Title: A Study of Language and Literacy in a P1 Classroom in Singapore: Exploring Teaching and Learning Practices.
1A Study of Language and Literacy in a P1
Classroom in Singapore Exploring Teaching and
Learning Practices. Monica Sharma Menon
2Outline of Seminar Session
- Introduction
- Pre-school scene
- SEED and STELLAR
- Research questions and significance of study
- Literature review
- Deficit theory
- Singapore research
- Funds of Knowledge
- Methodology Case study using Interpretive
Inquiry - Preliminary findings
3Current Pre-school Scene
- Pre-school education is not compulsory
- Curriculum framework (MOE) is a guideline
- the framework is not meant to be prescriptive
() I hope the curriculum framework will serve as
a useful reference point to many in the field of
early childhood education in Singapore (Ms Ho
Peng, Director of the Education Programmes
Division, MOE, A Framework for the Kindergarten
Curriculum in Singapore, 2003 )
4Current Pre-school Scene
- MOE (kindergartens), MCYS (child care-centres)
- 488 kindergartens registered with the MOE, 266
of them are PCF kindergartens - 67 send their children to PCF
- 28 - Reggio-Emelia, Waldorf Steiner,
Montessori, Madrasah etc - remaining 5 - no pre-school education
- Cost factors- 6586 reported cases of families
on the Kindergarten Financial Assistance Scheme
(MCYS Website, 2005). - concerns about disparity, varying standards
5From Pre-school to Primary one SEED
(Strategies for Effective and Engaged Development)
- part of TLLM initiative (2004)
- Piloted in 2004
- Full implementation (in phases) w.e.f 2005
- Effective and engaged development
- age-appropriate methods
- All subject areas
- Schools given autonomy, holistic learning,
alternative assessment etc
6STELLAR within SEED
- STELLAR - Strategies for Effective Language
Learning and Reading - Feedback from lower primary SEED teachers
greater standardisation, more structure and
guidance - Feedback from EL review committee EL standards
- STELLAR phase 1 - 2006
- STELLAR phase 2 2007
- Total implementation 2009
7More about STELLAR
- Similar to REAP implemented in 1980s Reading
and English Acquisition Programme - Big Book titles - REAP
- Activities centered around books SBA, MLEA and
LC - 29 big books in P1, 25 in P2 MLEA, Learning
Centres - Mentor assigned to each school to ensure quality
and standardisation - 5 workshop sessions
- Books, worksheets and guidelines provided
- General Guidelines Specific Guidelines
- Specific questions are given for each page
(sometimes with expected response)
8Some concerns about STELLAR
Researchers caution against carrying out the
lesson procedures in a very technical manner as
this may lead to a situation of deskilling of
teachers (Apple, 1980,1986 Breen,1995 Richards
1993, 2006) where the teachers role is
trivialised and marginalised to that of little
more than a technician (Richards,
1993,p.48). Thrust of the SBA approach -
collaborative, negotiated meaning-making and
joint exploration of the text is made possible by
the talk that is generated in an environment that
simulates bedtime reading with its secure,
comfortable and supportive environment
(Sripathy, 1998, p.271).
9Concerns about STELLAR
STELLAR revolves around the structure of
questioning, encouraging talk and negotiated
meaning-making around books. Such an approach,
therefore, is going to privilege children who
already possess school-type literacy practices
and who come from middle-class backgrounds having
had the opportunity to attend high end
pre-schools or enrichment classes. What about
children without such school-type literacy
experiences? What is being done to cater for them?
10Research Question
How does a Primary One classroom teacher access
childrens funds of knowledge in her daily
practices in developing literacy?
11Defining of funds of knowledge
The term funds of knowledge will be defined
those historically accumulated and culturally
developed bodies of knowledge and skills
essential for household or individual functioning
and well-being (Moll Gonzalez, 1994, p.443).
Examples cited by Moll and Gonzalez (1994)
include what families know about repairs,
carpentryknowledge related to jobs in the
working class segment of the labour
marketcultivation of plants, folk remedies,
herbal curesarcheology, biology (p.443). It
would therefore be an accumulation of the
household knowledgeits originsfamily members
employment, occupationsand household
activities (p. 443). It would also include
knowledge of EL, negotiated learning, experiences
with talk
12Other related questions
- At the administration/planning level
- What do the school administrators (HOD,
Principal) understand by funds of knowledge?
