Description of Task Force
This research area aids the understanding, facilitating and advancing of teaching/learning within a framework of bilingual development that takes Use (how languages and literacies are used in and out of school), Competencies (current and desired), and Development (trajectories of learning) into account. This focus arises because language and literacy are not only taught as academic subjects in English and Mother Tongue lessons, but are also used for learning across the curriculum. We aim to examine how children acquire two languages and learn reading and writing in two languages, to understand how learning and knowing two or more languages affects student achievement, and to explore the nature of the bilingual mind in terms of thought processes, communication and understanding. Main areas of investigation include: early childhood experiences; low achievement at the primary and secondary school level; and issues related to assessment. Multiple perspectives are taken to better understand different dimensions of learning (e.g., social, cognitive, attitudinal) and to identify what are the most beneficial learning environments that foster effective bilingualism.
List of team members:
List of team members' publications related to the research theme:
- Beth Ann O’Brien
M., & O’Brien, B. (2006). From the Sumerians to images of the reading
brain: Insights for reading theory and
intervention. In G. D. Rosen (Ed.). The
dyslexic brain: New pathways in neuroscience discovery (pp. 5–20). Mahwah, NJ: Lawrence Erlbaum Associates.
- O’Brien, B. A. (in press). Dynamical structure of
silent reading fluency in bilingual students, Proceedings of the 16th European
Conference on Developmental Psychology.
- Yin Bin
B., & Kaiser, E. (2011). Chinese speakers’ acquisition of telicity in
English. In Gisela Granena et al. (Eds.), Selected
proceedings of the 2010 Second Language Research Forum (pp. 182–198).
Somerville, MA: Cascadilla Proceedings Project.
- Yin, B., & Kaiser, E. (2013). Second language
learners’ knowledge of syntax in the acquisition of aspectual semantics. Procedia – Social and Behavioral Sciences, 97, 454–463.
- Viniti Vaish
V. (in press). Translanguaging in Singapore: A comparison of bilingual vs
monolingual classrooms. In Yiakoumetti, A. (Ed.), Multilingualism and
language in education: Current sociolinguistic and pedagogical perspectives
from commonwealth countries. Cambridge, UK: Cambridge University Press.
V. (2012). Teacher beliefs regarding bilingualism in an english medium reading
program. International Journal Bilingual Education and Bilingualism, 15(1), 53–69.
Mukhlis Bin Abu Bakar
M. A. (in press). Transmission and development of literacy values and
practices: An ethnographic study of a Malay family in Singapore. In R. E. Silver
& W. D. Bokhorst-Heng (Eds.), Quadrilingual
education in Singapore: Pedagogical innovation in language education.
London, UK: Springer Press.
M. A. (2007). “One size can’t fit all”: A story of Malay children learning
literacy. In V. Vaish, S. Gopinathan & Y. B. Liu (Eds.), Language, capital, culture: Critical studies
of language in education in Singapore (pp. 175–205). Rotterdam:
- Lakshmi, S. (2006). Debate on mother tongue issues in multilingual communities: Tamil language
varieities – standard spoken Tamil. ‘Thamizhiyal’
– Journal of Tamil Studies, 69(2), 1–17.
List of projects from this research group: