‘English-only’ rule helps
I cannot agree with Jeremy Hammond’s article (“Cram schools are bad for English,” Sept. 5, page 8). Hammond claims that the “no Chinese” rule enforced at some cram schools is essentially bad. Like many good ideas, the rule can be used improperly, causing students to resent English, but by itself I cannot see it leading only to bad grammar. In fact, I think it can be an important step to fluency.
Hammond claims that forcing students to communicate in English too early will cause them to resort to their native language’s grammar. I agree with John Coomber (Letters, Sept. 7, page 8); “forcing” students into speaking seems a bit strong, but discouraging them from using a language because they might use it improperly would discourage anyone from ever speaking a foreign language.
Hammond seems to be under the impression that language is learned in neat chunks. Once one feature is perfected, a student can move on to the next. However, no one learns this way. We all make mistakes when learning a language, mixing in our mother tongue’s grammar and butchering the language we are learning. It’s called “interlanguage” and it’s very natural. As students progress, they will notice their mistakes and eventually correct them.
Since mistakes are natural when learning a second language, speaking can be intimidating. No one wants to speak incorrectly and be laughed at. As a student of Chinese, I know very well the experience of trying to say something serious and succeeding only in making everyone laugh. That is why using an English-only rule should be done carefully. Starting in small increments with controlled language can build students’ confidence. Teachers might teach a simple question such as “When is your birthday?” Then have students ask each other and record their answers. However, different situations demand different tactics.
I taught English immersion kindergarten for six years. By the second half of the year, I required all my students to speak only English during the three daily classes I taught them. None of them had any problem, and today some are fluent, attending university or even studying overseas. Yet I must admit that I have met some of my former students who speak in “Chinglish,” with fossilized bad grammar habits. I do not blame this on too much English-speaking, but on a lack of it.
I saw my students enter the public school system and have their speaking and listening skills deteriorate. It is easy to see why. I monitored one junior high school class in which the teacher spent almost the entire 50-minute class explaining the finer points of the past perfect tense in Chinese. Surely this is what necessitates English-only time in buxibans. Nobody has ever improved their spoken second language skills by listening to their first language.
It is true that harsh punishment and requiring students to speak far beyond their level will only discourage students and make them resent English. However, done with encouragement and perhaps a token punishment, an English-only rule can be the firm push students need to use English. Often, for a deterrent, I have students make their own contract stating they will only speak English all class or during specific times. They also write their own punishments, which sometimes gets a little silly, but keeps the class good-natured, as it should be.
NATHAN LINDBERG
Changhua City
Recently, China launched another diplomatic offensive against Taiwan, improperly linking its “one China principle” with UN General Assembly Resolution 2758 to constrain Taiwan’s diplomatic space. After Taiwan’s presidential election on Jan. 13, China persuaded Nauru to sever diplomatic ties with Taiwan. Nauru cited Resolution 2758 in its declaration of the diplomatic break. Subsequently, during the WHO Executive Board meeting that month, Beijing rallied countries including Venezuela, Zimbabwe, Belarus, Egypt, Nicaragua, Sri Lanka, Laos, Russia, Syria and Pakistan to reiterate the “one China principle” in their statements, and assert that “Resolution 2758 has settled the status of Taiwan” to hinder Taiwan’s
The past few months have seen tremendous strides in India’s journey to develop a vibrant semiconductor and electronics ecosystem. The nation’s established prowess in information technology (IT) has earned it much-needed revenue and prestige across the globe. Now, through the convergence of engineering talent, supportive government policies, an expanding market and technologically adaptive entrepreneurship, India is striving to become part of global electronics and semiconductor supply chains. Indian Prime Minister Narendra Modi’s Vision of “Make in India” and “Design in India” has been the guiding force behind the government’s incentive schemes that span skilling, design, fabrication, assembly, testing and packaging, and
Singaporean Prime Minister Lee Hsien Loong’s (李顯龍) decision to step down after 19 years and hand power to his deputy, Lawrence Wong (黃循財), on May 15 was expected — though, perhaps, not so soon. Most political analysts had been eyeing an end-of-year handover, to ensure more time for Wong to study and shadow the role, ahead of general elections that must be called by November next year. Wong — who is currently both deputy prime minister and minister of finance — would need a combination of fresh ideas, wisdom and experience as he writes the nation’s next chapter. The world that
As former president Ma Ying-jeou (馬英九) wrapped up his visit to the People’s Republic of China, he received his share of attention. Certainly, the trip must be seen within the full context of Ma’s life, that is, his eight-year presidency, the Sunflower movement and his failed Economic Cooperation Framework Agreement, as well as his eight years as Taipei mayor with its posturing, accusations of money laundering, and ups and downs. Through all that, basic questions stand out: “What drives Ma? What is his end game?” Having observed and commented on Ma for decades, it is all ironically reminiscent of former US president Harry