An environment that encourages Chinese language learning

In school, pupils enjoy a curriculum that provides quality lessons and achieves results. But classroom time is limited and ultimately no substitute for the real test of being able to listen, understand and converse in an authentic environment. Only by interacting with people in real life settings will pupils come to embrace Chinese as a living language.

With their parents' help, pupils can get into the habit of reading Chinese wherever they go, such as in an MRT station.

Thankfully, Singapore has put in much effort to create an environment that supports Chinese language learning. We already see Chinese signs at MRT stations, shopping centres and along the streets, and Chinese subtitles accompany TV news broadcasts. These are a rich resource for teachers and also wonderful learning material for pupils and their parents.

For instance, a teacher in a lower primary class might use a digital camera to take pictures of Chinese words that appear along a busy street and show them in class. Not only do the pupils learn to recognise and remember the characters, they also get to see how the words are used in daily life.

Making Chinese a language for a lifetime

Similarly, parents can help make the language relevant and meaningful to their children by conversing in Chinese at home. Besides encouraging children to talk about their day in school in Chinese, families can watch Chinese television shows, visit the library or bookshop to browse Chinese books and comics, or read Chinese newspapers together. With so much Chinese material available all around us, it's not too hard to turn a signboard, product label or street notice into a fun learning experience.

Schools are also doing their part to build a closer relationship with their surrounding community. Co-curricular and outreach activities that involve all segments of society provide opportunities to develop different language skills in a positive environment.

It is said that life begins where school ends. So it is with learning Chinese. From advertising jingles, cartoons and storybooks to signs on the street, in the mall and in parks, the use of Chinese in everyday settings brings to life what pupils learn in the classroom. With the encouragement and support of family, friends and the wider community, children will kindle an interest in Chinese that accompanies them for the rest of the lives.

Contributed by:
Yue Lip Sin
Deputy Director, Languages and Literature
Curriculum Planning and Development Division
MOE

创造课室与校园之外的华文天地

Using Chinese can become an everyday habit, in and out of school.

"原来我喜欢玩的游戏叫'兵捉贼'和'老鹰捉小鸡'。"
"妈妈喜欢去买东西的地方叫'乌节路'，妈妈说那是去'逛街'。"
"爸爸要我到隔壁借'烧烤'聚会需要的东西。我该怎么用华语跟隔壁的阿姨说呢？"

孩子其实是这样慢慢地在生活中调动五官感知并思考，来积累语感和语文知识的，所以说语言学习与环境有着密切的关系。适合的环境能为语文学习者提供丰富的语言材料和无穷无尽的语言运用机会。体系完备的课程与针对性强的课堂教学，固然提供了密集与反复的训练，能收到一定的学习效果；然而，课堂时间是有限的，更何况课堂永远无法提供完全真实的语言运用环境。

因此，如果把华文学习局限在课堂当中，学生的学习能力很难被彻底开发。只有当我们设法让课堂学习和社会环境结合起来，相互作用，教学才能更好地发挥学生的潜能。只有让学生亲身在课堂以外多接触华文华语，并加以实际地应用，他们才会把华文视为一种生活的语言。

现在，新加坡正努力创造有利于华文学习的社会环境。比方说，大家已经能在地铁站里看到华文的站名，不少街道与商场都可见华文的告示牌，电视新闻也已出现华文字幕……这些存在于我们的生活当中的文字，既是教师教学的丰富资源，也是学生学习的最佳材料，更是家长督导与辅助孩子学习的良好素材。

Reading public signs in Chinese can be a fun way to for pupils to apply what they have learned in school.

例如，教师在教低年级学生识字的时候，不妨用数码相机将一些出现在生活当中的文字拍成照片，在课堂上使用。这除了可以让学生复习与巩固识字，更能建立语言学习与生活密切相关的意识。此外，家长可以营造适合华文学习的家庭环境：用华语和孩子沟通，聊聊孩子的学校生活；一起收看华文电视节目；一起上图书馆或逛书店，选择华文故事书并阅读华文书报；利用社会环境中的语言材料，和孩子一起学习出现在街道、招牌或商品标签等等的文字……

《小学华文课程标准2007》建议学校"与社区建立密切联系，争取社会各界人士的支持，开展多种形式的语文学习活动，为学生创设语言实践的环境"。因为课程再煞费苦心有时也有所不及，而课堂与校园亦只是华文学习的小环境；华文教育的成功，还非常需要华社人士与团体的包容与支援，共同创建一个语用的大环境。如果低年级的学生喜欢唱的广告歌曲能配上华文歌词；如果市场上能有更多精彩的儿童动画和故事书；如果街道上、商场里有更多华文字出现；社会上有更多人愿意用华语沟通……如此一种课堂与课外的结合，必将让我们的学生不只在课程里，更在广阔的生活天地中，真正畅游在华文华语的海洋里。一旦兴趣得到学校教育以外的培养与滋润，学习就更可能持久，华文华语也才更有机会成为伴随他们一生的语文。

教育部课程规划与发展司
语文与文学处副司长
余立信