To promote the use of Mother Tongue Languages (MTL) as a ‘Living Language’ among our pupils through Listening, Speaking, Spoken Interaction, Reading, Writing and Written Interaction Skills.
A whole-school approach was adopted to catering to the holistic development of the students with emphasis on Holistic Assessment. Students need to have a fair assessment for the three languages by aligning the school assessment plan for the three languages; Chinese Language (CL), Malay Language (ML) and Tamil Language (TL). These changes had led to the aligning of testing to teaching of MTL. The school-based curriculum was designed and taught according to the new syllabus that was implemented in 2015. The new curriculum that was introduced for Mother Tongue Languages (MTL) help to develop them to become confident and effective communicators. As at 2017, P1 to P3 students are using 2015 syllabus whereas P4 to P6 using the 2008 Syllabus. The main teaching strategy for MTL is still emphasising on Differentiated Instruction (DI) which also part of the school’s Curriculum Framework. MTL department has also developed progressive school-based curriculum that was implemented in 2017. The development of resources based on different language skill sets will be aligned with the school-based curriculum.
As a whole school approach, MTL Department has embarked on Differentiation Instruction (DI). DI gives pupils a range of ways to access curriculum, instruction and assessment. DI engages pupils to interact and participate in the classroom in a richer way. It is based on the assumption that all pupils differ in their learning styles, strengths, needs, abilities and that classroom activities should be adapted to meet these differences.
Mother Tongue Language (MTL) Fortnight and Cultural Camp
MTL Fortnight event allows our pupils to immerse in an environment conducive for the learning and appreciation of MTL cultures. It aims to enhance the learning experience for pupils and inspire their interest in MTL.
Activities are targeted to different levels of pupils which involve mass participation. Pupils will be introduced to different cultural aspects of games, costumes and food. Activities include hands-on activities, traditional games station, preparation of traditional food and tasting, traditional costumes with accessories, exhibition, quizzes and performing arts. A good learning platform for the pupils to experience and appreciate culture in an authentic environment.
Reading is an integral part of language learning. Creating a structured reading environment will help the students in learning MTL. In the last few years, students were encouraged to read MTL book on every Wednesday morning during pre-assembly. Initial results of the efforts to promote reading have been encouraging. Apart from that, students were encouraged to read MTL book in the MTL classroom during the transition of periods. Those students who have arrived early in the MTL classroom will read book while waiting for other students to arrive. This approach will be able to instil the culture of reading among the students.
|1.||Reading Programme||P1-P6||To cultivate reading habit|
|2.||Non-Readers Programme||P1-P2||Zero non-readers by end of P2 to have smooth transition to P3 Reading Portfolio.|