The bilingualism
policy and strategy is always a one-side story – the emphasis of English language. The second language of mother-tongue is
always a supplementary – with or without it will not affect a person badly.
For
this achievement, we may have to agree with PM Lee Hsien Loong. Speaking at the groundbreaking ceremony of the Yale-NUS
liberal arts college, he noted:
"Our system is not perfect - parents and students (are) still stressed about tests and key examinations, tuition has become a minor national obsession - but despite that, overall (we are) not doing too badly." (Today, 7 July 2012)
Yes. Our
education system is not perfect, especially the bilingualism policy. PM Lee has only looked at the tests, examinations,
and tuition; it is culture, value and spirit that will carry a person in his or
her whole life. Overall we are not doing
too badly in mathematically term only, but spiritually, are we also doing not
so badly?
Providing an update, Prof Lewis (Yale-NUS college's inaugural president) said that there will be a deliberate effort to combine Eastern and Western elements in the curriculum. (Today 7 July 2012)
One will wonder how to input
Eastern elements into Yale-NUS College if the bilingualism in Singapore is in
fact an English only policy. We can bring in the Eastern elements from all over
Asia, especially China, India and South East Asia. But what about the students,
do we have enough local students who are bilingual enough to benefit from Yale-NUS
education? Don’t tell me we have to
import foreign students too. Otherwise, we may have to adopt what Singapore University of Technology and
Design did for the first intake of their students – limited the number of students
admitted so that it will not break the quota restriction (due to insufficient qualified
local students).
It may be a ‘right
way forward’ and "will not be a replica" of Yale University in the
United States provided we have (enough) local talents and students who can benefit
from the program. However, if you look
at our bilingualism education in schools, it is not only a disappointing
development; it is a crisis in waiting.
If it is not
doing so badly, there is no need to call for proposals to promote bilingualism education
at pre-school level. It directly points
out that the formal school education (from primary, secondary to JC) of
bilingualism is not doing well or beyond repair.
{Members of the public with ideas on how to promote bilingualism among children at the pre-school level are invited to submit their proposals to the Lee Kuan Yew Fund for Bilingualism.
Launched last November, the Fund is aimed at promoting bilingual education to address the eroding use of mother-tongue languages among Singaporeans. } (Today, 7 July 2012)
We can build
the infrastructure of Yale-NUS College, bilingualism policy, and bi-culture
education at schools; however, if our students don’t have the soft power and language
capability to benefit from the system, then we are just doing it for other
people or foreign institutions. We
provide them a platform to venture into Asia or for the foreign students an
opportunity venture into the world.
This development
will, of course, draw criticism from local Singaporeans.
The
bilingualism strategy has now lowered to pre-school status. It is time we need
another shock therapy – a painful and difficult one like the Lim Chong Yah's wage shock therapy.
Former
PM Lee Kuan Yew has seen the danger and crisis of not having enough bilingual (and
bi-culture) Singaporeans. However, it may be an effort of “ 有心无力”
(In your heart you want to do it but you have
lost the strength to do it) .
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