What is their view, opinion of it? - What is being done to gather information on
pupils funds of knowledge within the
school/classroom? - How is the school working with parents/homes to
ensure school success?
13More questions
- At the implementation/classroom level
- What is the classroom teachers understanding of
funds of knowledge? What is her view, opinion,
understanding of it? Beliefs, practices?
Knowledge of the language? Knowledge of skills? - What opportunities do pupils have in the
classroom to demonstrate and share what they
know? - Why does the teacher teach the way she does?
- How, if at all, does the teacher work with
pupils and parents to optimise their home
literacy practices and make connections in
school?
14Significance of the study
- Advancement of researcher's own understanding
more informed, sophisticated not just about
pointing out teacher talk - Insights into P1 classroom practices and
pedagogy - The study will document, map and describe common
practices in the classroom. - Used as a platform to study other P1 classrooms
- Whether implementation of STELLAR needs further
analysis
15Literature Review
16Literature Review
Deficit Theory Children from diverse backgrounds,
minority groups and those who come from
non-English speaking homes, who are not
acculturated into school-type literacy practices
of the dominant discourse, are facing some form
of deficit in language and literacy acquisition
(Au, 1998 Heath, 1994 Luke Kale, 1997
McCarthey, 1997 Michaels, 1991 Moll Gonzalez,
1994 Moll et al, 2005). poor not only
economically but in terms of quality of
experiences (Moll, et al, 2005, p. 71) and thus,
they must be saved or rescued (Moll Gonzalez,
1994, p.444).
17Literature Review
- Incongruence between home and school
- Heaths ethnographic study Roadville,
Trackton, - Michales study (sharing time - Deena and the
brown coat) topic centering vs topic
associating - McCarthy teachers focus were on the children
who already had school type literacy practices - Incongruence between home and school literacy
practices leading to school failure
18Research in Singapore
- Reading Skills Project Team 1984 (REAP) headed
by Ng Seok Moi looked at home backgrounds with
a purpose to design the curriculum - REAP first mooted at 1984 RELC Seminar on
Communicative Language Teaching (Cheah, 2003) - Cheah (1998) has also analysed the English
Language Syllabus and noted that while
learner-centredness and an appreciation of
culture is mentioned, the syllabus is unclear
about focus
19Research in Singapore
- Sripathy cultural scripts (1998, 2007)
- cultural scripts an ethnic DNA that the
individual carries with him by virtue of being
born into a community and family. The individual
is taught from birth the values, beliefs and ways
of being within that community, which then become
ingrained. This cultural script represents our
knowledge of actions, meanings, ideas and events.
This is engraved as schemata and is acquired by
children through participation in social events
within that community and family culture.
(Sripathy, 2007, p.75) - Research looked at samples of the concepts of
learning and child rearing and values inherent in
these Singaporean cultures.
20Research in Singapore
- CRPP - Core, Panel 3 Classroom practices
(2005) - 1200 lessons (primary/secondary) coding scheme
- TSLN learner-centred lessons, level of
engagement, teacher talk - Quantitative
- In Singapore, little attention is being given to
how teachers can engage with learners cultural
experiences and validate their home/out of school
practices by introducing related literacy events
into the classroom.
21Funds of Knowledge
- Moll et al (2005) - complex social networks that
intertwine and interconnect people with their
social environments - what goes on in the homes is highly useful in
crafting lessons in the classroom and extending
learning - Moll Gonzalez (1994) - teacher-researchers made
use of the repositories of knowledge (p. 445)
gathered through their home visits to craft
themes and modules for school curriculum
22Methodology
23Methodology
- Socio- constructivists framework socio-
constructivism (Au, 1998 Corden, 2000 Cazden,
2001 Lewis, 1999) - Moll Gonzalez (2005) have used (Vygotskys)
theories of the zone of proximal development
(ZPD) in identifying the cultural resources and
funds of knowledge of the home and community to
assist students in maximising learning in school.
