On The Singapore’s Bilingual Education Policy Since Its Independence

From a global perspective, bilingual education has become an important element of the development of education in most countries of the world. As an important aspect of Singapore’s National Education System, the bilingual education in Singapore has helped a lot in the training of Bilingual talents and improve the International competitiveness of Singapore. Facing with the development of the world and the change of the domestic politic and economy, the government of Singapore has made many noteworthy achievements by changing its policy in time to adjust the developments in the process of formulation and implementation of the bilingual education policy. And it built a viable operating system in many aspects, for example, the legislative, institutional and policy.Bilingual education in China started late, and it is still at the exploratory stage. It has many problems, such as students’ foreign language proficiency and lacking of Bilingual education theory. Because of the Singapore’s culture and education are very similar to our country’s, we can research the Singapore’s bilingual education, especially its policy of bilingual education, draw on their successful experiences, and sum up the lessons of its failures. According to this measures, we’re trying to find out a way to be success in eduction in China by learning Singapore’s bilingual education.This paper studys the Singapore’s bilingual education by the meas of literature search and comparative analysis, factor analysis and historical analysis, the paper maily discusses the bilingual education policy and its backgrouds of Singapore’s political and economic, cultural diversity and the education system, by discussing three Singapore representatives of three bilingual education policies since Singapore’s independence in 1965, such as the 1966’s Commission of Inquiry into Education and 1978’s Report on the Ministry of Education and the 2004’s Report of the Chinese Language Curriculum and Pedagogy Review Committee, and analyze the value orientation of the bilingual education policy and implementation of the effect of the actual situation of bilingual education of different periods, and especially give some advices to the bilingual educations policy of China.This paper consists of six parts:the first part is to define the concept of bilingual education and bilingual education policy in Singapore, and sort the domestic and foreign related research of bilingual education in Singapore, and put forward methods, ways and key points of the study. The second part analyzes the political and economic background,multi-cultural background and educational system background of Singapore bilingual education policy after it independent. The third part discusses three Singapore representatives of three bilingual education policies since Singapore was independent in 1965. They are the 1966’s Commission of Inquiry into Education and 1978’s Report on the Ministry of Education and the 2004"s Report of the Chinese Language Curriculum and Pedagogy Review Committee.The fourth part analyzes the value orientation of the Bilingual Education Policy in Singapore after its independence from the combination of the three aspects of the national characters and economic、scientific and operational and transitional and keep the tradition. The fifth section analyzes the implementation of the effect of the bilingual education policy in Singapore after independence of its social effects、language effects and educational effects. In the last part of the paper, based on the foregoing and in view of bilingual education achievements and problems in China, the thesis sums up revelations in Singapore bilingual education after their indenpendence, and brings forward the problems and suggestions that bilingual education should be applied in our country.