Post on 22-Feb-2022
Mother Tongue Language
Primary 1
Together WE make a difference
Introducing Ourselves
HOD MT:
Mr TanLevel Head:
Mdm Rachel Ng
Senior Teacher (ML):
Mdm Norah
TL Co-ordinator:
Mrs Prema
Objectives
• Mother Tongue Language Policy
• MT Syllabus & Modular Approach
• How to support your child in the learning of Mother Tongue
Mother Tongue Language Policy
Our Mother Tongue Language (MTL) policy
requires all students who are
Singaporeans or Singapore Permanent
Residents to study their respective official
MTL: Chinese, Malay and Tamil. A non-Tamil
Indian may choose to offer as his/her MTL: (a)
Tamil, or (b) a non-Tamil Indian Language such
as Bengali, Gujarati, Hindi, Punjabi or Urdu.
Mother Tongue Language Policy
MTL is assigned based on race of
students. Students who have opted for a
non MTL as MT will need to make
applications through the school and will be
considered on a case-by-case basis.
.
Mother Tongue Language Policy
Some students may apply for exemption
from studying their official MTL or to
study a non-official language such as
French, German or Japanese in lieu
of MTL. Applications should be made
through the school and will be considered on
a case-by-case basis.
Exemption from MTLStudents are given exemption from offering MTL
only under exceptional circumstances. There are two broad categories of students who may be given exemption:
1.those who join or re-join the school system mid-stream without prior learning of the MTL, and
2.those with certified medical condition that would adversely affect their ability to cope with MTL.
Different starting points
• Students enter school with varied language backgrounds and abilities.
• Some already have good working knowledge of their MTL; others are less familiar with the sounds, patterns and rules; and yet others have grown up learning two languages.
• These different groups have different needs when it comes to learning MTL.
P1 MTL classes
• Currently randomly assigned
• Teachers get to know the students’ starting point in MTL, as well as their learning abilities in the language.
The Modular Approach
Charity Grace Humility
During MT lessons：
Bridging Sch-based Enrichment
Characteristics of the Model
• Lateral transfer: At the end of each semester/year
• Bridging Module: Focus on oral skills to build fundamental language competency
• School Based: Focus on character recognition through fun-based activities
Lesson Design
• Thematic lesson
• Focus & Flow
– Oral interaction skill (Oracy Theatre)
– Vocabulary (Oracy Theatre)
– Hanyu Pinyin (Pinyin Castle) (CL)
– Chinese characters (Literacy Playground)
– Reading skills (Literacy Playground)
Oracy Theatre-Oral interaction & Vocabulary
*Children are not required to recognise the Characters
Oracy Theatre-Oral interaction & Vocabulary
• Interactive activity
• Oratorical activity
Hanyu pinyin
• Enables self-directed learning later on
• Chinese input in computer
• Dictionary / e-dictionary
However, beware of over-
reliance
Literacy playground-Learn Chinese characters and reading skills
Notes
• Cultivate good learning habit
• Monitor Child’s progress and
understand their needs
• Create opportunity for child to apply
their learning
• Be role model
• Be encouraging
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Non-Weighted Assessments
• Reading assessments
• Listening assessments
• Language tests
o Vocabulary, grammar, spelling, comprehension
• Oral
o Presentations, conversation
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• A schedule will be issued.
– Dates, test items will be indicated
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Non-Weighted Assessments
Listen and Speak More
• Have a “Speak Mother Tongue” day or person in the family
• Promote bilingualism in the family
• Avoid a “correcting mistake” attitude or “perfectionist” mentality
• Be their motivator– Be positive
– Have fun
– Respond to your child,
– Give psychological support
– Encourage intrinsic motivation
How can parents help their child to apply what she has learnt
xuele.moe.edu.sg
Ezhishi.net
Thank You
Chinese: tan_boon_tiong@moe.edu.sg
Malay: norah_nordin@moe.edu.sg
Tamil: subramaniam_prema@moe.edu.sg