2025年1月7日，新加坡教育部长陈振声在国会书面答复盛港集选区议员林志蔚副教授有关母语学习选项对学生压力水平的影响。
以下内容为新加坡眼根据国会英文资料翻译整理：
林志蔚副教授（盛港集选区议员）询问教育部长：
(a) 是否有研究探讨母语学习（MTL）选项对学生压力水平的影响？
(b) 该做法是否导致对课本知识的重视超过对实际语言运用能力的培养？
(c) 该做法是否会显著不利于那些语言能力较弱但在其他学术领域有天赋的学生？
陈振声（教育部长）：我们的母语学习（MTL）帮助我们理解自身文化，并维持与传统的紧密联系。此外，它让新加坡人具备优势，不仅能与使用相同语言的人建立联系，还能抓住更广泛的区域发展机遇。因此，为学生奠定扎实的母语基础是我们双语教育政策的一部分。
教育部认识到学生在母语学习上的能力存在差异。一些学生在较弱的学科上感到压力是可以理解的。我们的母语课程采取差异化教学，以适应不同学习需求和准备程度的学生。对于在母语学习方面有困难的学生，他们可以按照更合适的节奏学习。例如，他们可以在小学三年级和四年级通过母语支持计划（MT Support Programme）获得更个性化的帮助。在小学五年级和六年级，他们可以选择较为简单的基础母语课程（Foundation MTL），而在中学阶段，他们可选择G1或G2母语课程，并仍然能继续升学至大学预科。
我们的母语课程不仅关注学术应用，还旨在帮助学生在日常生活中使用母语。例如，小学一年级的学生学习如何在食堂买饭、如何用母语与家人问候。此外，学生还可以通过文化遗产游览、戏剧欣赏、歌曲创作比赛等活动来加强母语学习和应用。这些方式有助于提高学习效果，并减少学生的焦虑感。
对于在数学、艺术等领域有天赋的学生，学校设有专门的课程来培养他们的特长。在培养学生优势的同时，我们也希望他们能全面发展，掌握多种技能，以便在充满变化的世界中茁壮成长，并与身边的人建立联系。
以下是英文质询内容：
Assoc Prof Jamus Jerome Lim asked the Minister for Education (a) whether there has been any study on the effects of Mother Tongue Language (MTL) options on stress levels for students who have been offered MTL options; (b) whether this practice has led to an emphasis on textbook competency over functional literacy; and (c) whether this practice significantly disadvantages children who may have weaker disposition toward languages, despite being gifted in other academic areas.
Mr Chan Chun Sing: Our Mother Tongue Language (MTL) enables us to understand our own culture and maintain a strong link to our heritage. It also offers Singaporeans a comparative advantage by allowing us to connect with people who speak the same language as well as tapping into wider opportunities in the region. To this end, equipping our students with strong foundation in MTL is important and has been a part of our education policy on bilingualism.
The Ministry of Education recognises that students have different abilities in the learning of MTL. It is understandable for some students to feel stress in subjects that they are weaker in. Our MTL curriculum is differentiated to cater to students of different learning needs and levels of readiness. Students who faced difficulties in MTL can learn at a more appropriate pace. For example, they can receive more individualised support through the MT Support Programme at Primary 3 and Primary 4. They can take the less-demanding Foundation MTL at Primary 5 and Primary 6, and G1 or G2 MTL as they move up to Secondary level and still progress to pre-university.
Our MTL curriculum is designed to enable students to use MTL in everyday situations, beyond just academic settings. For example, our Primary 1 students learn how to use MTL in their daily routines, like buying food in the canteen and greeting their family members. Other students also participate in activities like heritage walk, drama appreciation and songwriting competition to facilitate their learning and use of MTL. Such approaches help students learn better and reduce their anxiety.
Students who are gifted in other areas, such as mathematics and arts, are developed through special programmes in schools. While we develop our students to suit their strengths, we also seek to develop our students holistically so that they will have a wide range of skills to thrive in a dynamic world and connect with people around them.
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