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发表于 2013-8-27 11:12  资料 文集 短消息 
回复 #131 楚越 的帖子



QUOTE:
他们是两种群体的融合,北欧的盎格鲁族人和中欧的撒克逊族人, 当今标准英语的词汇就包括盎格鲁族语的词汇和中欧的撒克逊族语的词汇。

请问你的这些“北欧的盎格鲁族人和中欧的撒克逊族人”是指哪些国家?她们和英国有什么关系?

你在#109说::“在欧洲各国”“他们的宪法都没有定义现代标准英语是他们国民的母语”

那么她们为什么非要“定义现代标准英语是他们国民的母语”呢???


[ 本帖最后由 wengkinchan 于 2013-8-27 12:37 编辑 ]
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发表于 2013-8-27 11:41  资料 个人空间 短消息 
我憎恨那些蓄意贬低母语与中华文化的人

东方情网友的善意我很感激。

我有爱憎,当然会生气,我爱护自己民族的文化(包括语文),我憎恨那些蓄意贬低母语与中华文化的人,不管他是大人物还是小人物。我对楚越的不满和反感主要在此,他经常信口开河还在其次。

要我学小人?对不起,我学不来,也不想学,学了我不就变成小人了吗?

[ 本帖最后由 韩山元 于 2013-8-27 11:50 编辑 ]
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发表于 2013-8-27 12:58  资料 文集 短消息 
回复 #139 楚越 的帖子



QUOTE:
你连我国欧亚族群的父系历史因缘都不知,他们不是全都是从英国那儿来的,很多我们欧亚族群的父系是从西班牙,葡萄牙,荷兰,法国,德国,奥地利,比利时,等国来的。。

你是指这些西班牙,葡萄牙,荷兰,法国,德国,奥地利,比利时,等全部是盎格鲁-撒克逊族人吗?

从地理和历史来看,西班牙,葡萄牙应该是拉丁民族吧?法国和比利时应该是法兰西民族吧?

你在#109说“在欧洲各国和英国本身,他们的宪法都没有定义现代标准英语是他们国民或盎格鲁 - 撒克逊的母语,而是尊重各家族有自己的母语”。

有什么理由那些非盎格鲁 - 撒克逊的民族的西班牙,葡萄牙,法国,和比利时民族要把英语定位她们的母语呢?
  
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发表于 2013-8-27 13:09  资料 文集 短消息 


QUOTE:
原帖由 东方情 于 2013-8-27 11:04 发表

说人生气就是小看人吗?不生气,鲁迅不会骂人;不生气,鲁迅不会刻薄;不生气,鲁迅不会横眉冷对。我看出了鲁迅的极大悲愤,甚至认为鲁迅的病是被气出来的。幸好在他被气死前,他已经把他的武器交给了他所信赖 ...

生气要看对谁生气,对说出现状事实的人生气就没有理由了。
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发表于 2013-8-27 13:15  资料 文集 短消息 
楚越解读英文为第一语言,可以让爱护民族文化的人清楚认识现状或未来的发展趋势,免得不知不觉地在几代人之后英语成为母语,应该感谢楚越才对。
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发表于 2013-8-27 13:30  资料 短消息 
回复 #143 wengkinchan 的帖子

您真的不知状况,还要骗称是新加坡人,真是漏洞百出的现丑了,您要方知我国新加坡的四大种族的欧亚族人,欧亚族就是祖先是欧洲和亚洲的混血人种的后裔。

这里从没有说只是英国的盎格魯-撒克遜(Anglo-Saxon)的后裔,你是不是眼花?还是不清楚现况?

我们新加坡人从欧亚友族同胞的姓上就可猜到他们父系是从欧洲的哪一国家的人群了。。

如姓Galistan, Dragon,Avakian是中亚的亞美尼亞人的后裔。。
姓Longue, Poulier and Cherbonnier 是法国人的后裔,。。
姓 Hochstadt, Oehlers, Keller, Kaiser ,Roelcke 是德国人的后裔,
姓Marini, De Luca, Esposito, Angelucci ,Scarpa 是意大利人的后裔,
姓Aeria, Coelho, Carvalho, Conceicao, de Almeida, de Rosa, de Silva,  de Souza (or d'Souza),  de Cruz (or D'Cruz), de Cotta, Nonis (or "Nunis"), Gomez (or "Gomes"), the Lazaroo, Monteiro, Oliveiro, Palmer, Pereira, Pestana, Rodrigues,Theseira 是葡萄牙人的后裔。。
姓Castellano, Fernandez, Lopez, Zuniga, Ferdinands, Hernandez 是西班牙人的后裔。。
姓Holmberg, Johansson ,Lindblom 是瑞典人的后裔。。
姓Lange, Olsen, Rasmussen,Jensen 是丹麦人的后裔。。
姓Marbeck, Ess (formerly, "van Es"), Hoeden (or "van Hoeden"), Van Cuylenberg, De Bakker, Westenra, Ten Haken, Feenstra, Gronloh,Vanderstraaten 是荷兰人的后裔。。

