Transform the Way You Teach Mother Tongue Language

Developing skills in two or more languages helps children connect with different people, and supports their thinking, communication and social-emotional growth. Language is also a window to diverse cultures and ways of seeing the world. Learning different languages broadens children's minds and strengthens their ability to think critically.

However, being equally proficient in English and mother tongue language (MTL) — defined as balanced bilingualism — can be challenging. Children often feel stronger in one language (usually English), either out of personal preference or because it is used more in their family or social circles.

So, how can educators help children build both languages more evenly? By providing early exposure to MTL and encouraging children's interest and motivation to learn. Three MTL teachers — recipients of the Outstanding Preschool Mother Tongue Language Teacher Award in 2024 — share insights and strategies from their experience. The key is to make reading fun and enjoyable through hands-on, multi-sensory and developmentally appropriate activities.

BE FLEXIBLE AND CREATIVE IN ENGAGING CHILDREN

“MTL learning should be fun, meaningful and culturally relevant,” says Ms Norfaezan Binte Fadiar, a Malay Language Teacher at PCF Sparkletots @ Zhenghua Blk 620. It’s not just about choosing the right book, but also using props and designing follow-up experiences that hold children's interest.

Ms Norfaezan notes that reading materials should align with children’s developmental stages, learning pace as well as interest. For toddlers, big books with large, vivid illustrations are ideal, while older preschoolers can be introduced to stories with richer plots and dialogue. However, there may be exceptions, so educators must observe each child closely to assess their language proficiency.

“If a child points out repeated words or joins in with predictable phrases during storytelling sessions, it is a sign that they are ready for slightly more text-rich materials,” she says. “On the other hand, if they seem disengaged, I will switch to simpler books with more visuals or adjust the reading pace.”

This flexible approach extends to follow-up activities as well, she adds. “Some children enjoy retelling the story using props or role-play, while others prefer word games (e.g. bingo, word fishing) or piggyback songs (familiar tunes paired with new lyrics). I also encourage children to choose books from our preschool library, based on their interests and reading comfort.”

WEAVE LANGUAGE LEARNING INTO AUTHENTIC CONTEXTS

To help children appreciate the value of learning MTL, it’s important to show its relevance and practicality in daily life, beyond just reading. Ms Woon Poh Leng, Senior Preschool Educator (Chinese Language) at Star Learners @ Pasir Ris, does this by exposing children to real-world situations where they use Chinese meaningfully.

“When we visit community spaces or cultural venues, I point out Chinese shop signs and product packaging. At hawker centres, I demonstrate how to order food in Mandarin and encourage children to try it themselves,” says Ms Woon. “Such experiences build their confidence and show them that Chinese is a useful language.”

Before implementing her lesson plans, Ms Woon reflects on three key questions: Is the language difficulty age-appropriate? Does the lesson feature themes that interest the children? Does it allow them to acquire new knowledge through fun interactions that spark their curiosity and foster a sense of achievement?

Reflecting on teaching practices is just as important. “Do they imitate sounds? Can they follow the plot? Do they take the initiative to ask questions? These are clear indicators of interest in the language,” she says. “I then adjust my teaching methods, such as shifting a large-group reading activity to a small-group one for more targeted support.”

ADOPT A SYNCHRONOUS BILINGUAL APPROACH

At My First Skool at Blk 423 Yishun, it is common to hear MTL being spoken alongside English in class. Senior Tamil Teacher Ms Sutha d/o Kandasamy adopts this strategy during reading sessions and through various purposeful play activities with the children.

“Many children come from English-speaking households,” explains Ms Sutha. “Using both English and Tamil helps them understand Tamil words better and makes them feel more comfortable using the language.”

During these activities, children are encouraged to express themselves in both English and Tamil depending on their language proficiency. This is one of the centre’s many differentiated instruction strategies, where the curriculum is tailored to meet individual learning needs. “For instance, when children are tasked with matching animals to their names, beginner learners identify the animals verbally, while more advanced learners match the pictures with the written words,” says Ms Sutha.

To stay current and relevant in her teaching practices, Ms Sutha actively participates in professional development courses. “These workshops have helped me design effective language learning experiences for children and create an environment that supports their holistic development,” says Ms Sutha. Recently, she has also incorporated digital tools like Word Wall to develop interactive online Tamil vocabulary games, adding another layer of fun and engagement to MTL lessons.”