24Case Study Methodology using Interpretive Inquiry
- Researcher comes to conclusions by interpreting
the messages, symbols and interactions that are
present in the research milieu (Ellis, 1998
Packer Addison, 1989). - An unfolding of the taken-for-granted ways
(Ellis, 1998) - Moving backwards and forwards within the
hermeneutic circle (Ellis, 1998). - Forward portion - projection - whereby
researchers seek to make some initial sense of
the current situation using their own prejudices
and preconceived ideas. - Backward arc - evaluation - seeks to
reexamine the initial interpretations and reflect
on the processes, gaps or inconsistencies (Ellis,
1998).
25Case Study Methodology using Interpretive Inquiry
An illustration
- Earlier study (LSP) - researcher uncovered how
the mainstream curriculum materials imposed
expectations on Primary One pupils. Those who did
not posses school type literacy were at risk of
failing and slated for Learning Support
intervention. This led to questions such as, - What is being done by classroom teachers to
assist children to acquire school-type literacy
so that they do not end up in LSP classes?
26Case Study Methodology using Interpretive Inquiry
An illustration
Researcher made comparison between the existing
STELLAR curriculum materials and the REAP
materials. REAP was discontinued shortly after
the introduction of the 1991 syllabus was
implemented. Why then was a reintroduction of a
similar type programme made in 2006?
27Case Study Methodology using Interpretive Inquiry
- Spiral effect into the next loop
- Not about validating timeless truth (empirical
data, qualitative analysis) - Look at researcher's own perspectives
- Acknowledge biases, hunches, wonderings and
helps researcher to reflect on them - The important feature - Has the concern been
advanced?
28Data to be examined
- Available documents on curriculum issues
- Implementation of the EL programme in the school
(SEED, STELLAR) - Lesson observations
- Interview with class teacher and HOD.
- Literacy artefacts in and out of the classroom.
Data Analysis
- Inductive approach, emerging themes and patterns
- What data surfaces
29Preliminary Findings
30The Teacher and the HOD
- Literacy Experiences of Pupils in Primary 1
- I feel that it is very important for me as a
language teacher to know what the child is coming
to me with. I personally dont believe that
children come as blank slates. They do come with
a lot of knowledge, a lot of experience. And
every child is at a different starting point in
January. - Working with Parents and Families school
programmes, activities, teacher initiated - Communication, Expectations and Cascading
- MOE, HOD, SEED Coordinator, Level Rep, Class
Teacher e.g. STELLAR all the way to P6?
31The Teacher and the HOD
- Support and Resources differentiation,
curriculum customisation - At the moment, the only form of support that we
have had is through the STELLAR workshops. Other
than that, we do have level meetings but through
the level meetings there is never any sharing of
lessons or strategies of how to attend to
children who need us a bit more. There is very
little help from the coordinator or from the
level head or subject head or HOD because it just
seems that the teachers are supposed to just
think for themselves and just do what they think
is right. However, when teachers do not finish
the required number of worksheets, which are
given, the teachers are asked why. And it is
frowned upon if you do a bit more than others or
if you do things a little differently from
others, its not really an accepted or the done
thing.
32The Teacher and the HOD
- The Strategies, Values and Beliefs of the
Teacher - Good literacy practices are those which allow the
child to connect his prior experience, his
everyday routine and regime, in the daily lessons
that go on, which allow the child to bring his
world into the classroom. And then take from the
classroom what is being given and then, bring it
back into his world to use it in his speech, in
his writing. It has to be relevant.
33- Classroom Interaction Patterns Preliminary
Framework for Analysis - The suggested framework is based on the work of
Cazden (2001), Cordon (2000), Tsui (2004) and
Wells (1995).
- What patterns and structures of classroom
interaction constitute scaffolding? - In what way do these patterns and structures
demonstrate how the teacher is scaffolding and
extending student learning? - How does the teacher, as master craftsman,
demonstrate and model good literacy practices to
ensure that pupils are apprenticed into being
good learners? - What appropriation strategies does the classroom
teacher employ? - How does the classroom teacher vary the context
through semantic variation to bring about maximum
literacy learning?
34Classroom Interaction Patterns Preliminary
Framework for Analysis
- Prior Knowledge and Semantic Variation of the
Space of Learning - Explicit Teaching
- Modelling and Demonstrating
- Questioning
- Revoicing and Reformulating
- Recapitulation and Extension
- Praise and Affirmation
35References
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(1998). Social constructivism and the school
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41Q and A