姓Batchelor, Branson, Caine, College, Edwards, Goodenough, Hogan, Marsh, Philips, Reeves, Hale,Smith才是英国人的后裔。。

为何新加坡共和国的四大官方语言和在学校的第一语和第二语的教学,没有把这样多种得的各欧亚群体的主语和方言算在内呢??  

我们的很多欧亚友族同胞在自己家族内其实还保留很多古欧洲和中亚/中欧等的古欧洲方言和古欧洲语言。 我们只总称为欧亚语。。

因为英语教学只是一种假设的母语而已

QUOTE:
The community of Eurasians in Singapore is descended from Europeans who intermarried with local Asians. Their ancestry can be traced to emigrants of countries that span the length and breadth of Europe, although Eurasian migrants to Singapore in the 19th century came largely from other colonies in Asia, such as British Malaya in particular Malacca and Penang; Chittagong and Goa in India; the Dutch East Indies and French Indochina. They form a distinct group from more recent immigrants and expatriates of European descent.

Of Portuguese and Lusitanian Descent
The first Europeans to land and seize territory in Asia were the Portuguese, followed by the Spanish who claimed the Philippines. The Portuguese explorers and conquerors were accompanied by the first Jesuit priests to South-east Asia via Goa in India. Governor of Goa Afonso de Albuquerque conquered Malacca (today just a few hours' drive from Singapore) in 1511 while Jesuit Francis Xavier arrived in Malacca in 1545. Descendants of Portuguese colonialists who lived in Malacca and are of mixed Portuguese and largely Malay, but also Indian or Chinese descent, are collectively known as the Gente Kristang. This group is characterised by having its own distinctive Portuguese creole, the Kristang language, although it is now only spoken by a few, older members of the community. Many are descended from individuals who lived in Malacca or other parts of Malaysia. Others have ancestors who lived in Java or other parts of Indonesia as a result of being expelled from Malacca after the Portuguese were forcibly ejected from Malacca by the Johore-Dutch alliance in 1641. A few Macanese people of Chinese-Portuguese ancestry from Macau are also living in Singapore.

Of Dutch Descent
In 1602, a Dutch trading company called the Vereenigde Oostindische Compagnie or VOC (literally "United East Indies Company" but better known in English as the Dutch East India Company) was created to conduct trade in the area east of the Cape of Good Hope and west of the Straits of Magellan. In establishing their numerous trade stations spanning across Asia, the Dutch created independent settler societies in each of their colonies, where Batavia (now Jakarta, Indonesia) became the administrative centre and rendezvous point for the company's Asian shipping traffic.
Between 1602 and 1795, the VOC fitted out some 4,700 ships which carried almost a million Europeans to the Far East. Almost 70 percent of the one million of the passengers never actually returned to Europe, making Asia their new home.[citation needed] These early seafarers were not only made up of Dutch, but also included British, Germans, French Huguenots, Italians, Scandinavians and other Europeans who were employed by the VOC. In time, many were assimilated into Dutch colonies situated throughout Asia (though primarily in modern Indonesia) where they were stationed and became part of the respective communities.
Intermarriages between VOC employees and locals were encouraged, which lead to the creation of communities of Dutch descendants. Today, there are only four surviving coherent and large communities who are descended from those early intermarriages. They are the Coloureds from South Africa, Dutch Burghers from Ceylon (modern Sri Lanka), Dutch Indos from Indonesia, Anglo-Burmese and Dutch Eurasians from Malacca, Malaysia. The Dutch Eurasians of Malacca are of Dutch and largely Malay but also Indian or Chinese descent. The Dutch transferred Malacca to the British in 1825 in exchange for territory in Sumatra. The British sought to depopulate Malacca and as a result many Eurasians and other people moved north to thriving Penang (where other Eurasians fleeing Phuket or moving from Kedah also settled) and later south to Singapore as it grew in the late 19th and early 20th centuries. Dutch descendants in Malaysia and Singapore are primarily made up of Dutch Eurasians originating from Malacca, Ceylon Dutch Burghers originating from Sri Lanka, as well as early Dutch settlers originating from Indonesia and India.

