Addressing Challenges and Strengthening English Language Learning Outcomes in Primary Schools
Ministry of EducationSpeakers
Summary
This question concerns the Ministry of Education’s approach to teaching English in primary schools and the challenges in strengthening student learning outcomes. Mr David Hoe inquired about the balance between contextualised communication and explicit instruction, and whether pedagogical shifts have impacted students' grammatical accuracy. Minister for National Development Desmond Lee responded that teachers use a balanced approach of contextualised teaching alongside direct instruction in grammar and vocabulary. He noted that while reading literacy scores have improved steadily over twenty years, the enjoyment of reading has declined both locally and globally. The Ministry of Education will partner with schools, public libraries, and parents to promote reading habits and sustain the joy of reading.
Transcript
31 Mr David Hoe asked the Minister for Education (a) what is the Ministry's current approach to teaching English language in primary schools, particularly in balancing contextualised communication with explicit instructions on grammar and vocabulary; (b) whether the Ministry has observed declining grammatical accuracy or knowledge of the English Language as pedagogy shifted over recent decades; and (c) what challenges does the Ministry face in strengthening these outcomes.
Mr Desmond Lee: In our primary school classrooms, English Language teachers adopt a balanced approach of contextualised and explicit teaching of English. Our students learn English through engaging stories and texts, complemented by direct instruction in grammar and vocabulary. Reading and writing are interwoven with oracy activities where students get to speak more extensively than in the past.
The shifts in pedagogy over the decades and wider use of English in homes have led to increased confidence in spoken communication and stronger reading literacy among our students. Our Primary 4 students' reading literacy scores in the Progress in International Reading Literacy Study (PIRLS) have shown steady improvement over the past 20 years.
However, enjoyment of reading among our students has declined based on the PIRLS Study between 2016 and 2021. This trend is also observed globally. Reading widely and for enjoyment is important for language development. Broader shifts from reading to other forms of entertainment are challenges to sustaining the reading habit. The Ministry of Education will continue to partner schools, public libraries and parents to sustain the joy of reading in students.