Eligibility Criteria for Learning Higher Mother Tongue in Primary Schools

17 Mr Low Thia Khiang asked the Minister for Education (Schools) whether the Ministry reviews the criteria used by individual primary schools to determine whether students are allowed to take up Higher Mother Tongue to ensure that reasonable consideration is given to students' interest in the subject instead of it being a purely results-driven process.

The Parliamentary Secretary to the Ministers for Education (Ms Low Yen Ling) (for the Minister for Education (Schools)): Mdm Speaker, we are encouraged and heartened that parents and students see the value of learning the Mother Tongue language. This is a positive sign for a strong bilingual foundation.

The Higher Mother Tongue curriculum is designed to stretch students who have a keen ability and strong interest in the language. In their consideration of Higher Mother Tongue, schools take into consideration both the interest and the ability of the students. This is because Higher Mother Tongue means additional curriculum time and heavier learning load. The subject can be overwhelming to students who are not interested or not ready to take up the subject. In addition, schools are also guided by the learning profiles of the students and the schools are very mindful of the interest and the overall well-being of the child.

In addition, the Ministry of Education (MOE) regularly reminds our schools of the considerations that should guide their offer of various subjects to their students. We also provide close guidance and work closely with schools that need additional support in this area.

Mdm Speaker: Mr Low Thia Khiang.

Mr Low Thia Khiang (Aljunied): Supplementary questions. Firstly, what are the guidelines or criteria for the schools for students who wish to take up Higher Chinese? What is the weightage like? How much weightage is given to a student's interest and family support, for example, and the other consideration of the results of the various subjects?

Secondly, what is MOE's policy on students wanting to opt for Higher Chinese? Do they encourage students to do so and, if so, are there schemes to guide schools to encourage students who are qualified to take up Higher Chinese?

Ms Low Yen Ling: I want to thank the Member for the supplementary questions. First off, let me give some context to Higher Chinese language (HCL). The HCL curriculum was developed at the lower primary levels to support the needs of our Special Assistance Plan (SAP) primary schools, of which we have 15 currently. They admit students who are inclined towards learning Chinese at a higher level. Since the HCL curriculum is available, some other non-SAP primary schools have also offered it to students with stronger aptitude and interest in the language.

Allow me to reiterate that the two key criteria are strong interest and keen ability in taking up HCL. We all know learning language is not just for conversing or writing. It is also culturally-driven. So, it is important that the student has a strong affinity and interest in that subject, so that we can nurture the joy of learning in the children and sustain their interest in the HCL even after they leave school.

To this end, we are heartened by the enthusiasm that parents and students have shown for the HCL. We want to assure the Member and the House that our schools are deeply committed to the teaching and learning of Higher Mother Tongue languages. We do so because it is not just mastering a higher level of Chinese, but also deepening bilingualism, which is an integral part of our national identity and cultural heritage.

Another point that I would like to reassure the Member and the House is that our schools strive to cater to students of different learning capabilities and also home languages, depending on whether they speak English or Mandarin at home. Students are able to take their Mother Tongue at the level which best suits their ability. The Member may ask why is that important. This differentiated approach is very important because it allows the school to customise the level of support for the child's learning. When the learning is pitched at their level and ability, the students can learn the Mother Tongue language to as high a level as they can, and are also given adequate opportunities and support. This is important so that we can help to nurture the children's learning of the Mother Tongue and sustain their interest in this language, even beyond school.

Mdm Speaker: Mr Low Thia Khiang.

Mr Low Thia Khiang: There were complaints by parents that even when students got over 90 marks for Chinese language and when they are interested and motivated to learn the language, they are not admitted to the Higher Chinese class. What is the explanation by the Ministry?

Ms Low Yen Ling: I want to thank Mr Low for the supplementary question. In the case of St Hilda's Primary School, the cut-off mark was unusually high, as the school sought to ensure a high level of ability in the students who wanted to take HCL. We acknowledge St Hilda's Primary School's good intentions in making sure that the students who want to take HCL are well-suited and are also ready to take on the subject because it also entails extra curriculum time and a heavier study load for the child. With feedback and guidance from MOE, the school has very quickly reviewed its criteria and will be opening another HCL class to cater to the growing desire for HCL.

MOE is very glad that the school is taking positive steps very swiftly to enlarge its pool of HCL students. The broader point is that it really reflects the school's commitment in terms of the teaching and learning of the Mother Tongue language, not just Chinese language but all three Mother Tongue languages. This is why, other than the MOE curriculum, we also have the three Mother Tongue languages promotion committees to supplement the efforts on the ground.

3.00 pm

Mdm Speaker: Order. End of Question Time.

[Pursuant to Standing Order No 22(3), provided that Members had not asked for questions standing in their names to be postponed to a later Sitting day or withdrawn, written answers to questions not reached by the end of Question Time are reproduced in the Appendix.]