After the announcement of the new policy on the teaching of Chinese language, I was most surprised by the fact that many of our elite among Chinese Singaporeans do not have a good grasp of the Chinese language. They also have reservations about the term “ Chinese elite ”。 Dr Tan Cheng Bock was one of them.
The term “Chinese elite” is indeed problematic. If there were to be a Chinese elite, it follows that there must be an English elite, a Malay elite, an Tamil elite and of couse, a bilingual elite. Dividing the nation's elite into different linguistic streams may reflect the multifarious nature of our country, but it can also sow the seeds of disunity which may result in a national crisis.
I understand that at present, the top 10 per cent of our students are allowed to enrol in Special Assistance Plan Schools and take up their mother tongue at an advanced level. Some of them can even take up a third language. With the implementation of the new policy on Chinese language, the number of students allowed to take Higher Chinese will be expanded to include the top 30 per cent. They are the nation's best students whose grasp of the English language should be stronger than the rest of the 70 per cent. To call them the “Chinese elite” is misleading because even if this top 30 per cent cannot master English, they are at least good in it. Moreover, about 10 per cent of the students are even taking up a third language.
The term “Chinese elite” can be misconstrued as a group of Chinese Singaporeans who can only master the Chinese language but are not very good in English (like the ME3 under the present system)。 But Dr Tan's suggestion of the term “the Chinese-educated” is even more inappropriate than“Chinese elite”, for that term has already passed into history more than a decade ago.
It has already been accepted that Singapore will face greater competition in the next century. How to take on this competition and emerge victorious from it was one of the reasons for the change in policy. Therefore, Singapore's expectations of its “elite” should be more forward-looking. Our demands should be different from and higher than present requirements. I suggest a clear definition of the word“elite”, one that would suit the challenges faced by the country in the next century.
According to the “Modern Chinese Dictionary”, the word elite (jingying) is defined as people who stand out from their peers. Being outstanding people, learning another or even two other languages should not be a problem.
“Elite” should be an honorific title conferred upon the brightest talent in our society. They are not merely the“Pentium” computers, they are the “Deep Blues” capable of defeating world champions.
I shall attempt to put our country's talent into the following broad categories:
1. Mastery of Chinese + mastery of English + extraordinary talent
2. Fluency in Chinese + mastery of English + extraordinary talent
3. Mastery of English + extraordinary talent
4. Fluency in Chinese + fluency in English + extraordinary talent
5. People with special talents, like artists, sportsmen, etc.
It is expected that in the decades to come, this group of elites will make contributions to Singapore. They should also play leadership roles in the political arena. Deputy Prime Minister Lee Hsien Loong is a fine example, although he modestly said in Parliament that he had faced difficulties when he was learning Chinese.
Because their knowledge expands to cover both the East and the West, they are able to incorporate the views of both the East and the West in their analyses and judgments, resulting in more competitive solutions. They are also able to look at problems from a more comprehensive and deeper perspective.
I therefore suggest that “elite” should only be conferred on people who belong in Category 1. Those in Category 2 should be called “para-elite”, while those in Categories 3, 4 and 5 are “extraordinary talent”。
This is in accord with current as well as future education policy. It also lists out the demands we have for our elite in a fitting and proper manner. With a clear goal and direction, coupled with the “kiasu” spirit of striving for the best, Singaporeans will surely be able to achieve greater things.
Besides “proper titles”, our leaders must also come up with effective and practical rewards, and this would require the government's determination and planning.
By the way, the “mother tongue” in this article refers to the general standard language used by an ethnic group, and not the narrow definition of a “mother tongue”。 With this definition, a new generation of elite will emerge more rapidly and with more success.
