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Showing posts with label Social Sciences. Show all posts
Showing posts with label Social Sciences. Show all posts

Tuesday, October 20, 2009

Parents root of problem?

Coxford Singlish Dictionary, a published book ...Image via Wikipedia

This article, in itself, speaks of what I wanted to say, so I keep mum. Read on…

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NEWS COMMENT

Liang Dingzi

news@mediacorp.com.sg

THE best thing that has emanated from the annual "Speak Good English" movement is not how important the use of proper English is in today's world, but instead, the truth of how badly our standard of the language has deteriorated.

An old chestnut, the campaign, first launched in 2000, generates the usual round of debates on related issues such as the proliferation of Singlish, recruitment of native speakers as trainers and, more recently, foreign workers with limited command of the language. Unfortunately, like most campaigns, the exercise is as good as it lasts. What next, one may ask.

This year's campaign targets young people. Going by the laments over the years of the declining standard of spoken English here, it is the natural group to target.

The committee rightly recognises the changing environment our youth are experiencing, and aims to engage them "on their terms" - via social media platforms like Facebook, Twitter and blogs.

The SMS generation has become careless in their use of the language. Mr Goh Eck Kheng, chairman of the campaign, pointed out the mistaken notion of young people that bad English is acceptable so long as they are understood by their peers. But isn't that what communication is all about, and language is but one of its tools? The end justifies the means, so to speak, however poorly constructed the means?

What our youth do not realise is how this mentality will create a linguistic in-breeding problem that at it's extreme, make us incommunicado with the rest of the world. As it is, much has already been said about the consequences.

The key message of this year's movement is that "good communication skills transcend the use of correct grammar and vocabulary". This is a laudable objective, although I confess that personally I had to struggle with its tagline - "Impress. Inspire. Intoxicate."

However, the initiative seems overly ambitious. Have we overcome the hiccups of retail staff saying "not there mean no got have" and "if got have, you can surely find on the shelf", that we should now be concerned about where they are placing the "but" as to whether it is more proper to say "this dress suits you but it is expensive" or "this dress is expensive but it suits you"?

Each time I ride the train, I quibble internally over whether "priority seat" should accurately be "courtesy seat" since priority connotes a privilege accorded not necessarily to the physically disadvantaged and others who need help, but also to "able" people who are deserving for such reasons as status, affordability and goodwill.

Even "reserved" is not quite right, strictly speaking, unless it means no one who does not qualify to be included in the stated category should occupy the seat. Perhaps we should first look at Phua Chu Kang mixing up his numbers when he says: "Please give up this seat to those who need it."

Indeed, we have a whole lot more walking to do before we can run. It is critical that we take stock of the progress of the campaign from one year to another.

Until we do so, we will not be able to effectively remedy persistent problems and build on the strengths achieved thus far. The movement is not like a carnival, which may assume a completely different and unrelated character each year.

Every campaign in its history is a milestone that marks a significant stage in a continuous process of learning. To move forward, it is necessary to continue the journey from where we left off. That is why it is time we take stock of our progress thus far.

We need to take a hard look at the root of the problem. I cringe when parents speak poorly to their children. The problem is compounded when day-caregivers, kindergarten teachers and sometimes schoolteachers speak as carelessly.

A Today reader put this problem succinctly in a nutshell: "Singapore has a unique phenomenon in that even when Grandma has only 10 words in her English vocabulary, which she pronounces in her Hokkien accent, she chooses to communicate with her grandchild in what she thinks is the English language. The result is an entire generation of kids speaking badly adulterated English."

Ironically, in the days when parents who were not proficient in English would speak to their children only in the mother tongue, the standard of the language was much higher.

The problem will be a hard one to crack, not something that a disparate annual movement can tackle. But, if left unchecked, it can only get worse. That's how a pidgin tongue (Singlish in our case?) evolves as the camel pushes the Arab out of his tent.

The writer has published two books on Singlish among his collection of published works.

From TODAY, News – Tuesday, 22-Sep-2009

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Monday, September 28, 2009

Principal has done the right thing

IN SCHOOLS

Letter from Ong San San

I REFER to "Let teachers motivate ..." (Aug 31). I have three children and empathise with Mr Roland Ang. Yet, I think the school his daughter attends has done right in engaging neuro-linguistic programming (NLP) practitioners to motivate its students.

In this challenging society, we must improve at the speed of light if we want to see or improve on results. Motivational speakers will help students to stay positive, think through what they want to do in the future and give them confidence and courage to work towards their goals.

My child tells me her co-curricular activity teacher talks to her about her future and shares his experiences in life with her. This motivates to do better in her studies.

NLP programmes are costly and not all are fortunate enough to be able to attend them. They are not a substitute for a teacher but will enhance a student's learning process.

From TODAY, Voices – Tuesday, 01-Sep-2009


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NLP has issues, problems

Image of the human head with the brain. The ar...Image via Wikipedia

IN SCHOOLS


Letter from S Ganesamoorthy


I REFER to "Let teachers motivate ..." (Aug 31). Neuro-linguistic programming (NLP) as a methodology has lots of hidden issues and problems.

As principals are increasingly inviting these speakers to talk to their students, there is a need to be circumspect and look at the issue of NLP from the broad perspective of its use in education.