[ 本帖最后由 楚越 于 2013-8-27 14:00 编辑 ]
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发表于 2013-8-27 14:01  资料 文集 短消息 
回复 #146 楚越 的帖子



QUOTE:
您真的不知状况,还要骗称是新加坡人,真是漏洞百出的现丑了,您要方知我国新加坡的四大种族的欧亚族人,欧亚族就是祖先是欧洲和亚洲的混血人种的后裔。

你真的确定那些在本地的欧亚族群的父系全部是从西班牙,葡萄牙,荷兰,法国,德国,奥地利,比利时等国来的吗?

你不知道你的新,马欧亚族群朋友的祖先500年前是从葡萄牙,荷兰和本地人结合的后裔吧?   

她们几时和法国,德国,奥地利,比利时人结合啦?你从网站抄来的资料也没有说是从法国,德国,奥地利,比利时等国来的吧?
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发表于 2013-8-27 14:11  资料 短消息 
回复 #147 wengkinchan 的帖子

您好像没有/不会读我上面付上的欧亚族人在南洋的历史? 欧亚族本来就是指欧洲人与亚洲人混血后的后代。。我说从他们认领的姓上面能大多数猜到他们家族的父系根源。。他们的先祖在何时来南洋都一样,只要他们还自认这些文化的后裔就行了,我上面不是有说吗,当时北欧和中欧地方的人有跟随葡萄牙人,西班牙人,荷兰人,英国人,当他们的海员和水手和随从等,就这样子在南洋留传后裔了。。 其实新加坡人的祖系太复杂了,因为是国际海港和空港,和国际商亚中心,哪个国都有。。
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发表于 2013-8-27 15:08  资料 个人空间 短消息 
欧亚混血的新加坡人有多少?

新加坡向来说我国有三大种族,即华、巫、印,有说四大种族的吗?欧亚混血的人占新加坡人口多少你知道吗?

我完全尊重欧亚混血的新加坡同胞,但他们的人数极少,这是事实。
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发表于 2013-8-27 15:16  资料 个人空间 短消息 
小民:我对谁生气,你管得了吗?

小民先生:我就对蓄意贬低华文的人生气,你管得了吗?

我难道不承认华文在新加坡式微这个事实吗?我自己都承认的事,我生什么气?你到底有没有看我的帖子?

对着像你和楚越这样的人,我能不生气?
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发表于 2013-8-27 15:21  资料 短消息 
回复 #149 韩山元 的帖子



QUOTE:
欧亚混血的新加坡人有多少?

新加坡向来说我国有三大种族,即华、巫、印,有说四大种族的吗?欧亚混血的人占新加坡人口多少你知道吗?

我完全尊重欧亚混血的新加坡同胞,但他们的人数极少,这是事实。

韩老师,这就是民主的精神,不但1)要少数人尊重大多数人的主流意愿,还要2)大多数人主流人群自发自律的保护和尊重少数人的权益。

这两方面都要做到的。少数人的权益就是要明文规定的在宪法上清楚的得以公平地位,和特别保护和礼让。
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发表于 2013-8-27 15:36  资料 个人空间 短消息 
小民你表错情,会错意

小民说:楚越解读英文为第一语言,可以让爱护民族文化的人清楚认识现状或未来的发展趋势,免得不知不觉地在几代人之后英语成为母语,应该感谢楚越才对。

我看小民是给楚越帮倒忙。楚越的意思是将来英语成为大家的第一语文那是件好事,你作为楚越的好学生,怎么完全不晓得楚越老师的一番苦心?竟然表错情!楚越巴不得早日把英文当作新加坡华人的母语,这样,他所谓的”国族“就能早日实现,这你都不明白!

