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This book explores Singapore’s language education system. Unlike previous volumes, which discuss the bilingual requirement for learning, it focuses on Singapore’s quadrilingual system, bringing together articles on each of the four languages – English, Mandarin, Malay and Tamil – as well as articles that examine more than one language. It highlights past successes, current concerns, and future directions for language education. The book focuses on classroom pedagogy in all four official languages, showcasing how languages are taught and learned in Singapore as a basis for better understanding the system “from the inside out.” The authors present empirical, classroom-based studies on language pedagogy in all four languages, as well as updated information on the current socio-political context and how it has influenced attempts at pedagogical innovation. Consideration is given to the dialectical relationship between policy and practice.  The chapters also include discussions of pre-school-age learning, influences of language policy, home literacy practices, and commentaries by international language-in-education scholars. This approach also provides a basis for international comparison – especially for those who are interested in fostering English proficiency while maintaining one or more national languages. The volume is particularly important in light of the continuing international efforts to integrate English into national educational systems where it is not the dominant language.

Education. --- Curriculums (Courses of study). --- Education --- Educational policy. --- ducation and state. --- Language and education. --- Literacy. --- Educational Policy and Politics. --- Language Education. --- Curriculum Studies. --- Learning & Instruction. --- Curricula. --- Language and education --- Educational linguistics --- Language and languages --- Language and languages. --- Curriculum planning. --- Illiteracy --- General education --- Curriculum development --- Instructional systems --- Planning --- Foreign languages --- Languages --- Anthropology --- Communication --- Ethnology --- Information theory --- Meaning (Psychology) --- Philology --- Linguistics --- Curricula --- Design --- Education and state. --- Education—Curricula. --- Learning. --- Instruction. --- Learning process --- Comprehension --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Government policy

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This edited volume is dedicated to the exploration of English language acquisition and development outside of the largely monolingual environments of North America, the United Kingdom and Australia. Specifically, the studies investigate different facets of English language learning in Singapore, and uses this experience to forge connections with other New English contexts. Using empirical data drawn from a range of language classrooms, the contributors emphasise the place of education within a global framework of English language learning. In so doing they examine economic, social and politica

Second language acquisition. --- English language --- EFL (Language study) --- English as a foreign language --- English as a second language --- English to speakers of other languages --- ESL (Language study) --- ESOL (Language study) --- Teaching English as a second language --- TEFL (Language study) --- TESL (Language study) --- Germanic languages --- Second language learning --- Language acquisition --- Acquisition. --- Variation --- Study and teaching --- Foreign speakers. --- Foreign students

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This book explores the importance of language in content learning. It focuses on teachers' roles, knowledge and understandings of language in school contexts (including academic language and disciplinary languages) to support students. It examines teachers' language-related knowledge base for content teaching, which include teachers' knowledge of and about language, knowledge of (their) students and their pedagogical knowledge. This book also explores how teachers' knowledge of language, students and content are linked as part of a larger pedagogical content knowledge, which includes knowledge of the role of language in content learning. As well, it further considers literacy (and literacies) as part of this examination of teachers' knowledge of language.

Teacher education. Teacher's profession --- Teaching --- Linguistics --- linguïstiek --- lerarenopleiding --- lesgeven