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More than Just Exams:
Keeping the Mother Tongue Language and Culture Alive

Jun 2025

While English is the dominant language in Singapore, being proficient in the Mother Tongue Languages (MTLs) remains an important way for the younger generation to stay connected to their cultural identity and heritage. Three MT teachers from Punggol View Primary School share the challenges they face – and the strategies they use – to keep the languages meaningful and alive, both in and beyond the classroom.

How do you help students see the value of learning Chinese in their daily lives and beyond the classroom?

In my teaching journey, I often hear students say, “I don’t like Chinese” or “Chinese is so difficult!” Many struggle to relate to the language, which affects their motivation to learn. As most students use English with their peers and family members, their limited exposure to Chinese makes the language feel distant and less relevant. To shift this mindset, it is crucial to help students build an authentic, relevant and meaningful connection with the language.

1. Embedding Chinese in Everyday Life

I intentionally create opportunities for authentic language use. In class, I encourage students to speak Mandarin during group discussions and role-play activities. Students are also encouraged to use Mandarin outside the classroom, for example, when navigating around the school. At home, they are encouraged to prepare a simple breakfast for their family using recipes written in Mandarin. These real-life applications help students realize that Chinese is not just a subject – it is a living language they can apply meaningfully in daily interactions.

2. Extending Learning Beyond the Classroom

Language learning is more impactful when it is connected to cultural experiences. Learning journeys, festivals and school events immerse students in Chinese culture and values. Visits to local heritage sites and celebrations like Chinese New Year deepen their appreciation, making learning more engaging and meaningful.

3. Leveraging Technology to Spark Interest

Today’s learners are digital natives. I harness multimedia, educational apps, games and videos to create fun, accessible Chinese lessons that boost learning and empower students to take ownership of their language development beyond the classroom walls.

What is one key challenge you encounter when teaching students with limited Malay language exposure?

One of the key challenges I encounter when engaging students with limited exposure to the Malay language (ML) is that most of them hardly communicate in Malay, even at home, and they have limited understanding of the language. This is a concern as it stifles the acquisition of bilingualism, a cornerstone of Singapore national identity and education policy.

To overcome this barrier, I have introduced joyful learning techniques to build students’ appreciation of ML. The techniques used are: Sumpah Arif, Kecoh Karaoke, Lipat Lidah, Tutur Hibur and Rap Bahasa. They are designed to develop key language acquisition skills such as listening, speaking and reading. These three domains of language learning are also important for improving students’ writing proficiency.

Sumpah Arif is a daily oath recitation that promotes positive values such as promising to strive for excellence. Kecoh Karaoke targets lower and middle primary students struggling to read. It uses folk songs to build fluency through fun sing-and-dance battles. Lipat Lidah challenges intermediate and advanced students with tongue twisters to improve speaking skills. Tutur Hibur encourages students to present a story, sing a song or put up a performance by using only ML. Rap Bahasa engages upper primary students who struggle to read; they sing and dance to rap songs, and any unfamiliar words they encounter have to be recorded in their Buku Ilmu (Book of Knowledge). They will then be picked randomly to perform.

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While teachers can introduce various techniques to make learning enjoyable and impactful, the fact remains that ML learning in school is limited to just 1.5 hours a day. Moreover, education begins at home; this means that parents also play a crucial role in supporting their child’s ML learning. To nurture a culture of bilingualism, parents should balance the use of English and ML.

What is the most effective strategy you use to motivate students to learn Tamil, particularly when it is not the main home language?

Many students learning Tamil as a second language have limited exposure to, or feel less confident using the language. This can present significant challenges to their engagement, participation and confidence. I believe establishing a positive and supportive classroom environment is essential to their learning of the Tamil language.

I have found humour to be a valuable pedagogical tool that helps create a safe and inclusive learning atmosphere. When used appropriately, humour reduces students’ anxiety, encourages risk-taking and promotes active participation in lessons. It also helps to humanize me as a teacher, break down language barriers and foster a sense of connection among students.

A light-hearted classroom environment makes learning more enjoyable and accessible, particularly for students who feel self-conscious about their Tamil proficiency. It improves classroom dynamics and helps sustain students’ attention and interest over time.

In addition to using humour, I normalize the experience of making mistakes by emphasizing that errors are a natural and expected part of the learning process. This assurance fosters resilience and a growth mindset, builds confidence and empowers learners to engage more freely and take intellectual risks.

Incorporating humour and fostering an inclusive classroom culture that values effort over perfection are essential strategies in supporting students who are struggling with the Tamil language. By prioritizing emotional well-being alongside academic instruction, educators can enhance student outcomes and make learning a more joyful experience.

Original Article on SingTeach Issue 93 Jun 2025