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May 16, 2010
No one-size-fits-all approach to education
A revamp of mother tongue subjects should consider different linguistic abilities
<!-- by line -->By Lee Wei Ling
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I have been a doctor for 32 years. Patients who have been under my care for decades often develop a close relationship with me.
The other day, an Indian patient who has been with me for 13 years came with a bouquet of flowers and a card that said 'To Prof Lee WL, nice to see you back', for I had been away on medical leave. I was very touched.
After I thanked her, I turned to her mother and told her: 'You are not well off; you should not waste money (buying me flowers).'
She replied: 'We are contented with what we have and we are grateful to you and your family.'
Since there were no other patients waiting to see me, I sat back and chatted with her. Apparently, her husband had died some years ago. He had been working as a mechanic for a Chinese-owned engineering company when he was sacked, with one month's severance pay, after working for 29 years.
The mum had then gone with her husband to see the boss. The boss told her in Cantonese: 'Don't bother. Your loukong ('husband' in Cantonese) can neither speak nor write English.' Mum replied to him in fluent Cantonese. The boss was stunned.
Mum had subsequently written to the boss in English, and copied the letter to my father Lee Kuan Yew. She then received a reply from the Government, saying that it would look into the matter. A few months later, the company paid her husband an additional 28 months' salary as severance pay.
I was curious to find out how mum could speak Cantonese. She studied in an English medium school up to Secondary 3. Tamil was her mother tongue, but she also picked up Cantonese, Hokkien and Malay by chatting with her neighbours.
After her husband passed away, mum and her daughter stayed with the patient's brother. He is a technician, married with two children. He supports the family of six on his technician's salary. He can speak Hokkien, Teochew and Hakka.
Mum and daughter are very close. My patient could not attend school as she was mentally slow. But she speaks English. She is aware that she needs her mother to look after her and has told her: 'Ma, you don't die before me.' Mum's reply was: 'Don't worry, God will take you first.'
I recounted this story to my father, telling him how surprised I was that the mother had mastered so many different languages, languages that bore little resemblance to each other.
Someone who understood Hokkien would not understand Cantonese automatically unless she had studied Cantonese too. There are words peculiar to each dialect; moreover, the same words can have very different pronunciations.
My father's response to my story was simple. 'She is an Indian woman,' he said.
He, like me, has a theory that Indians have a special talent for languages. In addition, it is believed that women are better at languages than men; this is probably true, although there are different aspects to language and the sexes probably differ only in certain aspects.
I am writing this story not just to amuse my readers but also to provoke them into thinking about the recent controversy over the weighting of the mother tongue languages in the Primary School Leaving Examination (PSLE).
We must remember that language ability varies from individual to individual. There is certainly a genetic component in linguistic ability. The genes for superior linguistic ability bypassed me but were transmitted to both my brothers.
Of all the subjects in school, Chinese language was the one I swotted over the most. But I was willing to work hard on Chinese, even in kindergarten,
because I knew my parents were using my brothers and me as proof that my father - a Cambridge-educated lawyer who, when he first entered politics, was barely able to speak Chinese - was not anti-Chinese.
While we were never explicitly told so,
it was obvious to us that he was using his own children to signal to the electorate the importance of the Chinese language in particular and of bilingualism in general. For example, even though my father was often too busy to join us for our birthdays, he would come to all our graduation ceremonies - including mine from Nanyang Kindergarten and subsequently from Nanyang Primary School - and these events were reported in the newspapers.
But my own experience is that the environment also plays a role in language learning. My innate linguistic ability is inferior to that of my brothers but determination and hard work allowed me to score as well as they did for Chinese, English and Malay in the Secondary 4 school leaving examination for Chinese schools.
How much weight is given to the mother tongue languages in PSLE will determine whether or not a child can make it to a secondary school of his or her choice. My attitude towards elite schools has always been that although students may receive a better education in such schools, a bright and determined student will make it regardless of the school he or she attends. So regarding people who feel a great deal of angst over the weighting of the mother tongue languages in PSLE, I think their anxiety is unwarranted.
My own concern is that intelligent and hardworking students who are relatively untalented linguistically, as I am, should not be impeded as a result. They must still be able to thrive in school and university, and also enjoy their childhoods.
For now and probably the next 50 years, English will be the main global language. Scientific knowledge will continue to be expressed in English.
As a paediatric neurologist with a special interest in learning disabilities, I have seen too many patients spend an inordinate amount of their time swotting for examinations in their mother tongue at the expense of other subjects. I know of families who have emigrated because their children could not cope with the mother tongue. These families often consist of professionals or successful entrepreneurs - precisely the sort of talent we are trying to attract from other countries. Those affected are mainly Chinese, but Indian Singaporean students also face similar problems, for the Tamil that is taught in our schools, I am told, is too difficult and even arcane.
Our citizens should be encouraged to be as bilingual as they can be, but not at the expense of acquiring relevant knowledge in other fields. There cannot be a one-size-fits-all approach to education.
What is certain is that the curriculum for the mother tongue languages as it stands now, especially for Chinese and Tamil, puts an unnecessary burden on our children. A carefully planned revamp of the curriculum and examination system for the mother tongue languages - a revamp that takes into account different linguistic abilities - is needed urgently.
The writer is director of the National Neuroscience Institute.
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