叫我感谢这名蓄意贬低华文的人,你脑子是不是进水了?
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发表于 2013-8-27 15:45  资料 短消息 
回复 #152 韩山元 的帖子



QUOTE:
楚越的意思是将来英语成为大家的第一语文那是件好事,你作为楚越的好学生,怎么完全不晓得楚越老师的一番苦心?竟然表错情!楚越巴不得早日把英文当作新加坡华人的母语,这样,他所谓的”国族“就能早日实现,这你都不明白

韩老师,这样的说法只是您偏激的曲解,我所推说的新加坡国的国族文化是双语文化,

而双语又型成双母语的文化(放眼国际社会,很多国土都有双母语文化,这很平常)这双母语文化当中,有一个母语可以是英语,但还有另一个母语,可以是现代标准汉语,也可以是各汉语方言,也可以是现代标准马来语或各马来/印尼的方言,可以是淡米尔语或其他印度方言和语种,也可以是欧亚各国的主流语言或方言,这方面各语言和方言都是公平同等的,

有能力者还可以选修第三语第四语,拥有第三母语,第四母语,等。。

[ 本帖最后由 楚越 于 2013-8-27 15:47 编辑 ]
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发表于 2013-8-27 15:51  资料 个人空间 短消息 
我分明讲要尊重欧亚混血同胞

我分明讲要尊重欧亚混血同胞,你楚越没看到吗?

我是问你知道不知道新加坡有多少欧亚混血的公民,你知道就讲,不知道就说不知道,别顾左右而言他。
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发表于 2013-8-27 17:26  资料 文集 短消息 


QUOTE:
原帖由 韩山元 于 2013-8-27 15:36 发表
我看小民是给楚越帮倒忙。楚越的意思是将来英语成为大家的第一语文那是件好事,你作为楚越的好学生,怎么完全不晓得楚越老师的一番苦心?竟然表错情!楚越巴不得早日把英文当作新加坡华人的母语,这样,他所谓的”国族“就能早日实现,这你都不明白!

叫我感谢这名蓄意贬低华文的人,你脑子是不是进水了?

楚越点出“1st Language 就是母语”是我第一次听说的,可谓一语惊醒梦中人:原来所大力提倡的‘讲华语运动’是‘讲2nd language运动’。

至少在这个主贴下,楚越并没有透露他个人对‘英文是1st language’的喜好,更何况英语无论现在还是将来都是新加坡的第一语文。

我明白楚越的‘国族’理念是他‘母语’观点的背后真正目的,但是除了彻底驳倒‘1st language 就是母语’,否则只能眼看着楚越将此作为‘国族’的佐证,我们还能做什么呢?
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发表于 2013-8-27 20:38  资料 主页 个人空间 短消息 
回复 #155 小民 的帖子

不用做什么,不用理睬他就好了。

他自己都承认  in Singapore's education system, it (mother tongue) is used to refer to the second language。从逻辑来说,承认上面那句话,1st Language 就是母语在逻辑上已经不成立了。

楚越不了解 First Language 是英文,西方人把 First Language 当成是母语有西方本身文化环境的原因。在新加坡,讲 1st Language 也有本身的历史原因。独立后,1st Language 已经不用来指母语,而纯粹指在学校的 medium of instruction(教学媒介),与母语扯不上关系。

楚越讲逻辑,他的话最经不起逻辑的验证。




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发表于 2013-8-27 21:37  资料 文集 短消息 


QUOTE:
原帖由 运开 于 2013-8-27 20:38 发表
不用做什么,不用理睬他就好了。

他自己都承认  in Singapore's education system, it (mother tongue) is used to refer to the second language。从逻辑来说,承认上面那句话,1st Language 就是母语在逻 ...

运开兄,您说的是对的。我查遍了教育部网站,没有看到我们把英文定义为母语,您再看看是否看漏了,至少在文件上政府还没有这么说。我觉得沈颖作为教育部的高级官员作的讲话,应该也是代表政府的观点。我能理解楚越先生的关切,我想他是狠铁不成钢,象他这样华文水平相当高的人,不可能看不起自己的华文母语,但在我们的实践上,英文的确处在第一的地位,不光是华文,其他母语面临着孩子们不愿意学的压力。所以,楚先生说的也是现实。但是为什么我们的教育部没有按照联合国教科文组织的定义来处理本国的语文政策,而把各民族的语文定义为母语呢?或许楚先生的意见可以上书教育部,但我还是认为各民族的语文是本民族的母语,不管其实际地位处于第一还是第二,母语始终是母语。沈颖的讲话英文稿供参考。

Speech by Ms Sim Ann, Senior Parliamentary Secretary for Ministry of Education and Law, at the Inaugural Mother Tongue Languages Symposium on Saturday, 25 August 2012, at 10.00am, at the National Library Building, Events Plaza

Introduction

1Good morning. 早安。 Selamat pagi. Vanakkam.

