I went to Hong Kong from Shanghai 20 years ago. Ten years later, I went on to work in Taipei, where I was involved in trading activities that spanned China, Hong Kong and Taiwan. In 1989, my daughter received an Asean Scholarship and I began to have association with Singapore.
My daughter enrolled in Raffles Girls' School in 1989. After Raffles Junior College, she went on to the Oxford University in England where she received her Master's degree. She returned to work in Singapore in 1998.
I have spent the last 20 years travelling between China, Hong Kong, Taiwan and Singapore. My trip to Singapore this time coincided with the government's announcement on the new policy to teach the Chinese language. Allow me to voice some of my opinions on this issue.
Situated at the tip of the Malay Peninsula and at the crossroads of the Pacific and Indian Oceans, Singapore's geographical location meant that its role in trade and communication between East and West cannot be challenged. More than 100 years of colonial rule also inevitably made English its official language.
Due to political and economic considerations, as well as to foster harmony and interaction between the major races in the country, Singapore has been using English as the working language after independence. The active promotion of English education became a necessity. Singapore today has become a part of the English-speaking world, and is connected to the wider arena of international politics and business. This is the result of conscious efforts to adapt to the world trends.
With the rise of Asia's four Little Dragons, and especially China's successful open door policy, Southeast Asia is playing an increasingly active role in international economic development. Although the Asian financial crisis is a setback for many Asian countries, including Japan, it has nevertheless highlighted China's pivotal role in the economic development of the region, even the world.
In view of the new situation, Singapore is reconsidering the practical value of the Chinese language. It has developed new strategies to teaching the language, which are indeed very pragmatic and far-sighted.
For Singapore, even if it chooses to put aside the burden of shouldering 5000 years of China's cultural tradition, merely from the economic viewpoint, the Chinese language is clearly a prerequisite for trade with China. Business dealings with China today are more than just trade.
Hong Kong had a few million workers in Guangdong processing its export goods before 1997. Taiwanese businessmen can be found all over Fujian and Shanghai. In Shandong and Liaoning, Korean businessmen are everywhere. It is obvious that Singapore's linguistic advantage in China business is diminishing because the number of English-speaking families is increasing at a greater pace than the Chinese-speaking ones. Isn't it a pity？ Apparently, the government's current reform of the teaching of Chinese is very essential, most timely and definitely in keeping with the new age.
Language learning has to begin from a very young age. In China and Taiwan, the use of Chinese is pervasive. Their students begin to learn English
only from the lower secondary levels. This late start means that their English standards are far lower than those of Singapore or Hong Kong students. Currently, both China and Taiwan are attempting to bring forward the teaching of English and it is taught at upper primary levels wherever qualified teachers are available. In Hong Kong, children start learning both Chinese and English in kindergartens, and the results are obviously better. Singapore should also place greater emphasis on bilingual learning for children from a much younger age.
The teaching of the Chinese language in Hong Kong is far better than in Singapore. There, schools use both languages for teaching whenever possible. （Even in the English secondary schools, the lessons are sometimes conducted in both languages though the textbooks are often in English.）
Students are also encouraged to interact in Chinese outside their schools. Singapore is already an English-speaking society, and we do not have to worry about students not having sufficient opportunities to speak English. Perhaps we can have more signs and advertisements in Chinese. Seeing a few words every day is also a way for primary school students to learn the language.
Even with an Oxford degree, my daughter's standard of Chinese is at great variance with students from China, Hong Kong and Taiwan. On business trips to Beijing, she used to grumble about not being able to cope because she does not have enough translated materials. Therefore, it is necessary for Singapore to set up an advanced language institute, perhaps at a level between tertiary and secondary standards, so as to enable students or working adults to study and become effectively bilingual （it may including Malay and Tamil languages as well）。 Examinations should be held and those who passed, their bilingual abilities should be fully recognised.
