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About Language and Literacy
The learning area, Language and Literacy, helps children grow in their communication skills and use them to connect with others, learning more about their community and the world.
Last updated 29 May 2025
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Language and Literacy (L&L)
Children as bilingual learners
In Singapore, children are raised in a multicultural environment. Children learn both EL and MTL when they start attending preschool.
The bilingual policy is a cornerstone of Singapore’s education system. All students are to learn EL and an official MTL (i.e., Chinese Language, Malay Language and Tamil Language) to as high a level, and for as long as possible.
What are the Benefits of being bilingual?
Communication and expression: Language and literacy skills enable children to communicate effectively, express their needs, ideas and emotions. This builds their confidence and contributes to personal growth.
Cultural identity and appreciation: Learning MTL helps children develop an awareness and understanding of their local ethnic culture. This affirms their cultural identity and fosters a sense of belonging and appreciation to their community.
Social cohesion and national identity: EL serves as a “social glue” that enables children to communicate and connect with diverse individuals in their community, and with others in a globalised world.
Cognitive benefits: Early Bilingualism is crucial for children’s cognitive thinking and learning. Research has shown that it enhances cognitive and executive functioning skills such as focus, concentration, and problem solving.
Developing language and literacy
Children develop language and literacy in these three aspects: Interest in the language, Language skills and Literacy skills
Learning goals and knowledge, skills and dispositions (KSDs) in L&L
Refer to the Educators’ Guide for Language and Literacy for more information.
Language and Literacy (English Language)
Learning Goal 1: Listen for enjoyment and information
Knowledge, Skills and Disposition (KSD): |
|---|
1.1 Develop an interest in listening to stories, songs and rhymes |
Learning Goal 2: Speak with confidence to convey meaning and to communicate with others
Knowledge, Skills and Dispositions (KSD): |
|---|
2.1 Develop conversational skills |
Learning Goal 3: Read with enjoyment and understanding
Knowledge, Skills and Dispositions (KSD): |
|---|
3.1 Develop an interest in reading books and other printed materials (e.g., signs, labels, posters, brochures, recipes, other printed materials) |
Learning Goal 4: Use symbols, letter-like shapes, letters and words with invented and conventional spelling to communicate ideas and information
Knowledge, Skills and Dispositions (KSD): |
|---|
4.1 Write upper and lower case letters of the alphabet |
Language and Literacy (Mother Tongue Language)
There are three broad objectives of MTL Teaching and Learning:
Communication: This develops children’s foundational language and literacy skills
Culture: This develops children’s awareness of and nurtures appreciation for the local ethnic culture
Connection: This develops and strengthens children’s bond with family members, friends and the community
Learning Goal 1: Enjoy and show an interest in learning Mother Tongue Language
Knowledge, Skills and Dispositions (KSD): |
|---|
1.1 Develop an interest in participating in MTL activities (e.g., listening to stories, singing, dramatising) |
Learning Goal 2: Develop foundational language and literacy skills in Mother Tongue Language
Knowledge, Skills and Dispositions (KSD): |
|---|
2.1 Listen with understanding |
Learning Goal 3: Develop an awareness of their local ethnic culture
Knowledge, Skills and Dispositions (KSD): |
|---|
3.1 Be aware of the local customs and traditions of their culture |
How can you do it?
These strategies are applicable for both EL and MTL instruction in preschool education.
Organising the learning environment
You should create a language and print-rich environment to support EL and MTL language and literacy development. Consider the physical, temporal and interactional environment as well when doing so.
You may consider using e-books together with children to develop their dispositions for reading but this should not replace physical books. Refer to the ICT guidelines and the ways to use e-books appropriately with children.
Monitoring and assessing children's learning and development
It is crucial to observe, document, assess, and provide feedback to support children’s language and literacy development. Here are key considerations and guiding questions to facilitate the monitoring and assessing process:
Observing
Observe the children in different contexts including informal and formal settings to have a more complete picture of their language development. For example, conversations, reading, language-based games and pretend play.
Pay attention to how they use language, their interactions with print, attitude towards reading, comprehension and writing development.
Documenting
Record observations, including specific language and literacy behaviours, using a structured format or digital tools.
Document the context of the observation, such as the activity, materials used, and the child's engagement level.
Assessing
Analyse and interpret the information gathered to assess children’s language and literacy development.
Assess their abilities to identify strengths and areas for growth in areas such as listening; speaking and phonological awareness; reading, vocabulary and comprehension; and writing.
Providing Feedback and Support
Use assessment findings to inform subsequent learning activities and provide targeted support for individual children.
Communicate your observations and the child’s progress with the family. Suggest tips or follow-up actions to foster collaboration and promote the love for learning the language at home.
Resources
Explore printables for Language and Literacy (EL) in the resource page.
Explore printables for Language and Literacy (MTL) in the resource page.