The Learning of Languages (Part 3)

One way out of this conundrum is to of course have two reference languages. It is true that children, under the age of 5, are capable of learning multiple languages easily. In fact, if the child is not exposed to languages with "foreign" sounds early, it is possible that the child will never be able to pronounce the words of the other language like a local - eg Japanese struggle with "v"s and "d"s for it is alien in Japanese; English speakers cannot pronounce "r"s in French or guttural Arabic words because they are alien to English.

A child can have two or more reference languages if, and only if, one or both parents use both langages with equal frequency. If the parents have a preferred language, so will the child. There are just too many examples of this. Not many parents in Singapore can speak both languages with equal fluency.

We must then admit that by and large, it is difficult to teach Mandarin to children whose first language is English. It is not about effort or motivation. [Of course, there will be children who are gifted. But any education system cannot be based on the exception but the norm. We can allow the exceptions to embark on a different track - Higher Chinese.] Because it is difficult, it requires enthusiasm and motivation from the learner, and it requires time and patience from the teachers and the education system. The Singapore system needs to change its teaching methods. The drilling for exams, the railroad speed in which we advance the students, must give way to something which the children can cling on too. The sole focus to pass exams takes away the real purpose of language teaching - to allow students to use the language as a living language in the future. There is enough anecdotal evidence to know that in spite of many people who go through 12 years in the Singapore education system, coupled with countless hours of tuition, who pass O levels and A levels Chinese, simply cannot speak the language. This must count as the height of folly and a large waste of resources.

The traditional way of teaching Chinese is for Chinese people who use Mandarin as a reference language : you memorize long lists of uncommon words, proverbs or poetry. You read about ancient stories, legends etc. You commit to memory passages and learn to read, write and speak all at the same time. Of course, Singapore has moderated on these teaching methods. But if the teacher comes from China, then it is also likely that he or she will bring along this method. After all, it worked in his or her country.

I believe that there is a better way. I taught myself to speak two languages, including Mandarin, and I can converse with any native user of the language with ease. And yes, I do have a "foreign" accent which will never leave me. But who cares? I speak it. This is the purpose of learning a language. Moreover, I want to improve.

These are my beliefs. I believe languages are learnt in sequence, like the way our parents taught us how to speak. Words, then sentences. Speech, then reading followed by writing. The first phase for any learner - at any age - is the acquisition of vocabulary and the verbalisation (ie pronounciation) of single words. Once a student has acquired about 1200 to 1500 words, an epiphany will dawn and the student will pass the initial hurdle of the language being alien. Suddenly, he can listen to conversations. He has formed a foundation.

This is where he moves on to sentence construction and grammar rules. This is learnt best not through "complete the sentences" exercises, but through watching and hearing live conversations using tapes, TV, radio, and listening to people, and then letting the learner infer through listening what is right and what is not. Learning is enhanced when the student is actually interested in the topics presented. It is far better when the topics are cool and interesting. We should ditch ancient legends and asinine Aesop fables for topics that are fun.

Real learning of a language takes off when a child reaches adolescence. There is educational proof that children learn a second language better once they are grounded in their reference language and have a base in the second. So I would very much, for younger students, focus on speech, have some reading but really limited writing and make Chinese really fun. The success of a Chinese program in primary school is good vocablulary, some speech, and the feeling that Mandarin is really useful.

So for my exams, I would take my primary six students to a supermarket. If I could bring them to Taiwan or China, I would. I would give them a shopping list with items written in Mandarin and ask them to pick out those items. They would have to go spaek to the sales lady and clarify whether the items were on sale, and whether they could pay with a NETS or cash. The items need not be easy, and I could have 50 on the list. They could ask a salesperson for help to find an item. And the cashier would have to interact with them as well. If they walk out of the supermarket with the 50 items, they pass with distinction. No writing of essays at 12 years old.