Taking stock of the effects of strategies-based instruction on writing in Chinese and English in Singapore primary schools

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dc.contributor.author Zhang, Jun Lawrence en
dc.contributor.author Aryadoust, V en
dc.contributor.author Zhang, Donglan en
dc.contributor.editor Silver, RE en
dc.contributor.editor Bokhorst-Heng, W en
dc.date.accessioned 2016-02-03T22:43:40Z en
dc.date.issued 2016 en
dc.identifier.citation Quadrilingual Education in Singapore: Pedagogical Innovation in Language Education, 2016, pp. 103 - 126 en
dc.identifier.isbn 978-981-287-967-7 en
dc.identifier.uri http://hdl.handle.net/2292/28196 en
dc.description.abstract Strategies-based instruction (SBI) is widely accepted and successfully implemented in North America in language-and-literacy programmes, but little has been reported on how this strategy would work in a bilingual/biliteracy learning context. This Chapter reports on the efficacy of such an intervention conducted in two Singapore primary schools, where the government implements a unique bilingual/biliteracy policy in education, by which English is offered as the First Language and one of the other three mother tongue languages (Chinese, Malay and Tamil) as a Second Language subject in the national curriculum. Although the Singapore bilingual-language-education policy has been internationally acclaimed as being successful, some students face challenges in biliteracy learning, resulting in some students’ under-achievement. To help these students catch up with their better-performing peers, we designed an intervention programme to answer the following research questions: 1) When integrated into the regular curriculum, does SBI have an impact on bilingual students’ understanding of the writing processes in their two languages? 2) Specifically does SBI lead to writing improvement in both languages? The study had an experimental group and a control group. Such a design was intended for comparing the pedagogical efficacy of SBI on student improvement in writing in English and writing in Chinese over a period of one semester (10 weeks of teaching) in the regular school curriculum. Results suggest that the use of SBI not only raised students’ awareness of writing strategies but also improved their English and Chinese writing scores. Thus, we can conclude that SBI was a useful dimension to the writing curriculum in the two schools involved in this study. Key words: language learning strategies; strategies-based instruction (SBI); intervention; language learning; English-Chinese biliteracy development; Singapore en
dc.publisher Springer en
dc.relation.ispartof Quadrilingual Education in Singapore: Pedagogical Innovation in Language Education en
dc.relation.ispartofseries Education Innovation Series en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Taking stock of the effects of strategies-based instruction on writing in Chinese and English in Singapore primary schools en
dc.type Book Item en
dc.identifier.doi 10.1007/978-981-287-967-7_7 en
pubs.begin-page 103 en
dc.rights.holder Copyright: Springer en
pubs.author-url http://www.springer.com/series/10092 en
pubs.end-page 126 en
pubs.place-of-publication Singapore en
pubs.publication-status Accepted en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.elements-id 416600 en
pubs.org-id Education and Social Work en
pubs.org-id Curriculum and Pedagogy en
pubs.org-id Education and Social Work Admn en
pubs.org-id Student Dvlpmt and Enggmt en
pubs.record-created-at-source-date 2013-12-07 en

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