2It is my pleasure to open the inaugural Mother Tongue Languages Symposium. I do so with a sense of happy anticipation. For the first time, we have a dedicated platform for everyone who cares about the teaching and learning of our Mother Tongue Languages to come together, share views, exchange updates and learn from each other.

Reasons behind Organising a MTL Symposium

3It is my privilege to work closely with professional educators on the teaching and learning of the Mother Tongue Languages, as part of my role at the Ministry of Education. I am also honoured to assist Minister Heng Swee Keat and join many other advocates for language learning on the Board and Committees of the Lee Kuan Yew Fund for Bilingualism, which aims to promote bilingual learning, particularly in the early years.

4The joy of promoting bilingualism lies in meeting and speaking with so many Singaporeans who feel passionate that our next generation should be provided with a robust foundation in their Mother Tongues Languages of Chinese, Malay and Tamil, in addition to a strong grasp of English, which is our working language. I also share the view of experts and stakeholders who believe that bicultural exposure will anchor our young to our shared heritage, and endow them with a lasting competitive edge in the wider world.

5In many conversations with community stakeholders who support bilingualism, my colleagues and I have been heartened by their lively interest in and deep concern for Mother Tongue Language standards and learning outcomes. At the same time, we are also very encouraged by the perseverance and ingenuity of our educators who have produced new and innovative teaching methods that are customised for our constantly evolving language environment.

6We have also noticed, however, that not everyone is always aware of all the developments in schools and the community. Often we found ourselves wishing that the conversation we were participating in, or the teaching methods we were being shown, could be shared with a wider audience.

7This was, if you like, the seed of longing from which the idea for this Symposium sprang to life.

Learning Our Mother Tongue—Motivation through Fun, Curiosity and Interest

8Indeed, the logo chosen for the Symposium is that of a flower coming into bloom. It symbolises the painstaking effort being taken by educators and community stakeholders to create a conducive seedbed for language learning. It also signifies our constant drive to nurture interest amongst young learners and help them grow their linguistic capability. Last but not least, it also embodies our hope that our young will blossom as bilingual Singaporeans.

9Keeping it fun for young learners is a very important part of the overall strategy. We know that curiosity and fun motivates one to learn, and also sustains learning. This rule of thumb applies to all learning subjects, including our Mother Tongue Languages. This is particularly relevant in light of our diverse language environment where more and more of our children come from English-speaking households.

10On this note, I would like to commend Guangyang Primary School’s creativity in devising a “Chinese Character Aerobics” (汉字笔画操) for Primary 1 and 2 students. Through the use of body movements, learners are kinaesthetically engaged while learning the correct order of pen-strokes for writing Chinese characters. It helps students internalise the order through movement and drama—quite a different experience from rote learning. It’s very enjoyable, and I urge you to try it.

11Fun is only one possible trigger to commence the journey of learning. Much work remains in supporting students’ curiosity and encouraging them to forge onwards.

12St. Andrew’s Junior School’s Tamil Language teachers use students’ daily experiences to build contexts to arouse their curiosity and support their learning. “Bridging the Gap” is a project designed to help Primary 1 and 2 students who enter school with little or no knowledge of Tamil. The team identified themes such as meal time and shower time to give students the opportunity to apply the vocabulary that they have learnt in their home or school environment. The project also involved collaboration with parents for reinforcement and monitoring. Using resources such as Romanised cards, the pedagogy is very hands-on and is centred on the idea of structured play, which is a natural and motivational approach for language learning to take place.

(接下贴)

[ 本帖最后由 multimode 于 2013-8-27 21:38 编辑 ]
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回复 #157 multimode 的帖子

13Kattrathu kaiman alavu; kalaathathu ulakalavu. This means “one’s learning is always limited; true learning is boundless” in Tamil. Mother Tongue Language teachers are devoted to devising new ways to create interest amongst their students. Many are united in the belief that interest will sustain students’ learning and eventually strengthen their language proficiency.

14The Malay Language teachers in Xishan Primary School have developed P.I.N.T.A.R, an instructional package to instil students’ interest in reading and to enhance the learning of Malay language. Through big books, students go through the experience of self-directed learning. They also engage in outdoor activities and the making of video resources to support post-reading activities. They write song lyrics and demonstrate their learning through dramatisation. These activities liven up the reading experience and expand students’ imagination and creativity, thus motivating them to read even more.

