As with many issues of educational reform, opinions diverge on when to teach English and KK phonetic symbols in primary schools. What is the best solution to this problem?
As an English teacher, I would like to share some of my ideas on the matter.
When it comes to teaching pupils English, instructors should make the learning of natural phonetics the first priority, since it is the most direct and correct way to learn pronunciation. To prevent pupils from forgetting pronunciation, instruction should be extended to one semester and practices aimed at mastering pronunciation could be added.
On the other hand, KK phonetic symbols could also be used as an auxiliary tool when slow pupils are unable to catch up with other students or pronounce big words with more than two syllables, such as "December" and "Wednesday." In that scenario, instructors should tell students the differences between KK phonetics and Standard English pronunciations, particularly vowel sounds.
Instructors, not policy-making administrators, should be responsible for the selection of teaching methods on the basis of students' needs. Overemphasis on standardized teaching methods may neglect individual variation and hinder progress.
No one can deny that in the 21st century, good verbal and English writing skills will be crucial to the country's ability to compete on a global scale. Certainly, good and correct pronunciation is a stepping stone to proficiency.
As a result, "the earlier, the better" has become a watchword when English education is mentioned in this country. Currently, many schools start teaching English from the first grade and compel pupils to learn two languages at the same time, before they have come to grips with reading, writing, speaking and listening in their mother tongue.
This situation, apart from placing a greater burden on children, also confuses them, especially when Bopomofo phonetics are borrowed to memorize English sounds.
What's more, this practice is likely to mislead kids and even their parents into feeling that English is superior to Chinese. When there is only limited time to study, children might be inclined to put most of their effort into English rather than Chinese.
The consequences might not only be damaging to our children's confidence and sense of nationalism, but also a decline in their ability in Chinese.
This is why starting English teaching in the third grade rather than in the first grade would be more beneficial to our students. Primary grade students should be given more time to lay a firm foundation in Chinese first.
After all, language uncovers the culture and common values that hold people together. Without this powerful weapon, how can we develop our cultural values and appreciate the beauty of the Chinese language?
Han Shu-jean is chairperson of the teachers' association at National Chu-Pei High School.
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