Embracing Bilingualism in DUCKS: Our Dual Language Pedagogy
DUCKS Dual Language pedagogy (the method of teaching) is based on effective language exposure informed by Stephen Krashen’s (Emeritus Professor of Education at the University of Southern California and prolific contributor to the fields of second-language acquisition) notion of ‘input hypothesis’, in which children are exposed to ‘comprehensible input’ provided in meaningful contexts. The Dual Language approach in DUCKS is based on the principle of additive bilingualism, which is when a student’s first language continues to develop while learning a second language.
At DUCKS, we believe that exposure to more than one language from a young age provides children with both linguistic and cognitive advantages. We understand that bilingualism benefits children socially and intellectually, and we aim for our Dual Language environment to have a positive impact on children’s cognitive development by supporting the establishment of their home language while developing competence in English and/or Mandarin.
For children beginning their journey with us in Pre-Nursery and remaining with us throughout DUCKS, the aim is for them to be proficient in understanding and speaking English and Mandarin in social and learning contexts by the end of Year 2.
Our Dual Language approach
The Dual Language aspect is very much focused on listening and speaking. Every class has a native Mandarin-speaking Laoshi (teacher in Mandarin) who works very closely with the native English-speaking class teacher to ensure that children are experiencing and learning the curriculum throughout the day, as well as using the curriculum to acquire content knowledge through Mandarin and English. In the Foundation Stage, engagement with children during child-initiated play, meaningful interactions in both languages, and intentional instructional methodology will support and promote dual language learning in a meaningful, contextual way.
Adults engage with children in their play, encouraging communication and modelling language. The English class teacher converses predominantly in English while the Dual Language Laoshi uses only Mandarin in interactions with the children. There are dedicated carpet sessions, led in Mandarin or English, with both adults concurrently participating in supporting children to make links with their prior knowledge and experiences.
In KS1, the curriculum is planned and delivered by class teachers supported by the Dual Language Laoshi. The team of Laoshi develop the children’s Mandarin learning, with Dual Language Laoshi in the year group identifying target language and authentic scenarios with the KS1 curriculum. The children are also involved in choosing relevant language that interests them. Laoshi select scenarios, vocabulary, phrases, and sentence structures to learn and use.
Class and Dual Language teachers work together to identify where language learning will take place on a weekly basis. These opportunities to use language are taught in small groups within the class learning environment. In addition, children in Year 1 and Year 2 receive five hours per week of banded Mandarin lessons which are linked to and support the mainstream curriculum.
Chinese Hanzi 汉字
Our focus is on listening and speaking. We encourage children by providing opportunities for them to engage in meaningful interactions in a safe setting, but we do not pressure children to speak until they are ready to do so. When they begin to use Mandarin, our emphasis is on communication, not accuracy. When children feel confident to take risks with Mandarin and attempt communication, Laoshi responds by engaging in natural and meaningful interaction with the child, modelling correct forms and vocabulary.
When the children’s oral communication skills progress, there is an increasing focus on literacy. In DUCKS, reading high-quality texts to children in both Mandarin and English – all of which are selected for their relevance, language content and interest level – is an important aspect of our Dual Language programme.
We follow the principles of the Wo Hui Mandarin curriculum – listening and speaking is very separate to reading and writing due to the complexity of Hanzi-汉字. The teaching and development of reading and writing skills is a focus of Mandarin lessons rather than class Dual Language activities. Dual Language activities reflect listening and speaking scenarios first. Any link to reading and writing is to be carefully considered in the context of the scenario.
There is no language that has no culture
Another critical component to language learning is for children to develop their cultural competence. Within our community, it is very important that we celebrate the cultures of all members of our community.
As a Dual Language school, Chinese culture is very important and we celebrate three major Chinese festivals throughout the year. Students at Dulwich College (Singapore) will celebrate all three festivals, but at different stages of a child’s learning journey at DUCKS, they will embark on a deeper exploration and understanding of one of these cultures. For example, when we celebrated the Lunar New Year festival 龙年 in February, all children took this time to show their cultural understanding and used Mandarin to demonstrate their knowledge of this festival, its symbolism, and the importance of family and community.
Our parents are very much involved in our celebrations and Mandarin learning. We welcome parents into classrooms and invite them to share stories in Mandarin and talk about their experience of community living in China. Parents' involvement offers our children a great dimension of input in Mandarin, and we do all we can to support our parents throughout their children’s Mandarin learning journey.
