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English in Singapore: an Insider's Perspective of Syllabus Renewal Through a Genre-Based Approach

Benedict Lin

SEAMEO RELC, Singapore

This article presents Singapore's English Language syllabus for primary and secondary schools, introduced in 2001, as a case study of syllabus renewal and implementation, especially in terms of its adoption of a genre- based approach to language teaching. It offers an insider's perspective, and aims to offer insight into the dynamics of syllabus change, while simul taneously exemplifying issues connected with trends towards genre-based approaches (see Derewianka 2003). After providing a brief background of the use of English and the general linguistic situation in Singapore, it surveys historically previous EL syllabuses in the light of the central status of English, to illuminate the concerns driving the developers of the 2001 syllabus. The syllabus is then described in terms of its rationale and aims, philosophy and principles, and main features. These are shown to be clearly informed by functional views concerned with language as discourse. Im portant implementation measures are also reported. Observations and reflections on the influences and motivations of the syllabus as well as issues related to its implementation are then offered in the hope of stimulating further exploration and suggesting future directions for those who might find useful connections with their own situations, experiences and concerns.

RELC Journal, Vol. 34, No. 2, 223-246 (2003)
DOI: 10.1177/003368820303400206
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