Developing a Model for the Holistic Learning and Teaching of Chinese Language in Singapore

• Published in: New horizons in education (Hong Kong) Vol. 56; no. 2; pp. 75 - 91
• Main Authors: Jun Feng, Seet, Shook Cheong, Agnes Chang
• Format: Journal Article
• Language: English
• Published: Hong Kong Teachers' Association 01.10.2008
• Subjects: Aesthetic Education; Aesthetics; Educational Philosophy; Foreign Countries; Holistic Approach; Intellectual Development; Mandarin Chinese; Moral Development; Outcomes of Education; Physical Development; Role of Education; Second Language Instruction; Second Language Learning; Second Languages; Singapore; Social Development; Teaching Methods; Singapore
• ISSN: 1683-1381

Background: The mission of our education service as stated by the Ministry of Education (MOE) in Singapore: "is to mould the future of the nation, by moulding the people who will decide the future of the nation. The aim is to provide our children with a balanced and well-rounded education, develop them to their full potential, and nurture them into good citizens, aware of their responsibilities to family, society and country" (MOE, 2004). We want to develop the child morally, intellectually, physically, socially and aesthetically (MOE, 2004). In short, our Desired Outcomes of Education aim to foster a holistic child through a holistic education system. Comments: Although there are lots of concern and emphasis on holistic education in the teaching of all the various curricular subjects, there are little or no substantial elements of holistic learning in second language learning and teaching, in specific, Chinese language. The absence of holism in Chinese language learning hints that our Chinese pedagogy has yet to develop a holistic child in Chinese language learning. Aim: To address this issue, this paper attempts to construct a model framework promoting holism in Chinese language learning. The constructed framework will incorporate the Philosophy for Children (P4C) approach as a means through which to practice holistic education in Chinese language learning. Conclusion: The fundamental concern of someone who uses a language is making sense. For students learning a language, holistic learning is crucial to forming an understanding of the world. A holistic learning of the language would treat the learner as a legitimate conversation partner and someone who seeks meaning. (Contains 2 figures and 3 tables.)