SPEECH BY MR THARMAN SHANMUGARATNAM, MINISTER FOR EDUCATION, AT THE ZAOBAO STUDENTS’ CULTURE CAMP @ DOWNTOWN EAST 2004 ON WEDNESDAY 01 DECEMBER 2004 AT 11AM AT NTUC DOWNTOWN EAST

Mr Robin Hu, Executive Vice-President, Singapore Press Holdings

Mr Chng Hee Kok, CEO, NTUC Club

Distinguished Guests

Teachers

Students

Ladies and Gentlemen

        I am happy to be here with you at the Zaobao Students Cultural Camp @ Downtown East.

2      Today’s event, co-organised by Lianhe Zaobao’s Popcorn section, Friday Weekly and Downtown East, is a good expression of the active role that Zaobao plays in promoting the Chinese language, arts and culture.

The Broad Consensus
3      I had the privilege of launching Popcorn earlier this year (21 Feb 04).  I had announced at that occasion that MOE had set up a high-level Committee led by Mr Wee Heng Tin to do a comprehensive review of CL teaching and learning in Singapore.  As you all know, much water has flowed since then, often from different starting points and sources, but with most of the streams now having come together to form a broad consensus on how we should move forward in teaching CL.

4      Last week, Parliament debated a White Paper containing the recommendations of the CL Committee, culminating months of public comment and discussion.  I must say it has been a most valuable process of consensus building, involving academics and teachers, the media, parents and students, graduates from the school system, and finally Members of Parliament.

5      We have arrived at a broad consensus in favour of an approach to learning the mother tongue so as to use the language, not just learn it for the purpose of their examinations.  It means an approach that seeks, above all, to enthuse all students in the language, and focuses on developing among them the skills that will help them use the language often and spontaneously.  It also means providing maximum opportunity, for students with the ability and interest, to develop a deeper feel and association with the language as well as the Chinese culture.  There is therefore a strong consensus in favour of a flexible approach to learning CL, from the outset  –  to help students who lack a background of using the language to gain confidence in doing so, and to catch up, as well as to allow those who can go further and faster greater opportunity to do so.

6      And everyone agrees too that we have to be willing to experiment with different methods of teaching and learning CL.  Even in China, where putonghua is already widespread, there are many approaches in practice in schools, and constant experimentation in how best to teach the language.  If we are to make any progress, we have to be willing to engage in careful educational experiments, keep listening to teachers on the ground, and never assume that we have got it right for all time.

Language and Culture
7      This three day event is one of the many new opportunities we have to provide our students to engage in the language and culture.

8      Learning a language is not the only way to learn something about a culture.  But having a fluency in a language, whether English or the mother tongue, certainly adds depth to one’s understanding of the culture.  It allows you to sense the undercurrents, not just the surface currents, and takes you on a more exciting voyage of discovery.

9      But equally important is the way culture helps us learn languages.  I think the reason for this is simple.  Culture is about emotion.  And it is an emotional affiliation that must ultimately motivate students to keep learning their mother tongues, to want to use it, and to keep up with the language well after they leave school.

10     It is an interesting time to immerse yourselves in Chinese language and culture.  China’s growing economic presence is already well-understood, and needs no restating.  But China is also pulsating with new ideas and cultural trends, some of them brought about as it strengthens its links with the rest of the world.  It is not all about traditional culture.  New trends are emerging among the youth everyday, in ways that the Chinese themselves find surprising.  For example, I am told that one of the best-selling books in China this year was, if I could use an English translation of its title, “Roses Hidden in a School Bag” (cang zai shu bao li de mei gui), written by a young media professional and a researcher on youth, which tells 13 high school students’ stories of their struggles with their physical desires.  It broke conventional perceptions, and has thrown up many questions in China.

11     I am not suggesting that we all run out and read the book.  The point is a more general point  -  that we have to be willing to recognise what moves our young, the things on their mind and that tug at their hearts.  Whether high brow or low brow, traditional or new age, we have to give them opportunities to learn and discus issues that they find relevant to their lives, that they find interesting and that move them.  That way it is a living language for them, not just an examination language.  So it is not surprising, to give a recent local example, that Popcorn’s recent music video competition turned out to be so popular in schools.  It met their interests.

Innovative CL Pedagogy
12     Our teachers play a key role in this regard.  They help breathe life into the language, and inspire pupils to explore the culture.  For instance, CL teachers in Jurong Junior College (JJC) use Chinese riddles to make learning challenging but fun, while exposing them to interesting facets of Chinese culture.  (JJC also organised the first International Student Riddles Competition in July this year.)  Students at Victoria Junior College get to read Chinese sword-fighting novels for homework.  Among the younger ones, at Changkat Changi Primary, pupils learn CL by designing Chinese board games using idioms and different parts of Chinese characters.  And many teachers across our schools are using popular songs, movies and even comics to teach CL.

13    We can do more to engender a love for the language, outside the classroom.  Reading clubs for example.  In Taiwan, there are some 2,000 reading clubs, with members from a whole range of ages and occupations.  Some of our schools are now looking at setting up reading clubs.  It is initiatives such as these that promote a natural and regular affiliation with the language.

Role of Media and Community
14     The journey we are taking will require the support of everyone  –  not just teachers and students, but also parents, the media and community organisations.  We have to pull together to make sure we succeed in keeping bilingualism alive for all our students, and help them sustain their interest in the language after they leave school.

15     Zaobao is an active player in this area.  It has used its long-standing collaboration with the education community to recognise and promote innovative teaching through the Inspiring Chinese Teachers Awards and the National Outstanding Chinese Language Lesson Plan Awards.  I am glad that as part of today’s event, Zaobao has also arranged for the sharing of good professional practices and successful methodologies among CL teachers.

16     Zaobao is also reaching out to students, through Popcorn, and through its student correspondents’ clubs, media camps and the recent “Make Your Own Newspaper” competition.  It is good that we see articles in Lianhe Zaobao and Friday Weekly contributed by students from our secondary schools, junior colleges, polytechnics or universities.

17     Even during the days of Nanyang Siang Pau and Sin Chew Jit Poh, there were student correspondents' clubs.  And over the years, the clubs have helped provide a steady flow of excellent journalists for the Chinese press.  Some student correspondents have also made their mark as lawyers, accountants, artists, entrepreneurs and teachers, among others.  To the student correspondents, growing up with the Chinese press has also helped them to develop a passion for Chinese culture.

Experimenting and Keeping an Open Mind
18     Whether through innovative teaching in the classroom, riddle competitions, sword-fighting novels for homework, reading clubs or music video competitions, we have to make the language come alive for our students.  We have to try new ways, keep an open mind and always avoid thinking we have found the one right way.

19     Bilingualism gives our students flight.  But we have to let them fly differently, instead of making all of them fly in the same flock.  Some will fly higher.  Others may start off closer to ground, but may eventually soar, when they have developed stronger, more confident wings.  Let’s encourage all of them.

Conclusion
20     Let me conclude by thanking Singapore Press Holdings for its support and commitment to education.  We look forward to a continuing partnership that will enhance the learning of Chinese language and culture, and keep Singapore a vibrant, multicultural society.

21     I am told that many participants at today's camp have come to study in Singapore from China, Taiwan, Hong Kong and Malaysia.  This will be a good opportunity for everyone to learn from one another.  Have fun.