Teachers’ Union, 41–57.Google Scholar
Hu, G. (2005). Basic English language education in China: An overview. In Kwah & Vallance (eds.), 1–29.Google Scholar
Hung, T. N. (2007). Where the grammar syllabus ends and the teacher begins. In Tupas et al. (eds.), 7–19.Google Scholar
Jaidev, R. (2003). A case study of learner insights on the role of team input and interaction among first-year engineering students in a team-writing project. Reflections on English Language Teaching 2, 73–91.Google Scholar
Jin, L. & Cortazzi, M. (1998). The culture the learner brings: A bridge or a barrier? In Byram, M. & Fleming, M. (eds.), Language learning in intercultural perspective: Approaches through drama and ethnography. Cambridge: Cambridge University Press, 98–118.Google Scholar
Kalaimani, R. & Kaliamoorty, S. (2007). Using IT to improve the oral and aural performance of Tamil language students by developing their metacognitive skills. In Shegar, C. & Rahim, R. B. A. (eds.), Redesigning pedagogy: Voices of practitioners. Singapore: Pearson Longman, 33–42.Google Scholar
Kramer-Dahl, A. (2007). Teaching English language in Singapore after 2001: A case study of change in progress. In Vaish, V.Gopinathan, S. & Liu, Y. (eds.), Language, capital and education in Singapore – Critical studies of language and education in Singapore. Rotterdam & Taipei: Sense Publishers, 47–71.Google Scholar
Kubota, R. (1997). A reevaluation of the uniqueness of Japanese written discourse: Implications for contrastive rhetoric. Written Communication 14.4, 460–480.Google Scholar
Kwah, P. F. (2005). An overview of the Communication Skills Programme for PRC scholars. In Kwah & Vallance (eds.), 30–36.Google Scholar
Kwah, P. F. & Vallance, M. (eds.) (2005). Teaching English to Chinese ESL students: Classroom practices. Singapore: Pearson.Google Scholar
Lakshmi, S. (2005). Discussion on mother tongue issues in Singapore: Tamil language varieties – Standard Spoken Tamil (SST). SAAL Quarterly 27, 14–29.Google Scholar
Lee, G. L., Ho, L., Meyer, J. E. L., Varaprasad, C. & Young, C. (eds.) (2003). Teaching English to students from China. Singapore: Singapore University Press.Google Scholar
Lee, K. (2003). Teaching of thinking in the languages. In Lee, P. Y., Tan, S. C., Tan, K., Tan, O-S. & Chang, A. (eds.), Annotated bibliography of studies on thinking skills. Singapore: Graduate Programmes and Research Office, National Institute of Education, 60–73.Google Scholar
Lee, K. C. & Chan, J. (2003). PRC students’ language learning experiences. Reflections on English Language Teaching 2, 114–137.Google Scholar
Lim, C. L. & Cheah, Y. M. (2005). Reeling them in: A beginning reading programme in Fuchun Primary School. In Poedjosoedarmo (ed.), 82–90.Google Scholar
Lim, C. Y. & Wee, L. H. A. (2001). Reduplication in colloquial Singapore English. In Ooi (ed.), 89–101.Google Scholar
Lim, L. S. L. (2000). Ethnic group differences aligned? Intonation patterns of Chinese, Indian and Malay Singaporean English. In Brown et al. (eds.), 10–21.Google Scholar
Lim, L. S. L. (2001). Ethnic group varieties of Singapore English: Melody or harmony? In Ooi (ed.), 53–68.Google Scholar
Lim, S. C. (2000). The English language syllabus 2001: Change and continuity. Teaching English Language and Literature 16.2, 9–14.Google Scholar
Lim, S. C. (2003). Grammar in the English language curriculum in Singapore. In James, J. E. (ed.), Grammar in the language classroom (RELC Anthology Series 43). Singapore: SEAMEO English Language Centre, 137–156.Google Scholar
Lim, S. C. (2004). Developments in the English language syllabus in Singapore. In Ho & Wong (eds.), 375–383.Google Scholar
Lin, B. (2003). English in Singapore: An insider's perspective of syllabus renewal through a genre-based approach. RELC Journal 34.2, 223–246.Google Scholar
Liu, X. L. (2005). Cooperative learning in oral communication skills course. In Kwah & Vallance (eds.), 48–55.Google Scholar
Lopez-Nerney, S. & Toh, J. L-S. (2000). Promoting student-to-student interaction: Project work in a technical communication class. Working Papers on Language 6, 1–18.Google Scholar
Lopez-Nerney, S. & Binder, C. A. (2004). Portfolios and small group learning: Motivating students in a writing class. Reflections on English Language Teaching 3, 27–30.Google Scholar
