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作者 Cheah, Yin Mee
書名 Literacy and cultural identity: An ethnographic study of English language education in Singapore
說明 285 p
附註 Source: Dissertation Abstracts International, Volume: 56-05, Section: A, page: 1690
Chair: Herbert Simons
Thesis (Ph.D.)--University of California, Berkeley, 1994
This study seeks to understand the notions of literacy informing English language education and to show how these notions of literacy can have implications for the development of ethnic and national identities in Singapore. Curriculum documents were analyzed to provide the larger context within which the literacy activities of a Primary Five classroom were described and analyzed. These activities, as well as school and classroom practices, were also examined for their cultural elements in order to determine the significance of ethnic, national and western cultures in these settings
The theoretical rationale informing the study include a sociocultural perspective to second language learning with literacy as the end point of acquisition, literacy theories and theories about the relationship between language and culture
The study found that the prevailing notion of literacy in curriculum development and literacy lessons was one of neutral skills and technology. The dominant culture of the school was the Singaporean culture with little space available for ethnic cultures. There was little evidence of Western culture in the class or the school, although this did not mean that the curricula did not carry Western ideas
This study argues that literacy is always culturally loaded. The process of deculturalization in Singapore cannot be attributed solely to an English education, for it is also a result of the emphasis on nurturing a national culture and the neglect of ethnic cultures in schools. This study also argues for the appropriation of English by Singaporeans for their personal and emotional needs beyond the technical and functional literacy advocated. It also suggests that the language of education (English) has to be the language of culture, and that literacy and culture both have to be constantly negotiated. To this end, it is suggested that a view of literacy as a form of social dialogue be adopted, so that becoming literate results in one's participation in the social, cultural and political life of the society
School code: 0028
Host Item Dissertation Abstracts International 56-05A
主題 Education, Language and Literature
Education, Bilingual and Multicultural
0279
0282
Alt Author University of California, Berkeley
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