NANYANG RESEARCH PROGRAMME SOH07 Transformation of Cultural and Heritage Values of Chinese Schools

He Keren Raffles Institution Supervised by Nanyang Technological University Asst Prof Qu Jingyi

ABSTRACT Mandarin. Many of the older generation speak dialects, as they did not learn Mandarin in school. But since 1966, every ethnic Chinese It is a blessing to live in a multiracial society like Singapore. Despite the dominant language is student has to pass Mandarin as a mandatory English, our mother tongue language and subject at secondary level. So if one meets a culture still have its place and most of them are Chinese Singaporean below the age of about well preserved. Chinese school was a historical 50, one can expect him or her to speak both term used to describe the education system last English and Mandarin [1] Today, English is the time. today, it still has its place and values in most important language among all the different influencing todays’ students. For me, it is an ethnic groups and its dominance extends interesting topic to investigate on as I am an beyond school education to almost all spheres international student from China who is of life in Singapore. currently pursuing studies in Singapore. However, I received typical English school Chinese schools, also known as education along my learning journey, and the “huaxiao”,played an important role in educating environment of Chinese schools always give a Chinese students in the past. Although sense of familiarity. This report aims to huaxiaos would be phased out right after 1970 understand the impacts of Chinese language s, their contributions remain relevant to today's and the traditional values ingrained into the new educators, said Minister of State for Education generations, the new society where people Sim Ann, speaking to some 500 people at the from different social backgrounds come up to a launch of an exhibition entitled "Chinese common space carrying different views and Schools - A Lasting Legacy", she said: experiences. There is no doubt that the mother "Although many of these schools have faded tongue language and cultural identity of a race into history, their contribution to education in can never be easily replaced. However, the Singapore deserves recognition and degree of transformation varies from different remembrance." This research aims to aspects and groups. understand the current situation of cultural and heritage values of “huaxiao” or Chinese schools, I. INTRODUCTION such as school history and identities, by exploring both tangible and abstract aspects. A. BACKGROUND INFORMATION More importantly, the current situation of Chinese schools and Chinese as a language would be evaluated and compared to the past. Singapore is one of the most multicultural societies in the world with three dominant ethnic Due to time constraint and lack of resources, groups : Chinese, Malay and Indian. While this report shall only investigate the current about 74% of Singapore’s population is situation to a limit extent and scale. As the Chinese. The rest are ethnic Malay (13%) or sample size is not huge enough and target Indian (9%). Within their each ethnic group, the school students are largely narrowed to most common language among Indians is Chinese school students such as Hwa Chong Tamil; Malays would speak Malay. However, Institution and River Valley High School, as well not even all Chinese in Singapore speak as English schools such as Raffles Institution.

B OBJECTIVES Interviews are also conducted and each lasts less than an hour. The interviewees are two students, a teacher and an elderly. This report seeks to explore the impacts of Chinese language and the traditional values III. RESULT ANALYSIS ingrained into the new generations, the new society where people from different social backgrounds come up to a common space A. SUMMARY OF SURVEY RESULT carrying different views and experiences. AND DISCUSSION

A survey about impacts of Chinese language II. METHODOLOGY and traditional values was conducted, which covered a wide area of discussion: language, A. FRAMEWORK traditions, policies and school culture. The demographic of the participants are mostly local Singaporeans and permanent residents (PR), which indicates that they have strong The social field work consists of two parts: attachment to Singapore and are general survey and interview which aims to representative of the public opinion. assess the different points of views among people from all walks of life, in order to see the main trend of Chinese schools and Chinese as a language in Singapore today. In-depth interviews are conducted with representatives from different stakeholders, in order to seek the ingrained perception on the traditional values passed down from one generation to next.

B. FOUCUS GROUP

Despite of the inclusiveness of the research, Figure 1. Demographic the main target group of this project is still Responses indicated a great sense of schooling students who may provide relevant belonging towards their culture values, and a experiences and feelings towards Chinese. strong belief towards the future of their Educators and the elderly are also involved, but language and culture. Most respondents show not to the extent of students. Although this positive attitude towards Chinese language and research is about Chinese schools, student regard it as an essential language and is of high audience are not restricted to Chinese schools importance in the future (71.4%). Different students, but also typical English schools domains are discussed with data. students, such as Raffles Institution as well.