Utilitarianism and pragmatism are part and parcel of a commercial society. To encourage more students to be bilingual, perhaps a “bilingual salary increment” could be given to civil servants whose bilingual abilities are certified through examinations. Giving bilingual talent the financial rewards they deserved may be the way to nurture and develop more bilingual talent.
Bilingual talents are a great asset in a nation's economic development in the 21st Century. I sincerely wish Singapore's new approach to the teaching of Chinese language a success！
華文教學(xué)改革來得及時(shí)
筆者20年前自上海到香港,10年后再到臺(tái)北工作,從事于中、港、臺(tái)貿(mào)易。1989年因小女獲亞細(xì)安獎(jiǎng)學(xué)金而和新加坡結(jié)緣（小女89年入讀萊佛士女中。萊初畢業(yè)后,負(fù)芨英倫,在牛津大學(xué)獲碩士學(xué)位, 98年再回到新加坡工作）。
本人20年來游走中港臺(tái)新,這次南來新加坡,恰逢政府推行華文教學(xué)改革,頗有所感,想談?wù)勎抑芤姡?BR> 基于歷史因素,新加坡因位于馬來半島末端,太平洋、印度洋水域的交匯處,這決定了新加坡在東西方通商交流中不可替代的地位。
百多年殖民地統(tǒng)治又確立了英語的官方地位。
立國以來,為了政治、經(jīng)濟(jì)上的考慮,以及新加坡內(nèi)部各大種族和諧溝通,使得采用英語作為工作語言,大力推行英語教育成為一種現(xiàn)實(shí)的必需。今天新加坡已經(jīng)成為英語世界的一部分,接軌了廣闊的國際政治和經(jīng)貿(mào)空間,正是順應(yīng)現(xiàn)實(shí)的必需而努力的結(jié)果。
隨著亞洲四小龍的崛起,特別是近年來中國大陸改革開放的經(jīng)濟(jì)成就,使東南亞在國際經(jīng)濟(jì)發(fā)展上的地位日益彰顯。一場亞洲金融風(fēng)暴雖然使包括日本在內(nèi)的許多亞洲國家空前受挫,但也更突顯了中國大陸在區(qū)域,甚至世界經(jīng)濟(jì)發(fā)展中舉足輕重的地位。
面對(duì)這樣一個(gè)新局面,新加坡重新考慮華文在新時(shí)代的現(xiàn)實(shí)地位,提出了華文教學(xué)改革的新方針,無疑是具有十分務(wù)實(shí)和長遠(yuǎn)意義的決策。
對(duì)新加坡來講,即使拋開華族五千年文化的傳承這個(gè)也許太沉重的包袱,僅從經(jīng)濟(jì)上講,華文必然地成為對(duì)華貿(mào)易的基本要素之一。今天的對(duì)華業(yè)務(wù)也早已超越了通商的范圍。
香港在97之前就有幾百萬廣東工人為其出口加工；臺(tái)灣商人的足跡遍布福建、上海各地；而山東、遼寧則無處不有韓商的影子。很明顯的,新加坡人本來在對(duì)華貿(mào)易上的語言優(yōu)勢,正在因講英語家庭比講華語家庭越來越多而逐漸消退之中,豈不可惜？現(xiàn)在政府改革華文教學(xué),可說是十分必要,非常及時(shí),也是時(shí)代的必需。
要提升華文水準(zhǔn),須三管齊下：一是學(xué)習(xí)語言必須從小做起,今日的中國大陸和臺(tái)灣是純粹的中文世界,學(xué)生從初中起學(xué)習(xí)英語,起步太晚其水準(zhǔn)就難以和新、港相比。目前兩地正尋求在師資條件允許的地區(qū),逐步在小學(xué)高班起學(xué)英文。而香港自幼稚園起就實(shí)施中英文雙語教育,其效果顯然比較好。新加坡學(xué)生也應(yīng)從小就開始注重雙語。
今天新加坡學(xué)習(xí)華文的環(huán)境和香港比差很多。香港除了在學(xué)校里,在其他語文教學(xué)方面,都盡可能使用雙語授課（香港學(xué)生即使在英文中學(xué)讀書,課本雖是英文,但授課時(shí)仍是雙語并用）,課外更大力提倡以華語交流。新加坡已經(jīng)是講英語社會(huì),不怕學(xué)生沒有用英語的機(jī)會(huì)。新加坡各處可多一點(diǎn)使用華文的招牌、商標(biāo)、廣告,天天看見,可多學(xué)幾個(gè)華文字,對(duì)小學(xué)生來說不也是一種學(xué)習(xí)機(jī)會(huì)嗎？
老實(shí)講,盡管小女已取得牛津?qū)W位,然其華文水準(zhǔn)顯然和中港臺(tái)學(xué)生有差距。她出差到北京,常自嘆自己的華文譯文資料太少,不足應(yīng)付。因此,我覺得新加坡或可在大學(xué)華文專業(yè)水準(zhǔn)之下,中學(xué)華文水準(zhǔn)之上,開設(shè)高級(jí)語言學(xué)院,讓有志于雙語的學(xué)生或在職人士多修讀相關(guān)語言課程（也包括馬來文、淡米爾文等）,并舉行相當(dāng)程度的語言考試,合格者可授予證書,以證明其雙語能力。