我看“華文精英”
改進(jìn)華文教學(xué)新政策宣布后,最令我驚訝的是我們的華族精英有許多不能很好的掌握華語!而對(duì)“華文精英”的提法也頗有意見,其中應(yīng)以陳清木醫(yī)生為代表。
“華文精英”的稱呼確實(shí)有些問題,因?yàn)橛辛巳A文精英,也就有英文精英、馬來文精英、淡米爾文精英,當(dāng)然也有雙語精英。這些以語文為主導(dǎo)將國家精英分成幾個(gè)小圈子,固然能夠反映出我國多元的特性,但其中或許也播下不協(xié)調(diào)種子,造成危機(jī)。
另外,據(jù)我的了解,當(dāng)今能夠進(jìn)入特選中學(xué)修讀高級(jí)母語的學(xué)生是前10%的優(yōu)秀學(xué)生。其中有的還修讀第三種語文。改進(jìn)華文教學(xué)新政策實(shí)施后,放寬至前30%的學(xué)生可修讀高級(jí)華文,這30%的學(xué)生還是全國秀的,他們的英語的掌握大體上肯定在另外70%學(xué)生之上,如果稱他們?yōu)椤叭A文精英”的確是有所失誤的。因?yàn)樵谶@個(gè)教育制度下,這些前30%的優(yōu)秀學(xué)生如果不能精通也應(yīng)能掌握好英文的,何況有約10%的學(xué)生還掌握第三種語言呢!
而“華文精英”一詞也會(huì)讓人誤解為只精于華文而不能很好地掌握英文的一群華裔(比如現(xiàn)行制度下的ME3)。而陳醫(yī)生所提議的“受華文教育者”早在十多年前已成為歷史了,這稱呼比“華文精英”
更不貼切。
我國面對(duì)下一個(gè)世紀(jì)的競爭會(huì)越來越激烈,早已成定論了,如何面對(duì)挑戰(zhàn),如何勝出應(yīng)是這次改進(jìn)的出發(fā)點(diǎn)之一。所以我國對(duì)于“精英”的要求更應(yīng)具前瞻性,更應(yīng)有別于現(xiàn)在,要有更高的要求。故此,我建議應(yīng)好好將“精英”一詞作個(gè)明確的定義,以符合我國下一世紀(jì)所面對(duì)的挑戰(zhàn)。
精英一詞按《現(xiàn)代漢語詞典》的解釋為出類拔萃的人。既是出類拔萃,學(xué)多一、兩種語文應(yīng)是不成問題的。
“精英”應(yīng)為我國社會(huì)對(duì)人才等級(jí)的一種尊稱,他們不只是“奔騰”型電腦,而應(yīng)是足以戰(zhàn)勝世界冠軍的“深藍(lán)”。
嘗試將我國現(xiàn)今人才作出一個(gè)粗略區(qū)分:
一、精通母語+精通英文+卓越才干
二、通母語+精通英文+卓越才干
三、精通英文+卓越才干
四、通母語+通英文+卓越才干
五、一些具有特殊才干的人,如藝術(shù)家杰出運(yùn)動(dòng)員等
可預(yù)見,在往后十多年內(nèi)這群精英肯定會(huì)為我國作出貢獻(xiàn)的,而在政治舞臺(tái)上也應(yīng)扮演領(lǐng)導(dǎo)的角色,李顯龍副總理就是一個(gè)好例子,雖然李副總理在國會(huì)中很謙虛地說他自己學(xué)習(xí)華文也有問題。
因?yàn)樗麄儗W(xué)貫中西,對(duì)事物分析與判斷能融匯東、西方的觀點(diǎn),能做出一個(gè)更具競爭力的解決方案,看問題也較全面、較有深度。
故此,建議將“精英”這個(gè)高尚的尊稱只歸于屬(一)的人才,(二)的人才尊稱為“準(zhǔn)精英”,其他(三,四,五)尊為“才干卓越之士”。
這符合了當(dāng)前與即將改進(jìn)的教育政策,也名正言順地傳達(dá)我國所需要的精英所必備的條件。而國人也有了一個(gè)很明確的標(biāo)準(zhǔn)、方向,為了達(dá)到精英這一層次,國人就必定能秉承追求卓越的“怕輸”精神攀越高峰。
當(dāng)然,除了“正名”外,“大氣候”也需要落實(shí)些實(shí)際有效的獎(jiǎng)勵(lì),這極需要政府的決心與安排。
順帶一提,本文所謂的“母語”是廣義的本民族的標(biāo)準(zhǔn)用語,而不是狹義的“媽媽語”。只有認(rèn)同這個(gè)定義,新一代的精英才能更迅速,順利的產(chǎn)生。
The term “Chinese elite” is indeed problematic. If there were to be a Chinese elite, it follows that there must be an English elite, a Malay elite, an Tamil elite and of couse, a bilingual elite. Dividing the nation's elite into different linguistic streams may reflect the multifarious nature of our country, but it can also sow the seeds of disunity which may result in a national crisis.