C. DATA COLLECTION

A questionnaire was released from 22 July to 7 August 2018 as an online form to a wide range of people. There was a total of 85 responses and most of the responses fall into the millennials groups (98.8% 13-25). The questionnaire consists of 13 questions (multiple choice and open-ended) addressing the issues regarding views on Chinese language and culture. Figure 2. Importance of Chinese language

1.) LANGUAGE 2.) TRADITIONS

Use of Chinese language can be seen Some traditional festivals, such as the Chinese everywhere, as it is the mother tongue new year and dragon boat festival, are still in language for the Chinese in Singapore. practices. Traditions such as having reunion Although there has been a great decline in dinner during Chinese New Year (92.9%) and number and frequency of usage of Chinese cleaning the graveyard during Ching Ming nowadays compared to last time, which is Festival (98.8%) are also in practice. Moreover, largely due to political issues, it remains highly more than half (54.1%) of the answers indicated relevant today. Despite the dominant usage of that they are very willing to learn more about English language in Singapore, Chinese is still those traditional culture. widely used in workplace and households. Most of the respondents (72.9%) use Chinese to communicate in their daily life. Many of them even use it as their first language. Moreover, Chinese is not just used for communication, but also the medium for entertainment. Although they do not read Chinese magazine too often, Chinese newspapers such as Lianhe Zaobao still has its place.

Figure 5. Traditions

Figure 3. Frequency of using Chinese

Figure 6. Willingness to learn traditional customs Figure 3

3.) POLICIES

Government policies played a crucial role in influencing the use of language. Some well- known policies such as Lee Kuan Yew’s bilingual policy are also brought to discussion. Mr Lee has laid out the main bilingual policy direction, which is "to ensure that all Figure 4. Chinese newspaper Singaporeans stay rooted in their mother tongue and culture, have good values and do not forget their roots". This policy is supported by most of the people. As on a scale of 1 to 5, where 5 indicates that the policy is very effective, 83.1% of the people chose 4 and 5. Stude 18 Freque Strong Very nt from nt importa HCI nt (IP) Stude 18 Usually Not very Very nt from use strong importa RI (IP) English nt Englis 28 Usually Strong Very h use importa school Chines nt teache e r Figure 7. Policies Elderly 70 Use Strong Very s Chines importa e as nt 4.) SCHOOL CULTURE first langua ge

Traditional Chinese schools are known to have The interviews seeks to understand the deep their strong school values and motto for feelings of Chinese students, teacher and the students to follow. However, students elderly. Four face-to-face interviews were nowadays do not really feel strong attachment conducted, during each interview, there are towards schools culture or lack deep about 5 guiding questions designed especially understanding of their school history. This can for that interview based on their identity. be seen from the survey results where only 8.3% Questions covered various aspects of Chinese of the responses feel that they know their identity such as the language, tradition as well school’s history and the meaning of the school as education. The interview protocols can be badge very well. seen in the appendix. All the interviewees are typical representatives of each stakeholder. All responses showed that Chinese is an essential language in Singapore. Detailed analysis are elaborated in the later session.

