Quadrilingual Education in Singapore

Introduction.- Chapter 1 Overarching themes, bilingual dreams and multilingual landscapes: Quadrilingual education in Singapore.- Section 1: Transitions.- Chapter 2 Transmission and development of literacy values and practices: An ethnographic study of a Malay family in Singapore.- Chapter 3 "I believe, therefore I practice": Teachers' beliefs on literacy acquisition and their classroom practices.- Chapter 4 Commentary on 'Transitions'.- Section 2: Competencies.- Chapter 5 A reading profile of Singapore primary school students and implications for reading pedagogy.- Chapter 6 Morphological awareness and reading development in bilingual English-Chinese children in Singapore.- Chapter 7 Taking stock of the effects of strategies-based instruction on writing in Chinese and English in Singapore primary classrooms.- Chapter 8 Commentary on 'Competencies'.- Section 3: Practices.- Chapter 9 Student engagement in reading.- Chapter 10 Distinctiveness and uniformity: Teaching language in Singapore primary grades 1 & 2.- Chapter 11 Cultural representation in Teachers' talk: A functional analysis of Singapore's Chinese classroom discourse.- Chapter 12 Morphological teaching and Singaporean children's English word learning.- Chapter 13 Commentary on 'Practices'.- Section 4: Reforms.- Chapter 14 Use and impact of spoken Tamil in the early Tamil classrooms.- Chapter 15 Inculcation of Malay values and culture in language pedagogy in Singapore.- Chapter 16 Coding and comparing pedagogic features of teaching practices: What happens in Chinese language classes in Singapore's primary school?.- Chapter 17 Teaching Chinese to English-speaking Bilinguals.- Chapter 18 Commentary on 'Reforms'.- Conclusion.- Chapter 19 Final words: A reflective synthesis.