Language Planning in Character & Citizenship Education (Mother Tongue Languages) on Students' Cultural Sensitivity and Heritage Awareness in a Primary School in Singapore: A Case Study
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Published:
Sep 30, 2024
Keywords:
Character and Citizenship, Education, Mother Tongue Languages, Cultural Sensitivity, Heritage Awareness, Language Development, Singapore Education
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Abstract
This study investigates the role of Character and Citizenship Education in Mother Tongue Languages (CCE MTL) in fostering cultural sensitivity, heritage awareness, and language development among primary school students in Singapore. Through qualitative methods, including interviews and document analysis, the study reveals that the CCE MTL program significantly contributes to cultural sensitivity by integrating cultural narratives and values into the curriculum. Teachers play a pivotal role in adapting teaching strategies to incorporate these elements, thus enhancing language proficiency and artistic appreciation. The findings highlight the program's effectiveness in promoting core values such as Respect, Responsibility, Resilience, Integrity, Care, and Harmony (R3ICH) through a curriculum framework centred on Identity, Relationships, and Choices. However, challenges related to curriculum transitions and the need for continuous professional development for teachers are identified. The study underscores the importance of a holistic approach involving whole-school initiatives and cross-disciplinary integration to reinforce cultural education.
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How to Cite
Sai, D. Y. H. (2024). Language Planning in Character & Citizenship Education (Mother Tongue Languages) on Students’ Cultural Sensitivity and Heritage Awareness in a Primary School in Singapore: A Case Study. Asian Social Science and Humanities Research Journal (ASHREJ), 6(2), 12-21. https://doi.org/10.37698/ashrej.v6i2.306
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Zhang, Z., & Chan, P. W. (2019). Multicultural education in Asia: Challenges, prospects, and practices in multicultural education. Routledge.
Alsagoff, L. (2010). English in Singapore: Culture, capital and identity in linguistic variation. World Englishes, 29(3), 336-348. doi:10.1111/j.1467-971X.2010. 01656. x
Arthur, J. (2019). Teaching values and citizenship across the curriculum. Routledge.
Banks, J. A. (2016). Cultural diversity and education: Foundations, curriculum, and teaching. Routledge.
Banks, J. A. (2019). An introduction to multicultural education. Pearson.
Bebeau, M. J., & Monson, V. E. (2019). Guided by theory, grounded in evidence: A way forward for professional ethics education. Advances in Health Sciences Education, 24(3), 451-469.
Bokhorst-Heng, W. D., & Wee, L. (2021). Language policy and modernity in Southeast Asia: Malaysia, the Philippines, Singapore, and Thailand. Springer.
Cavallaro, F., & Ng, B. C. (2021). Bilingualism and multilingualism in Singapore. In W. O'Grady & J. Archibald (Eds.), Contemporary linguistic analysis: An introduction (pp. 445-461). Pearson Canada.
Chua, C., & Rubdy, R. (2019). Singapore’s language policy and its globalized conceptions of citizenship. Language and Education, 33(4), 283-297. https://doi.org/10.1080/09500782.2019.1578790
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Multilingual Matters.
de Cillia, R., & Busch, B. (2006). in Encyclopedia of Language & Linguistics (Second Edition), 3(3), 317-345.
Fishman, J. A. (2018). Reversing language shift: Theoretical and empirical foundations of assistance to threatened languages. Multilingual Matters.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.
Fredricks, J. A., Wang, M. T., Schall Linn, J., Hofkens, T. L., & Parr, A. K. (2016). Using qualitative methods to develop a survey measure of math and science engagement. Learning and Instruction, 43, 5-15.
Gao, X., & Zheng, Y. (2021). Language learning and teaching beyond the classroom: An introduction. In X. Gao & Y. Zheng (Eds.), Language Learning and Teaching Beyond the Classroom (pp. 1-12). Routledge.
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
Gill, S. K. (2005). Language policy in Malaysia: Reversing direction. Language Policy, 4(3), 241-260.
Goh, C. T., & Wee, L. (2020). Language policy and planning in Singapore: Challenges and prospects. Routledge.