As the students who participated in the interview session are from integrated programme (IP), they spend 6 years of study in the same school and hence the school values are deep-rooted in their mindset. Campus sites of major schools like Hwa Chong Institution preserved many Chinese culture and the name Figure 8. School culture of many architectures are from Chinese names of people who have made great contribution to the school, such as Lee Kong Chain statue and B. SUMMARY OF INTERVIEW Tan Kah Kee MRT station. Students from Chinese schools are taught with traditional FINGDINGS AND DISCUSSION Chinese values such as fidelity and integrity. Similarly, English students are also taught with comparable moral values although they are not Table 1: interviewees’ opinions addressed as traditional Chinese values. Both Individ Ag Freque Attachm Importa of them mentioned that they put in effort in ual e ncy of ent to nce of higher Chinese language because it is a usage Chinese Chinese compulsory subject and did not seek for further of culture languag study after O levels. In Hwa Chong Institution, Chines and e in the there are various talks and immersive e tradition future programmes for students to garner more s knowledge about Chinese language and culture, however, student bodies lack the mentioned that they like traditional festivals interest to participate. Furthermore, there are because they get public holidays. advanced class in the school for students who are capable of taking further studies in Chinese. However, few students see the need to join this 1.) HOMOGENISATION OF SCHOOL class. On the other hand, students from typical EDUCATION English schools are relatively fewer resources regarding Chinese related education. The interviewee from Raffles Institution specified Homogenisation refers to the process of that he is not as attached to Chinese culture as making different cultures similar or identical to he has grown up in an environment where all each other, where the behaviours and ideas his friends go for English entertainment. Still the become similar as well. As “huaxiao” is now a Chinese teacher who participated in the historical term, there is no such a clear line interview proved that English school students between Chinese school and English school. do have many chances to take part in activities Meaning, the concept of education is similar such as scriptwriting in Chinese and the school where students are taught with desirable moral celebrate Chinese New year as well. values and standard syllabus. Indeed, in terms of Chinese related education, Chinese schools The elderly witnessed the change in policy and put in more attention and various subjects, school syllabus during his secondary schools. programmes for students to improve their He was in a Chinese school where all the Chinese skills. English schools usually do not textbooks were written in Chinese and the treat Chinese language as their priority, standard was much higher than today’s however, there are still activities and syllabus. Most of the students learned Chinese celebrations. All schools put in great effort in literature such as Tao Te Ching and China teaching Chinese language as it is a history. When he started his business, all the compulsory mother tongue. documents were in Chinese. All his family members are able to communicate in Chinese As a result, the second generation was fluently but do not learn as deep as last time. conversant in both Mandarin and English. They spoke Mandarin at home to accommodate their parents and grandparents (though in some C. ANALYSIS cases the older generation, used to dialect speech, would not have been at ease with Mandarin). [2] Generally, the social field work results are highly in line with what have been investigated by many scholars in terms of the current situation of Chinese schools, language and 2.) TRADITIONAL CUSTIOMS STILL culture amongst the younger generation. There EXIST TODAY are mainly two findings of the research: there has been homogenisation of the schools and traditional Chinese values still exist today. Most The Chinese traditional cultural values of youth has basic understanding of their school harmony, benevolence, righteousness, history and culture. During the interview, both courtesy, wisdom, honesty, loyalty, and filial students mentioned that learning Chinese is not piety are embodied in China's diplomacy of their personal interest but a compulsory through the concept of harmony, the most subject. They conceded that Chinese is a very important Chinese traditional value. The important language, partly due to the rise of research confirms that traditional Chinese [3] China, partly due to family tradition. Some values are still in existence. tradition may be lost throughout years, however, most of them remain largely relevant today and the Chinese family usually celebrate every year, 3.) INFLUENCE FROM MAINLAND as it is also part of their identity. Receiving ang CHINA bao (red envelope), despite not shown in the survey, is one of the most popular traditions for the young as they get money from their adult In the open-ended question “what do you think relatives which is to express their blessings to of the importance of Chinese language in the the younger generation. Both students also future?”, more than half of the answer addressed the rise of China. Both student results. As an student from Raffles Institution, interviewees also mentioned that they see the undertaking this research is meaningful and rise of economic development in China in inspirational. Regrettably, I am never a Chinese recent years, which is one of the main reason school student but received typical English that they feel learning Chinese language is school educations during my whole learning essential. Today, Chinese is the most spoken journey. In this way, the data and information language as almost all the 1.3 billion people in gathered are not first-hand experience but from China speak mandarin.[4] Singapore is a students who have Chinese school background cosmopolitan city and regarded as a financial and secondary research. This ensures that the hub which opens for worldwide business. observations and results are as objective as Singapore also remains a strong trade relation possible. with China. Exports to China in Singapore increased to 5608.20 SGD Million in February from 5437.49 SGD Million in January of 2017. V. ACKNOWLEDGEMENTS Exports to China in Singapore averaged 5318.02 SGD Million from 2014 until 2017, reaching an all time high of 6434.57 SGD This research paper could not been done Million in October of 2015 [5]. From a pragmatic without the advice from Associate Professor Qu perspective, Mandarin is an essential language Jingyi, my mentor and advisor under the used for communication in workplace for Nanyang Research Programme. I would also greater efficiency. like to extend my gratitude towards Dr Wong Chee Meng, who gave me a quick start of this programme and provides me with numerous IV. CONCLUSION insights.