NLP practitioners receive their so-called master's certification by attending a short course or via online master's certification.

NLP is also not accepted into the fold of psychiatry, psychology or even sociology or social work, and does not contain the academic rigour of being accepted as a field of discipline in its own right.

The originators of NLP are themselves not agreed on the objectives and targets that must bind the NLP process.

There is certainly an obligation on the part of the Ministry of Education to ensure that the methodologies adopted to instruct our students pass the acid test of evaluating NLP as a subject in its own right.

Besides, there is an urgent need for our educational/para educational, counselling, psychological and medical agencies to evaluate and validate the methodologies adopted by NLP practitioners and hold them accountable.

It is also worrying that these training providers, who are invited to train students at an enormous investment of time and money, also conduct courses and seminars on "short circuits" to becoming millionaires.

As we celebrate Teacher's Day, let us pay tribute to the many who have mastered their skills to make a difference in their students' lives and reassert their pre-eminence in the lives of all students today and in the future.

Let us empower our teachers so that they will empower our students.

As stated so succinctly by Haim Ginott, the teacher, child psychologist and psychotherapist who pioneered techniques for conversing with children that are still taught today:

"I've come to the frightening conclusion that I am the decisive element in the classroom. It's my personal approach that creates the climate. It's my daily mood that makes the weather.

"As a teacher, I possess tremendous power to make a student's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humour, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de-escalated and a student humanised or de-humanised".

From TODAY, Voices – Tuesday, 01-Sep-2009


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Friday, September 25, 2009

Brainy kids - born or made?

A human brain.Image via Wikipedia

KIDS

Experts say that parents and caregivers play an important role in developing a child's intelligence


Eveline Gan

eveline@mediacorp.com.sg


AT AN age when most of her peers were figuring out how to use the potty, 18-month-old Janelle Kuah underwent private enrichment classes that involved memory-training and speed-learning.

Now aged 4, Janelle has memory skills which probably exceed that of many adults. She is able to memorise 50 different images and recite them in sequence at lightning speed. Her ability to pick up new words, as well as phrases in different languages and dialects, is just as "amazing", said Janelle's mother, Chua Ann Nee.

"The lessons aren't cheap, but I feel the training definitely helps with her brain development. She's faster than most of her peers in nursery," added Ann Nee, who forks out about $65 for an hour-long session.

But is it really possible to develop a child's intelligence?

The answer, according to experts Today spoke to, is yes.

"It is not a new idea to train and improve intelligence. Intelligence theories have always divided intelligence into two components - the part you're born with, and the part that can be learnt," said Dr Joanne Staunton, a cognitive psychologist at Mount Elizabeth Medical Centre's Singapore Baby and Child Clinic.

Psychologists Today spoke to said intelligence can be measured using standardised intelligence tests, administered only by trained psychologists (online IQ quizzes are not reliable). Regardless of age, the average IQ for any person is between 90 and 110, said Dr Staunton.

However, said the psychologists, you should only have your child's intelligence tested if you suspect your child has learning difficulties, or has experienced difficulties at school.

At KK Women's and Children's Hospital (KKH), IQ tests are only conducted for children who have been found to have developmental delay and learning problems.

According to Ms Frances Yeo, principal psychologist at KKH Psychology Service, the human brain is not developed completely at birth and continues to develop from childhood to adulthood.

"Appropriate interventions, training and schooling will help the child to develop cognitive skills," said Ms Yeo.

"On the other hand, illness, head injuries or any medical conditions that affect how the brain develops can 'derail' learning development."

But before you rush headlong into enrolling your child in brain training enrichment courses, consider this.

New research has shown that strong loving emotional attachments with adults - such as with parents or caregivers - can shape infants' brain development positively, said Ms Therese Tan, a committee member of the professional development team at Association for Early Childhood Educators (Singapore).

"It was found that the enriching responses and positive cues that babies experienced with such relationships facilitated neural (brain nerves) activity," added Ms Tan.

Besides enrichment courses, Dr Staunton added that there are also plenty of day-to-day activities parents or caregivers can do to develop a child's IQ.

Ms Jocelyn Khoo, executive director of The Shichida Method (S) Pte Ltd, which focuses on brain training in young children, believes that a well-rounded childhood - comprising a wholesome diet, parent-child bonding, social skills and physical fitness - is just as important as the training.

"A parent must not get too caught up with developing a child's intellect and pay less attention to other parenting aspects, such as providing love and being patient. Doing so might create hidden stress in children, thus leading to reduced learning capability," added Ms Khoo.


SMART MOVES

Cognitive psychologist Dr Joanne Staunton suggests a list of five things parents and caregivers can do to develop their child's IQ.

1. Teach your child to approach things in a step-by-step manner.

2. Help your child to categorise items by discussing their similarities and differences.

3. Teach your child to follow instructions. For instance, tell your child to "draw a circle". Gradually, get your child to follow instructions in an incremental manner by increasing the instructions, such as "draw a square and a circle".

4. Show your child how to complete patterns. After teaching your child a sequence, such as numbers one to 10, encourage your child to find a missing number.

5. Develop your child's language skills. This can be done by reading to your child, using new words or simply asking your child questions.


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From TODAY, Living – Weekend, 29/30-Aug-2009


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