無可否認(rèn),現(xiàn)代商業(yè)社會(huì)中功利和實(shí)用的傾向是十分自然的現(xiàn)象,為鼓勵(lì)更多學(xué)生成為雙語人才,高級(jí)語言學(xué)院考試及格的雙語人才,在成為公務(wù)員時(shí),可否考慮給予“雙語加績”的特別待遇呢？這可使雙語人才在經(jīng)濟(jì)上得到應(yīng)得的優(yōu)待,這樣或許有助于培養(yǎng)更多雙語精英。
雙語精英是國家邁向21世紀(jì)經(jīng)濟(jì)發(fā)展的寶貴財(cái)富,愿新加坡華文教學(xué)改革取得成功！
My daughter enrolled in Raffles Girls' School in 1989. After Raffles Junior College, she went on to the Oxford University in England where she received her Master's degree. She returned to work in Singapore in 1998.
I have spent the last 20 years travelling between China, Hong Kong, Taiwan and Singapore. My trip to Singapore this time coincided with the government's announcement on the new policy to teach the Chinese language. Allow me to voice some of my opinions on this issue.
Situated at the tip of the Malay Peninsula and at the crossroads of the Pacific and Indian Oceans, Singapore's geographical location meant that its role in trade and communication between East and West cannot be challenged. More than 100 years of colonial rule also inevitably made English its official language.
Due to political and economic considerations, as well as to foster harmony and interaction between the major races in the country, Singapore has been using English as the working language after independence. The active promotion of English education became a necessity. Singapore today has become a part of the English-speaking world, and is connected to the wider arena of international politics and business. This is the result of conscious efforts to adapt to the world trends.
With the rise of Asia's four Little Dragons, and especially China's successful open door policy, Southeast Asia is playing an increasingly active role in international economic development. Although the Asian financial crisis is a setback for many Asian countries, including Japan, it has nevertheless highlighted China's pivotal role in the economic development of the region, even the world.
In view of the new situation, Singapore is reconsidering the practical value of the Chinese language. It has developed new strategies to teaching the language, which are indeed very pragmatic and far-sighted.
For Singapore, even if it chooses to put aside the burden of shouldering 5000 years of China's cultural tradition, merely from the economic viewpoint, the Chinese language is clearly a prerequisite for trade with China. Business dealings with China today are more than just trade.