Low, E. L. (2000). Is lexical stress placement different in Singapore and British English? In Brown et al. (eds.), 22–34.Google Scholar
Low, E. L. & Brown, A. (2005). English in Singapore: An introduction. Singapore: McGraw-Hill.Google Scholar
Low, E. L. & Teng, S. C. (2002). The teaching and use of standard English. Singapore: Singapore Association for Applied Linguistics.Google Scholar
Luke, A., Freebody, P., Lau, S. & Gopinathan, S. (2005). Towards research-based innovation and reform: Singapore schooling in transition. Asia Pacific Journal of Education 25.1, 12–26.Google Scholar
Meyer, J. E. L. (2003). PRC students and group work – their actions and reactions. In Lee et al. (eds.), 73–93.Google Scholar
Ministry of Education (2001). English language syllabus 2001 for primary and secondary schools. Singapore: Author.Google Scholar
Ministry of Education (2004). Report of the Chinese Language Curriculum and Pedagogy Review Committee. Singapore: Author.Google Scholar
Ministry of Education (2005a). Guide to conversational Malay (Primary Schools). Singapore: Malay Language Unit, Languages and Literature Branch, Curriculum Planning and Development Division.Google Scholar
Ministry of Education (2005b). Guide to conversational Malay (Secondary Schools). Singapore: Malay Language Unit, Languages and Literature Branch, Curriculum Planning and Development Division.Google Scholar
Ministry of Education (2005c). Guide to conversational Malay (Junior Colleges). Singapore: Malay Language Unit, Languages and Literature Branch, Curriculum Planning and Development.Google Scholar
Ministry of Education (2005d). Report of the Malay Language Curriculum and Pedagogy Review Committee. Singapore: Author.Google Scholar
Ministry of Education (2005e). Report of the Tamil Language Curriculum and Pedagogy Review Committee. Singapore: Author.Google Scholar
National Computer Board (1992). A vision of an intelligent island: The IT 2000 Report. Singapore: National Computer Board.Google Scholar
Ng, S. M. (2002). Reading in the new millennium: Implications for teaching and learning. In Teng & Teoh (eds.), 107–124.Google Scholar
Ooi, V. B. Y. (2001a). Upholding standards or passively observing language? Corpus evidence and the concentric circles model. In Ooi (ed.), 168–183.Google Scholar
Ooi, V. B. Y. (ed.) (2001b). Evolving identities: The English language in Singapore and Malaysia. Singapore: Times Academic Press.Google Scholar
Pakir, A. (2001). The voices of English-knowing bilinguals and the emergence of new epicentres. In Ooi (ed.), 1–11.Google Scholar
Pakir, A. (2002). The matter of English, the matter with English: Maintaining language standards in teaching of English in the 21st century. In Low & Teng (eds.), 59–71.Google Scholar
Pan, D. (2008). Learning to teach, teaching to learn: A handbook for NUS teachers (5th edn.). Singapore: Centre for Development of Teaching and Learning, National University of Singapore.Google Scholar
Pathak, A. (2007). Learning grammar in flexible mode: Practices and promises. In Tupas et al. (eds.), 87–99.Google Scholar
Platt, J. & Weber, H. (1980). English in Singapore and Malaysia: Status, features, functions. Singapore: Oxford University Press.Google Scholar
Poedjosoedarmo, G. (2000). The media as a model and source of innovation in the development of Singapore standard English. In Brown et al. (eds.), 112–120.Google Scholar
Poedjosoedarmo, G. (ed.) (2005). Innovative approaches to reading and writing instruction (RELC Anthology Series 46). Singapore: SEAMEO English Language Centre.Google Scholar
Rahmat, H. (2002). IGRA – Tradition and innovation of reading in Malay society. In Teng & Teoh (eds.), 125–143.Google Scholar
Ramiah, K. (ed.) (2000). Studies on teaching and learning Tamil language in Singapore (vols. 1–4). Singapore: Nanyang Technological University, National Institute of Education.Google Scholar
Saravanan, V. (2001). Indians in multilingual and multicultural settings: Tamil education in Singapore. In Tan et al. (eds.), 246–256.Google Scholar
Saravanan, V. & Sripathy, M. (2002). Literacy practices at home. In Teng & Teoh (eds.), 144–152.Google Scholar