15Parents also have important roles to play in the instillation of interest in our young. As the Malay saying goes, Melentur buluh biar dari rebung—As a twig is bent, so is the tree inclined. The early years are critical in shaping the future of our children. Parents’ interaction with their children matters and its influence and impact does not stop at the interaction itself.

16Many parents who believe in bilingualism have shared with us their strategy of “one parent, one language” when raising their children. In other words, one parent would speak in English, while the other would speak in the Mother Tongue. Parents who have persisted with this arrangement often share with us that their children can code-switch between two languages from a very young age. Later, you will be able to hear from speakers sharing practical tips and strategies for parents to help their children learn two languages well.

Use of Technology to Support MTL learning

17Technology is one of the key tools being harnessed to complement and strengthen ongoing efforts for Mother Tongue Language learning.

18To enhance students’ mother tongue language proficiency, MOE has developed the iMTL Portal. This is an online interactive platform for students to practise both oral presentations and writing. After listening to an audio stimulus or viewing a video stimulus, students can respond with their viewpoints in both spoken and written forms for feedback by teachers and peers. It is fun, as there are moving images and sharing of peers’ works. Students are curious—about their peers’ works, and about the feedback they received on their own work. As each individual practises more and seeks personal improvement, they will build up their mother tongue language proficiency. The iMTL Portal caters to Primary 4 to Junior College level students and it will be introduced to all schools in phases from next year.

19In partnership with community stakeholders and parents, we will continue to explore and develop new tools, using technology or other methods, to support MTL learning amongst our students.

Acknowledgement

20播种,萌芽,开花,结果是耕种过程中的主要阶段。我认为,把它们用来形容母语教育,也很贴切。家长、 社区和教育工作者齐心协力,塑造一个充满乐趣的学习环境,可以为下一代播下学习的种子。用对了教学方案,激发孩子们的兴趣,他们的母语能力就可以顺利萌芽,进而开花结果。母语教育是长远的工作,不管是学华语、马来语或淡米尔语,家长和教育者都抱着同样的希望,也面临不少相似的挑战。希望在接下来的一天当中,关心母语教育的各界人士可以聚集一堂,相互切磋,脑力激荡,碰撞出充满创意的新火花。

21It now remains for me to thank the following organisations for making this Symposium possible:

22The organisers—MOE, the Committee to Promote Chinese Language Learning, Malay Language Learning Promotion Committee and Tamil Language Learning Promotion Committee;

23The event’s supporting organisations—the Lee Kuan Yew Fund for Bilingualism, the Bicultural Taskforce, National Library Board, Thumbs Up, Thumbs Up Junior, Berita Harian GenG, i3, lllayar Tamil Murasu and Maanavar Tamil Murasu.

24I would also like to extend my appreciation for the event participants and speakers. Thank you for your time and efforts. With your lively and informative sharing, I am sure our visitors would glean insights into Mother Tongue Language education and pick up useful tips on how to develop children’s language abilities at home.

Conclusion

25Promoting bilingualism and the Mother Tongue Languages is no easy task, but I believe we all draw encouragement from the fact that so many organisations, committees and groups are together on a shared journey. I wish the inaugural Mother Tongue Languages Symposium every success, and hope that, with your support, we can turn this into a regular platform.

26Thank you. 谢谢。 Terima kasih. Nandri.
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发表于 2013-8-27 21:39  资料 短消息 
回复 #156 运开 的帖子

Quote"楚越不了解 First Language 是英文,西方人把 First Language 当成是母语有西方本身文化环境的原因。""在新加坡独立后,1st Language 已经不用来指母语,而纯粹指在学校的 medium of instruction(教学媒介),与母语扯不上关系。

楚越主要是要颠倒是非,达到他想达到的目的,居心叵测!凡我华人都不能让他得逞!
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发表于 2013-8-27 22:13  资料 文集 短消息 
呵;大家都讲的不错.问各位一下;
我祖母来自中国.不会华语只会方言;她的母语是华语吗?
我母亲讲方言;也会华语.但一生都讲方言;只跟孙子讲华语;请问她的母语是华语还是方言?
我讲华语及方言;跟老一辈及同辈是讲方言.跟后辈是华语;那我的母语是方言还是华语?
我的孩子会华语;英语及方言;他的母语是什么?
请各位说说这事; thank Q

[ 本帖最后由 海山明 于 2013-8-27 22:18 编辑 ]
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