Hong Kong had a few million workers in Guangdong processing its export goods before 1997. Taiwanese businessmen can be found all over Fujian and Shanghai. In Shandong and Liaoning, Korean businessmen are everywhere. It is obvious that Singapore's linguistic advantage in China business is diminishing because the number of English-speaking families is increasing at a greater pace than the Chinese-speaking ones. Isn't it a pity？ Apparently, the government's current reform of the teaching of Chinese is very essential, most timely and definitely in keeping with the new age.
Language learning has to begin from a very young age. In China and Taiwan, the use of Chinese is pervasive. Their students begin to learn English
only from the lower secondary levels. This late start means that their English standards are far lower than those of Singapore or Hong Kong students. Currently, both China and Taiwan are attempting to bring forward the teaching of English and it is taught at upper primary levels wherever qualified teachers are available. In Hong Kong, children start learning both Chinese and English in kindergartens, and the results are obviously better. Singapore should also place greater emphasis on bilingual learning for children from a much younger age.
The teaching of the Chinese language in Hong Kong is far better than in Singapore. There, schools use both languages for teaching whenever possible. （Even in the English secondary schools, the lessons are sometimes conducted in both languages though the textbooks are often in English.）
Students are also encouraged to interact in Chinese outside their schools. Singapore is already an English-speaking society, and we do not have to worry about students not having sufficient opportunities to speak English. Perhaps we can have more signs and advertisements in Chinese. Seeing a few words every day is also a way for primary school students to learn the language.
Even with an Oxford degree, my daughter's standard of Chinese is at great variance with students from China, Hong Kong and Taiwan. On business trips to Beijing, she used to grumble about not being able to cope because she does not have enough translated materials. Therefore, it is necessary for Singapore to set up an advanced language institute, perhaps at a level between tertiary and secondary standards, so as to enable students or working adults to study and become effectively bilingual （it may including Malay and Tamil languages as well）。 Examinations should be held and those who passed, their bilingual abilities should be fully recognised.
