English Language Teaching

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Topic Literature Review: English Language Teaching Strategies for Learning-Disabled Secondary School Students Introduction One of the aims of the Singapore Ministry of Education is to ensure that all school-going children receive a minimum ten years of general education. Streaming is one way to ensure that all students are taught according to their academic ability, and “learn at a pace which they can cope.” (Coping with Singaporeans’ Concerns, 2001, p. 4). At the primary school level, remediation programmes such as the “Learning Support Programme (LSP) and the Encouragement Achievement and Better Learning (ENABLE) Programmes” are made available to assist students who have been assessed as weak in English and Mathematics (Coping with Singaporeans’ concerns, 2001, p. 4). At secondary level, the Normal Technical (NT) stream was implemented in 1994 to cater to students who are less academically inclined. The majority of the learning-disabled students will be found in the NT stream. In NT stream, students follow a less rigorous curriculum which focuses on English and Mathematics, and more hands-on learning experiences. The NT curriculum basically prepares students for vocational/technical academic and career paths. Unlike primary schools where there are remediation programmes to support students who are identified as weak in academic performance or “learning-disabled”, little attention is given to NT stream students, especially students with learning disabilities. This can be attributed to a number of reasons such as exclusion of NT stream students’ performance at National Examinations from the school league table, and inadequately-trained general education teachers to teach students with special educational needs. For any remediation programmes that are available, they are provided at an ad hoc basis by out-of-school “ethnic self-help groups and voluntary welfare organizations” (Coping with Singaporeans’ concerns, 2001, p. 4). Research has revealed that NT students suffer from “low self-esteem”, “achievement motivation”, and “poor study habits” as they progress up the levels in secondary schools (Chan, 1996). One of the main reasons for the poor academic performance of NT students is that most NT students face problems following lessons in class. All subjects, with the exception of Mother Tongue subject, are ... ... middle of paper ... ...h that is grammatical, fluent, appropriate for purpose, context and culture. 3. A Summary of the learning Outcomes by the End of Secondary Two and Four Normal Technical: Pupils will: a. Respond to a variety of texts and demonstrate a positive attitude towards reading and language. b. Listen for information from a variety of sources. c. Speak fluently and expressively on a range of topics. d. Present and develop ideas effectively in speech/writing for a variety of purposes and audiences. e. Write legibly, coherently and cohesively for different purpose and audiences. f. Demonstrate knowledge about language and text types from print/ non-print/ electronic source. g. Use reading strategies to construct meaning. (Adapted from Ministry of Education. (2001). English Language Syllabus 2001 For Primary and Secondary Schools. Singapore: Curriculum Planning and Development Division, Ministry of Education.)
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