Seet, J. F. (2006). Fostering primary school's critical thinking in the learning of Chinese language through the use of Philosophy for children. In Ho, W. K. (ed.), Philosophy in schools: Developing a community of inquiry (Report on the proceedings of the conference). Singapore: Singapore's Teachers’ Union, 237–248.Google Scholar
Shegar, C. (2005). Tamil grammar instruction in Singapore schools: Implications for language pedagogy. SingTeach 2. http://singteach.nie.edu.sg/content/view/20/143/.Google Scholar
Silver, R. E. (2001). Singapore country report: Policies on English language education & economic development (Research Report for the Pedagogical Practices in English Language Education Study; part of the Six-Nation Education Research Project). Singapore: National Institute of Education.Google Scholar
Silver, R. E., Hu, G. & Iino, M. (eds.) (2002). English language education in China, Japan, and Singapore. Singapore: National Institute of Education.Google Scholar
Singapore Teachers’ Union. (2006). Mother tongue workshops organized by STU. Singapore: Author.Google Scholar
Swales, J. (1990). Genre analysis. Cambridge: Cambridge University Press.Google Scholar
Tan, C. L. (2001). Empirical errors in PRC students’ English compositions. Reflections on English Language Teaching 1, 91–104.Google Scholar
Tan, J. (2006). Singapore. Higher education in Southeast Asia. Bangkok: UNESCO Asia and Pacific Regional Bureau for Education.Google Scholar
Tan, J., Gopinathan, S. & Ho, W. K. (eds.) (2001). Challenges facing the Singapore education system today. Singapore: Prentice Hall.Google Scholar
Tan, P. K. W. (2001). ‘Melaka or Malacca; Kallang or Care-Lang’: Lexical innovation and nativisation in Malaysian and Singapore English. In Ooi (ed.), 140–167.Google Scholar
Tan, S. (2001). Strategy training for English language learners from PRC. Reflections on English Language Teaching 1, 36–50.Google Scholar
Teng, S. C. & Teoh, B. S. (eds.) (2002). Reading in a multilingual context: From theory to practice. Singapore: Singapore Association for Applied Linguistics.Google Scholar
Towndrow, P. (2001). The role of technology and technology training in shaping educational policy: The Singaporean experience. In Tan et al. (eds.), 18–32.Google Scholar
Towndrow, P. & Vallance, M. (2004). Using IT in the language classroom: A guide for teachers and students in Asia (3rd edn.). Singapore: Pearson Education South Asia.Google Scholar
Tupas, T. R. F. (2006). Why do my students write the way they write? STETS Language & Communication Review 5.1, 1–9.Google Scholar
Tupas, T. R. F., Yuan, Y. & Nur, C. (eds.) (2007). Changing perspectives on pedagogical grammar. Singapore: Singapore Association for Applied Linguistics.Google Scholar
Varaprasad, C. (2002). Facilitating content reading and learning through text patterns. In Teng & Teoh (eds.), 153–171.Google Scholar
Wachob, P. (2004). Training Chinese students to be ‘Western learners’. STETS Language & Communication Review 3.1, 9–18.Google Scholar
Wong, R. Y. L. (2005). Reading in Singapore primary classrooms: Realities and aspirations. In Poedjosoedarmo (ed.), 61–69.Google Scholar
Wong, R. Y. L. & Saddah, B. A. S. (2002). Asking questions in the primary classroom: Meeting the national agenda of ‘Thinking Schools, Learning Nation’. In Teng & Teoh (eds.), 189–198.Google Scholar
Wu, S. M. (2003). Exploring the writer's opinion in two undergraduates’ written reports. Reflections on English Language Teaching 2, 24–40.Google Scholar
Wu, S. M. (2006). The operation of value in undergraduate English language essays. Reflections on English Language Teaching 5, 123–137.Google Scholar
Young, C. & Fong, Y. S. (2001). Learner diaries as a tool to heighten Chinese students’ metacognitive awareness of English learning. Reflections on English Language Teaching 1, 125–138.Google Scholar
Zhang, D. (2005). Using listening logs to promote student self-regulated learning. In Kwah & Vallance (eds.), 83–91.Google Scholar
Zhang, L. J. (2005). Developing extensive reading skills through the use of ‘The Article Explorer’. In Kwah & Vallance (eds.), 104–109.Google Scholar
Zhang, L. J. (2006). The ecology of communicative language teaching: Reflecting on the Singapore experience. Presented at the Annual CELEA International Conference Innovating English Teaching: Communicative Language Teaching (CLT) and Other Approaches, 11–13 November 2006.Google Scholar