Utilitarianism and pragmatism are part and parcel of a commercial society. To encourage more students to be bilingual, perhaps a “bilingual salary increment” could be given to civil servants whose bilingual abilities are certified through examinations. Giving bilingual talent the financial rewards they deserved may be the way to nurture and develop more bilingual talent.
Bilingual talents are a great asset in a nation's economic development in the 21st Century. I sincerely wish Singapore's new approach to the teaching of Chinese language a success！
華文教學(xué)改革來得及時(shí)
筆者20年前自上海到香港,10年后再到臺(tái)北工作,從事于中、港、臺(tái)貿(mào)易。1989年因小女獲亞細(xì)安獎(jiǎng)學(xué)金而和新加坡結(jié)緣（小女89年入讀萊佛士女中。萊初畢業(yè)后,負(fù)芨英倫,在牛津大學(xué)獲碩士學(xué)位, 98年再回到新加坡工作）。
本人20年來游走中港臺(tái)新,這次南來新加坡,恰逢政府推行華文教學(xué)改革,頗有所感,想談?wù)勎抑芤姡?BR> 基于歷史因素,新加坡因位于馬來半島末端,太平洋、印度洋水域的交匯處,這決定了新加坡在東西方通商交流中不可替代的地位。
百多年殖民地統(tǒng)治又確立了英語的官方地位。
立國以來,為了政治、經(jīng)濟(jì)上的考慮,以及新加坡內(nèi)部各大種族和諧溝通,使得采用英語作為工作語言,大力推行英語教育成為一種現(xiàn)實(shí)的必需。今天新加坡已經(jīng)成為英語世界的一部分,接軌了廣闊的國際政治和經(jīng)貿(mào)空間,正是順應(yīng)現(xiàn)實(shí)的必需而努力的結(jié)果。
隨著亞洲四小龍的崛起,特別是近年來中國大陸改革開放的經(jīng)濟(jì)成就,使東南亞在國際經(jīng)濟(jì)發(fā)展上的地位日益彰顯。一場亞洲金融風(fēng)暴雖然使包括日本在內(nèi)的許多亞洲國家空前受挫,但也更突顯了中國大陸在區(qū)域,甚至世界經(jīng)濟(jì)發(fā)展中舉足輕重的地位。
面對(duì)這樣一個(gè)新局面,新加坡重新考慮華文在新時(shí)代的現(xiàn)實(shí)地位,提出了華文教學(xué)改革的新方針,無疑是具有十分務(wù)實(shí)和長遠(yuǎn)意義的決策。
對(duì)新加坡來講,即使拋開華族五千年文化的傳承這個(gè)也許太沉重的包袱,僅從經(jīng)濟(jì)上講,華文必然地成為對(duì)華貿(mào)易的基本要素之一。今天的對(duì)華業(yè)務(wù)也早已超越了通商的范圍。
香港在97之前就有幾百萬廣東工人為其出口加工；臺(tái)灣商人的足跡遍布福建、上海各地；而山東、遼寧則無處不有韓商的影子。很明顯的,新加坡人本來在對(duì)華貿(mào)易上的語言優(yōu)勢,正在因講英語家庭比講華語家庭越來越多而逐漸消退之中,豈不可惜？現(xiàn)在政府改革華文教學(xué),可說是十分必要,非常及時(shí),也是時(shí)代的必需。
要提升華文水準(zhǔn),須三管齊下：一是學(xué)習(xí)語言必須從小做起,今日的中國大陸和臺(tái)灣是純粹的中文世界,學(xué)生從初中起學(xué)習(xí)英語,起步太晚其水準(zhǔn)就難以和新、港相比。目前兩地正尋求在師資條件允許的地區(qū),逐步在小學(xué)高班起學(xué)英文。而香港自幼稚園起就實(shí)施中英文雙語教育,其效果顯然比較好。新加坡學(xué)生也應(yīng)從小就開始注重雙語。
今天新加坡學(xué)習(xí)華文的環(huán)境和香港比差很多。香港除了在學(xué)校里,在其他語文教學(xué)方面,都盡可能使用雙語授課（香港學(xué)生即使在英文中學(xué)讀書,課本雖是英文,但授課時(shí)仍是雙語并用）,課外更大力提倡以華語交流。新加坡已經(jīng)是講英語社會(huì),不怕學(xué)生沒有用英語的機(jī)會(huì)。新加坡各處可多一點(diǎn)使用華文的招牌、商標(biāo)、廣告,天天看見,可多學(xué)幾個(gè)華文字,對(duì)小學(xué)生來說不也是一種學(xué)習(xí)機(jī)會(huì)嗎？
老實(shí)講,盡管小女已取得牛津?qū)W位,然其華文水準(zhǔn)顯然和中港臺(tái)學(xué)生有差距。她出差到北京,常自嘆自己的華文譯文資料太少,不足應(yīng)付。因此,我覺得新加坡或可在大學(xué)華文專業(yè)水準(zhǔn)之下,中學(xué)華文水準(zhǔn)之上,開設(shè)高級(jí)語言學(xué)院,讓有志于雙語的學(xué)生或在職人士多修讀相關(guān)語言課程（也包括馬來文、淡米爾文等）,并舉行相當(dāng)程度的語言考試,合格者可授予證書,以證明其雙語能力。
無可否認(rèn),現(xiàn)代商業(yè)社會(huì)中功利和實(shí)用的傾向是十分自然的現(xiàn)象,為鼓勵(lì)更多學(xué)生成為雙語人才,高級(jí)語言學(xué)院考試及格的雙語人才,在成為公務(wù)員時(shí),可否考慮給予“雙語加績”的特別待遇呢？這可使雙語人才在經(jīng)濟(jì)上得到應(yīng)得的優(yōu)待,這樣或許有助于培養(yǎng)更多雙語精英。
雙語精英是國家邁向21世紀(jì)經(jīng)濟(jì)發(fā)展的寶貴財(cái)富,愿新加坡華文教學(xué)改革取得成功！