I understand that at present, the top 10 per cent of our students are allowed to enrol in Special Assistance Plan Schools and take up their mother tongue at an advanced level. Some of them can even take up a third language. With the implementation of the new policy on Chinese language, the number of students allowed to take Higher Chinese will be expanded to include the top 30 per cent. They are the nation's best students whose grasp of the English language should be stronger than the rest of the 70 per cent. To call them the “Chinese elite” is misleading because even if this top 30 per cent cannot master English, they are at least good in it. Moreover, about 10 per cent of the students are even taking up a third language.
The term “Chinese elite” can be misconstrued as a group of Chinese Singaporeans who can only master the Chinese language but are not very good in English (like the ME3 under the present system)。 But Dr Tan's suggestion of the term “the Chinese-educated” is even more inappropriate than“Chinese elite”, for that term has already passed into history more than a decade ago.
It has already been accepted that Singapore will face greater competition in the next century. How to take on this competition and emerge victorious from it was one of the reasons for the change in policy. Therefore, Singapore's expectations of its “elite” should be more forward-looking. Our demands should be different from and higher than present requirements. I suggest a clear definition of the word“elite”, one that would suit the challenges faced by the country in the next century.
According to the “Modern Chinese Dictionary”, the word elite (jingying) is defined as people who stand out from their peers. Being outstanding people, learning another or even two other languages should not be a problem.
“Elite” should be an honorific title conferred upon the brightest talent in our society. They are not merely the“Pentium” computers, they are the “Deep Blues” capable of defeating world champions.
I shall attempt to put our country's talent into the following broad categories:
1. Mastery of Chinese + mastery of English + extraordinary talent
2. Fluency in Chinese + mastery of English + extraordinary talent
3. Mastery of English + extraordinary talent
4. Fluency in Chinese + fluency in English + extraordinary talent
5. People with special talents, like artists, sportsmen, etc.
It is expected that in the decades to come, this group of elites will make contributions to Singapore. They should also play leadership roles in the political arena. Deputy Prime Minister Lee Hsien Loong is a fine example, although he modestly said in Parliament that he had faced difficulties when he was learning Chinese.
Because their knowledge expands to cover both the East and the West, they are able to incorporate the views of both the East and the West in their analyses and judgments, resulting in more competitive solutions. They are also able to look at problems from a more comprehensive and deeper perspective.
I therefore suggest that “elite” should only be conferred on people who belong in Category 1. Those in Category 2 should be called “para-elite”, while those in Categories 3, 4 and 5 are “extraordinary talent”。
This is in accord with current as well as future education policy. It also lists out the demands we have for our elite in a fitting and proper manner. With a clear goal and direction, coupled with the “kiasu” spirit of striving for the best, Singaporeans will surely be able to achieve greater things.
Besides “proper titles”, our leaders must also come up with effective and practical rewards, and this would require the government's determination and planning.
By the way, the “mother tongue” in this article refers to the general standard language used by an ethnic group, and not the narrow definition of a “mother tongue”。 With this definition, a new generation of elite will emerge more rapidly and with more success.
