Addressing Challenges and Strengthening English Language Learning Outcomes in Primary Schools

Mr David Hoe asked the Minister for Education (a) what is the Ministry's current approach to teaching English language in primary schools, particularly in balancing contextualised communication with explicit instructions on grammar and vocabulary; (b) whether the Ministry has observed declining grammatical accuracy or knowledge of the English Language as pedagogy shifted over recent decades; and (c) what challenges does the Ministry face in strengthening these outcomes.

In our primary school classrooms, English Language teachers adopt a balanced approach of contextualised and explicit teaching of English. Our students learn English through engaging stories and texts, complemented by direct instruction in grammar and vocabulary. Reading and writing are interwoven with oracy activities where students get to speak more extensively than in the past.

The shifts in pedagogy over the decades and wider use of English in homes have led to increased confidence in spoken communication and stronger reading literacy among our students. Our Primary 4 students' reading literacy scores in the Progress in International Reading Literacy Study (PIRLS) have shown steady improvement over the past 20 years.

However, enjoyment of reading among our students has declined based on the PIRLS Study between 2016 and 2021. This trend is also observed globally. Reading widely and for enjoyment is important for language development. Broader shifts from reading to other forms of entertainment are challenges to sustaining the reading habit. The Ministry of Education will continue to partner schools, public libraries and parents to sustain the joy of reading in students.