Hornberger, N. H. (2019). Negotiating methodological rich points in the multilingual turn: Critical ethnography and linguistic anthropology in education. In M. Martin-Jones & D. Martin (Eds.), Researching multilingualism: Critical and ethnographic perspectives (pp. 1-21). Routledge.
Ikeda, M. (2023). Citizenship Education in Singapore: Implementation of Character and Citizenship Education and Revised National Education. In Citizenship Education in the ASEAN Community (pp. 203-214). Singapore: Springer Nature Singapore.
Johnson, D. C., & Ricento, T. (2019). Language Policy and Planning: Theory and Practice. Springer.
Johnson, K. E., & Golombek, P. R. (2020). Informing and transforming language teacher education pedagogy. Language Teaching Research, 24(3), 316-328.
Lee, C. L., & Phua, C. P. (2020). Singapore bilingual education: One policy, many interpretations. Journal of Asian Pacific Communication, 30(1-2), 90-114.
Lee, H. L., & Alsagoff, L. (2020). English in Singapore: Policies and prospects. Springer.
Lee, J. S. (2020). Globalization and language education in the Asia-Pacific region. Springer.
Lee, K. W., & Alsagoff, L. (2020). Heritage education in Singapore schools: Exploring the connection between past and present. International Journal of Heritage Studies, 26(6), 570-584.
Leeman, Y., & Ledoux, G. (2018). Cross-cultural education in multicultural societies: Critical reflections. Educational Review, 70(1), 25-38.
Leeman, Y., & Ledoux, G. (2018). Teachers on intercultural education and diversity. Journal of Education for Teaching, 29(3), 229-240.
Lovat, T., Toomey, R., & Clement, N. (2021). International research handbook on values education and student wellbeing. Springer.
Merryfield, M. M. (2020). The difference global education makes. International Journal of Social Education, 21(1), 1-24.
Ministry of Education (MOE) Singapore (2012) Character & Citizenship Education (CCE) Syllabus Primary, Curriculum Planning and Development Division.
Ministry of Education (MOE) Singapore (2021) Character & Citizenship Education (CCE) Syllabus Primary, Curriculum Planning and Development Division.
Ministry of Education (MOE) Singapore (2023) Mother Tongue Languages Syllabus (Abridged) Primary One to Six, Curriculum Planning and Development Division.
Mok, K. H. (2019). Globalizing education policy: An agenda for education reform. Routledge.
Nucci, L., & Narvaez, D. (2020). Handbook of moral and character education. Routledge.
Pakir, A. (2019). Cultural celebrations and school inclusivity: The Singapore experience. Journal of Southeast Asian Education, 1(2), 98-113.
Pakir, A. (2020). Bilingual education policy in Singapore: A sociohistorical and linguistic perspective. Language Policy, 19(2), 163-183.
Paris, D., & Alim, H. S. (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press.
Sleeter, C. E. (2018). Critical multiculturalism and multicultural education. In G. Ladson-Billings & W. F. Tate (Eds.), Education research in the public interest: Social justice, action, and policy (pp. 39-61). Teachers College Press.
Tsuneyoshi, R. (2004). The "new" multi-cultural Japan: Exploring contemporary education within the context of an evolving national identity. Comparative Education, 40(1), 55-72.
Vaish, V. (2007). Bilingualism without diglossia: The Indian community in Singapore. International Journal of Bilingual Education and Bilingualism, 10(2), 179-195.
Vaish, V. (2020). Co-curricular activities and cultural engagement in Singapore schools. Asia Pacific Journal of Education, 40(1), 1-13.
Wee, L., & Goh, R. B. H. (2021). Language, space and cultural play: Theorizing affect in the semiotic landscape of Singapore. De Gruyter Mouton.
Wiley, T. G. (2015). Language policy and planning in Education. The handbook of bilingual and multilingual education, 164-184.
Zhang, Z., & Chan, P. W. (2019). Multicultural education in Asia: Challenges, prospects, and practices in multicultural education. Routledge.