我看“華文精英”
改進(jìn)華文教學(xué)新政策宣布后,最令我驚訝的是我們的華族精英有許多不能很好的掌握華語!而對(duì)“華文精英”的提法也頗有意見,其中應(yīng)以陳清木醫(yī)生為代表。
“華文精英”的稱呼確實(shí)有些問題,因?yàn)橛辛巳A文精英,也就有英文精英、馬來文精英、淡米爾文精英,當(dāng)然也有雙語精英。這些以語文為主導(dǎo)將國家精英分成幾個(gè)小圈子,固然能夠反映出我國多元的特性,但其中或許也播下不協(xié)調(diào)種子,造成危機(jī)。
另外,據(jù)我的了解,當(dāng)今能夠進(jìn)入特選中學(xué)修讀高級(jí)母語的學(xué)生是前10%的優(yōu)秀學(xué)生。其中有的還修讀第三種語文。改進(jìn)華文教學(xué)新政策實(shí)施后,放寬至前30%的學(xué)生可修讀高級(jí)華文,這30%的學(xué)生還是全國秀的,他們的英語的掌握大體上肯定在另外70%學(xué)生之上,如果稱他們?yōu)椤叭A文精英”的確是有所失誤的。因?yàn)樵谶@個(gè)教育制度下,這些前30%的優(yōu)秀學(xué)生如果不能精通也應(yīng)能掌握好英文的,何況有約10%的學(xué)生還掌握第三種語言呢!
而“華文精英”一詞也會(huì)讓人誤解為只精于華文而不能很好地掌握英文的一群華裔(比如現(xiàn)行制度下的ME3)。而陳醫(yī)生所提議的“受華文教育者”早在十多年前已成為歷史了,這稱呼比“華文精英”
更不貼切。
我國面對(duì)下一個(gè)世紀(jì)的競爭會(huì)越來越激烈,早已成定論了,如何面對(duì)挑戰(zhàn),如何勝出應(yīng)是這次改進(jìn)的出發(fā)點(diǎn)之一。所以我國對(duì)于“精英”的要求更應(yīng)具前瞻性,更應(yīng)有別于現(xiàn)在,要有更高的要求。故此,我建議應(yīng)好好將“精英”一詞作個(gè)明確的定義,以符合我國下一世紀(jì)所面對(duì)的挑戰(zhàn)。
精英一詞按《現(xiàn)代漢語詞典》的解釋為出類拔萃的人。既是出類拔萃,學(xué)多一、兩種語文應(yīng)是不成問題的。
“精英”應(yīng)為我國社會(huì)對(duì)人才等級(jí)的一種尊稱,他們不只是“奔騰”型電腦,而應(yīng)是足以戰(zhàn)勝世界冠軍的“深藍(lán)”。
嘗試將我國現(xiàn)今人才作出一個(gè)粗略區(qū)分:
一、精通母語+精通英文+卓越才干
二、通母語+精通英文+卓越才干
三、精通英文+卓越才干
四、通母語+通英文+卓越才干
五、一些具有特殊才干的人,如藝術(shù)家杰出運(yùn)動(dòng)員等
可預(yù)見,在往后十多年內(nèi)這群精英肯定會(huì)為我國作出貢獻(xiàn)的,而在政治舞臺(tái)上也應(yīng)扮演領(lǐng)導(dǎo)的角色,李顯龍副總理就是一個(gè)好例子,雖然李副總理在國會(huì)中很謙虛地說他自己學(xué)習(xí)華文也有問題。
因?yàn)樗麄儗W(xué)貫中西,對(duì)事物分析與判斷能融匯東、西方的觀點(diǎn),能做出一個(gè)更具競爭力的解決方案,看問題也較全面、較有深度。
故此,建議將“精英”這個(gè)高尚的尊稱只歸于屬(一)的人才,(二)的人才尊稱為“準(zhǔn)精英”,其他(三,四,五)尊為“才干卓越之士”。
這符合了當(dāng)前與即將改進(jìn)的教育政策,也名正言順地傳達(dá)我國所需要的精英所必備的條件。而國人也有了一個(gè)很明確的標(biāo)準(zhǔn)、方向,為了達(dá)到精英這一層次,國人就必定能秉承追求卓越的“怕輸”精神攀越高峰。
當(dāng)然,除了“正名”外,“大氣候”也需要落實(shí)些實(shí)際有效的獎(jiǎng)勵(lì),這極需要政府的決心與安排。
順帶一提,本文所謂的“母語”是廣義的本民族的標(biāo)準(zhǔn)用語,而不是狹義的“媽媽語”。只有認(rèn)同這個(gè)定義,新一代的精英才能更迅速,順利的產(chǎn)生。