In addition education systems may also choose to take on new assessment methods, alter their leadership personal, train teachers, adopt a new language policy, place greater emphasis on co-curricular activities or change the manner in which the administration functions (Koh, 2004). It is also the case that changes in an education system might also include a new direction associated with the "developmental skills formation model" (Ashton, Green, James, & Sung, 1999, p
The next section of the literature review will focus on ESL and Academic writing. ESL and Academic writing Correa (2009) reports that for many years that English as a Foreign Language and English as a Second Language (ESL) and English as a Foreign Language (EFL) university instructors have criticized students who enter the collegiate environment without having the skills necessary to write in the academic setting, specifically in content courses (Benesch, 1993 & 2001; Schleppegrell, 2004; Spack, 1988 & 1993; Zamel, 1995)
On the contrary, were expected to duplicate and practice sentence patterns and structures that were believed to be accurate (Correa, 2009). The author further explains that "Academic writing was not considered a process, as many scholars came to see it in the 1980's (Berlin, 1988; and Bizzell, 1986; Faigley, 1986; Johns, 1997; Silva, 1990)
In addition for the most part literacy in school remains centred around reading print, which acts as the direct opposite of the variety of reading materieals that are available to children at home. multiple (Browne 1999; Carrington 2005; Marsh and Thompson 2001)
The author further explains that "Academic writing was not considered a process, as many scholars came to see it in the 1980's (Berlin, 1988; and Bizzell, 1986; Faigley, 1986; Johns, 1997; Silva, 1990). Nor was it perceived as a social practice that varies from one context to another, according to situation, purpose and audience, as many scholars see it nowadays (Butt, Fahey, Feez, Spinks & Yallop, 2003; Cope & Kalantzis, 1993; Knapp & Watkins, 2005; Paltridge, 2001)
" Additionally, academic texts were not believed to be the creative expressions of the individual, this idea was not the case until the process era. In addition academic texts were not viewed as "genres" having specific social functions and organization, both of which are defined by audience and context, as perceived by the post-process era (Callaghan, Knapp & Noble, 1993; Kalantzis & Cope, 1993; Kress, 1993)
According to (Deterding, 2005) when taking into consideration the aspects of intelligibility, it is important to mull over the differences that present between native speaker (NS) and nonnative speaker (NNS) (Field, 2003;). The author points out that the NS-NNS dissimilarity is not always apparent (Davies, 2003)
In either of these instances, companies gain from the benefits Singapore offers that make it distinctive in the region. These benefits are quite numerous (Fenske 2010)
Learning English Learning English can be quite difficult depending upon the age and native language of the learner. According to (Deterding, 2005) when taking into consideration the aspects of intelligibility, it is important to mull over the differences that present between native speaker (NS) and nonnative speaker (NNS) (Field, 2003;)
The Annual Report on the Administration of the Straits Settlements has a brief section on education from the report of 1856-57 onwards, and this report gets more and more substantial as time goes on. Schools, both government and non-government, were increasingly supervised and compliance with policy had financial consequences as the century progressed (Gupta 1998)
This means that whether the language learner is an adult or a child, there are certain sociocultural perspectives that must be taken into consideration. According to Hawkins there are two important characteristics associated with the concept of a sociocultural perspective (Hawkins, 2004)
This type of apprehension often exists because of the perceived separation that many teachers believe should exist between the home and school. In fact some teachers believe that the skills that students learn at home which is inclusive of contact with popular culture, serves no purpose in the classroom (Honan 2008; Rymes 2004)
." This is the reason why the approaches stressed the ideas of freedom, self-expression, individual motivation, and learner responsibility (Hyland, 2003)
In addition they were not concerned with permitting students to determine the topics they would be required to write about or encourage them to write using their own voices. Rather, instructors paid a great deal of attention to ensuring that students mastered facts about grammar and discourse modes (Johns, 1997; Correa (2009)
g., Cameron, 1995; Hall, Critcher, Jefferson, Clarke, & Roberts, 1978) have called a discourse of crisis, where typically "a social problem or phenomenon [in this case, the sorry state of the nation's English grammar and of grammar teaching in schools] becomes foregrounded in public discourse and discussed in an obsessive, moralistic and alarmist manner, as if it betokened some imminent catastrophe" (Kramer-Dahl, 2009)
9% Indian and 1.4% persons of other races (Leow 2001), it may seem strange that English, the language of the colonial rulers, should have the dominance and scope that it commands in the day-to-day life of Singaporeans
Lim (2004) explains that Singapore English has as a foundation a significantly large body of naturally-occurring spontaneous speech of young, native speakers of Singapore English. As such English spoken in Singapore is vibrant, current, contemporary and colloquial (Lim, 2004)
They suggest that politically, the undesirable Western influences are seen as encouraging disrespect for the government, and fanning public desire for Western-type liberal, pluralist politics. Excessive individualism is perceived as detrimental to the country's economic performance and competitiveness (Lin, 2005)
PET system refers to the robust and world class education system that is present in Singapore. This education system begins in early childhood education and continues to university education (Lee, 2009)
This knowledge can be drawn out in the classroom if instructors take the time to recognize the presence of the knowledge and extract the knowledge form students. When this knowledge is drawn out, it is often the case that children's interest in literacy also increases (Marsh and Millard 2000; Shegar & Weninger 2010)