The transformation of cultural and heritage VI. REFERENCES values of Chinese Schools can be seen in many aspects. Due to the change in policy over years, government , government-aided and SAP [1] Chinese Language in Singapore. (2016, May 24). schools have become more homogeneous as Retrieved from https://blog.hutong- they are under the same educational system. school.com/chinese-singapore/ Some independent schools are also Special Assistance Plan (SAP) schools that are [2] Chinese Language in Singapore. (2016, May 24). committed to nurturing bilingual and bicultural Retrieved from https://blog.hutong- students who are immersed in the Chinese school.com/chinese-singapore/ language and culture, yet equipped with a [6] global outlook. Modernisation has a strong [3] Tan, A. (n.d.). The resilience of traditional influence on traditional culture. while the Chinese values: Case studies of the Chinese and dominance of English is unquestionable, Singaporean construction sectors[Scholarly Chinese language, like any other mother project]. In The Resilience of Traditional Chinese tongue language, is the root and identity of its Values: Case Studies of the Chinese and people and can never be replaceable. The Singaporean Construction Sectors. Retrieved from cultural values of Chinese schools remain https://epubs.scu.edu.au/cgi/viewcontent.cgi?refere inestimable and its school motto and moral r=https://www.google.com/&httpsredir=1&article= values are largely applicable today. 1266&context=theses

In terms of traditional culture, many of the [4] Lesson Nine GmbH. (n.d.). What Are The 10 customs and practices are preserved until Most Spoken Languages In The World? | Babbel today among Chinese community. Some Most Magazine. Retrieved from schools in Singapore celebrate festival such as https://www.babbel.com/en/magazine/the-10-most- Chinese New year to give an atmosphere of spoken-languages-in-the-world/ very popular as it is the time for catching up with loved ones. [5] (n.d.). Retrieved from https://tradingeconomics.com/forecasts Furthermore, this research can be improved in many ways, in terms of the sample size of [6] Ministry of Education. (n.d.). Retrieved from survey and interview for more convincing https://beta.moe.gov.sg/schools/types/ VII. APPENDIX 3. Do you think it is necessary to continue this traditions? A. SURVEY QUESTIONS 4. How much do you know about Mr Lee Kuan Yew’s bilingual policy? What do you think of it? 5. Today’s education focuses more on English 1. Multiple-Choice: How old are you? compared to Chinese and some children may 2. Multiple-Choice: If you are Chinese, which not want to speak Chinese , what do you think one best describes your identity? of this phenomenon? 3. Multiple-Choice: What is the frequency of using Chinese in your daily life? Student 4. Multiple-Choice: How often do you read

Chinese newspaper magazines, and/or articles? 1. What language do you usually use? 5. Multiple-Choice: If yes, which of the 2. What traditional customs and festival do you following(s) do you read? still celebrate? Do you think it is necessary to 6. Multiple-Choice Which of the following continue this traditions? tradition(s) are you still in practice? 3. In your opinion, what are the differences 7. Open-ended: On a scale of 1 to 5，what do between English schools and Chinese schools? you think of the importance of Chinese 4. Do you think it is necessary to have Chinese language in the future? Why? education? 8. Open-ended: On a scale of 1 to 5, how do 5. How do you think of the future of Chinese you think the bilingual policy is desirable in language? Singapore? Why? 9. Open-ended: On a scale of 1 to 5, how Teacher important do you think of whether the tradition of Chinese culture should be preserved? Why? 1. How many years have you been teaching 10. Are you willing to learn more about the Chinese? What are the changes in syllabus Chinese cultures and traditions? during your career? 11. Multiple-Choice: How far do you know 2. What do you think are the differences about your school’s history and the meaning of between Chinese schools and English schools? your school badge and school motto？ 3. In your opinion, what are some of the Chinese related activities that are very B. INTERVIEW PROTOCOL impressive? 4. What are the insights and learning points of letting students participate these activities? In order to make the interview results more accurate, 5. How do you think of the future of Chinese the language used during the interview depends on language? the interviewees’ own preference.

Thank you for taking participating the interview session of our Nanyang research programme Exploring the Cultural Values of Chinese School. This research aims to explore the perspective of Singapore society (including the government, common folks, Chinese language educators and students) towards Chinese schools, Chinese language, traditional customs and Chinese education. This interview also focuses on the importance and familiarity of Chinese language. The content of this interview will strictly be used for research purposes and the personal information of interviewees remains confidential.

The elderly

1. What language do you usually use? 2. What traditional customs and festival do you still celebrate?