When learning two languages at the same time, learners often mix the two languages. In the case of Singapore, primary school pupils are often influenced by English syntax when writing in Chinese. At the same time, their English writings are also influenced by Chinese. This paper first discusses how Chinese language teachers should deal with this phenomenon. Besides the influence of English, Singaporean Mandarin is also subjected to changes under the influence of rapid development of information technology. Would Singaporean Mandarin evolve into a hybridized variation of Mandarin? This paper will also explore this question.

Keywords: grammatical errors, prepositional phrases, particles, V-O construction

The Hong Kong Education Bureau has introduced the New Secondary School Chinese Language Curriculum in 2010. Compared to the previous curriculum, the new curriculum engages a broader content and comes with a set of school-based assessment rubric. It places heavy emphasis on improving the quality of the students' language abilities. Teachers are required to develop different kinds of teaching materials and design a more flexible learning environment in order to enhance the students' self-directed learning abilities and develop their independent thinking skills. As the new curriculum has a higher demand on teacher knowledge, it is necessary to enhance their professional knowledgeability through training to ensure a successful implementation of this new curriculum. Teachers should be well-versed in Chinese studies, educational theories and specializes in language pedagogy. They must also have a refined character to serve as the students' role model. This paper attempts to provide a detailed analysis on the new curriculum and hence suggests possible professional training for the teachers.

Keywords: Hong Kong, Chinese language, teachers' professional quality, the New Secondary School Chinese Language Curriculum, language teaching

Educational reforms in Mainland China in the 21st Century reflect fundamental changes in principles and concepts in education. Such changes are also reflected in the ways textbooks are written. Modern theories of curriculum design hold that a textbook should not merely be an informative tool but should also serve as a "learning guide" that helps students to explore and acquire learning methods. Based on a case study of the "Higher Chinese Language for Secondary Schools" Textbooks in Singapore, this paper intends to draw out the basic principles of textbook writing in order for language textbooks to better fulfill the role as "learning guide". With a detailed explanation of the principles based on a theoretical framework, this paper aims to serve as a reference for textbook writers, teachers and students.

Keywords: learning guidance, levels of learning, specific instructions, experiential education, self-directed learning, learning to learn 

Recent researches on deviant behavior have taken a relativistic approach, where deviant behavior can be defined differently if placed in different contexts or situations. Based on this approach, this paper attempts to debate on the possible influences that deviant behavior might have on students' moral development, and proposes that deviant behavior can provide opportunities for moral education and have positive effects on one's moral development. The paper also attempts to devise effective strategies to promote students' moral development by engaging students to evaluate instances of deviant behavior.

Keywords: deviant behavior, moral development, moral experience

Based on an action research project conducted by Singapore Centre for Chinese Language and a secondary school, this paper discusses the course design for the teaching of Chinese composition in lower secondary school under the Self-directed Learning model (SDL). Designed with the idea of self-directed learning, this writing course combines in- and out-of-class learning. It is conducted in the form of process writing with scaffolding on the Wiki platform, where students practised through rounds of topical writings so that they gained more exposure to the input and output of the target language. After two years, we observed that the project had a greater effect on the high achievers. For the middle achievers and low achievers, teachers had to prod them into self-directed learning. According to this observation, we replaced the individual process writing with group activities, which employed the "Student Teams Achievement Divisions" (STAD) cooperative learning strategy. After our modification, the activities became more engaging, which turned out to be more effective in enhancing the students' autonomy in their self-directed learning. Based on the observations of the students' activities, this paper aims to share with educators effective and feasible teaching strategies.

Keywords: self-directed learning, composition teaching, STAD model, peer evaluation

The launch of the mobile tablet PC has far-reaching effects on teaching. The benefits and significance of integrating iPad in education were proposed by Melhuish & Falloon as early as 2010. In Singapore, however, not much research has been done on the use of iPad in teaching. At the same time, the teaching of Chinese writing is mostly traditional: Teachers provide students with certain "writing formats" and hesitate to emphasize creativity in Chinese writing, because they worry that students cannot fulfill the examination requirements. In view of the educational benefits of iPad and the limitations of traditional methods of teaching writing, Singapore Centre for Chinese Language and Nanyang Girls' High School conducted a one year school-based research in 2012 on the integration of iPad in Chinese creative writing pedagogy. Pre- and posttests were conducted, verified by teacher interviews and classroom observations. The data were then analyzed quantitatively and qualitatively. The results show that with the iPad intervention, knowledge connectivity increases while seamless learning takes place. Consequently, the teaching of Chinese creative writing as well as students' creative thinking improved significantly.

Keywords: iPad in education, teaching of Chinese creative writing, mobile technology, seamless learning