Script Slide 1: Slide 2: read from slide Slide 3: We realize that there is a problem in Singapore there is a rift between

n the younger and older generations. This rift exists because the old and young are familiar with very different cultures. While the old are rooted in our traditional cultural roots (language: dialects, values, beliefs), the young are much more exposed to foreign influences which have significantly shaped their culture. Here we will focus on the language aspect of culture, in particular dialect culture, and we will adopt a more familial/social stance by aiming to bridge the widening gap between the young and the old through dialect.

Slide 4: Slide 5 : In the past, Singaporean Chinese were segregated due to their different dialects. Different dialect groups originated from different parts of China, and had slightly different cultures and traditions, hence hard to mix. To bring all the Singapore Chinese together and form one national identity, Singapore government started advocating Mandarin as a common language. Speck Mandarin Campaign was launched in 1987 and has effectively reduced the usage of dialects. Singapores decision to adopt a bilingual policy (English and Mother Tongue, specifically Chinese) has also been thoroughly effective in reducing the usage of dialects.

Slide 6: Evidently, we see the success in the campaign as reflected in this table, as Mandarin has increasingly become the predominant household language ie. the language households use to converse on a daily basis Slide 7: Asked ourselves this question: Given a chance to learn a dialect of your choice, free-ofcharge, would you bother? Why not? (we can also ask them this question) Bec theres no longer a need to speak it nowadays household language, as observed in the earlier table, is predominantly mandarin Slide 8 : Read from slide , Slide 9: And bec theres no need to speak dialects at home/parents do not converse with children in dialect, youths today lack access to listening/speaking dialect. So here are 2 underlying issues. Its pretty hard/impossible to re-create a need to speak dialect often Access comparatively is relatively easy, and possible

Slide 10 : So basically the three main issues we have to concentrate One, the youth today have lesser access to dialects as it is not commonly used in daily life Two, the youth do not find it appealing Three, The youth do not have any necessity to use it anymore. Slide 11 : While solving one and two helps the problem in the present, we have to tackle the third issue to ensure the continuity of dialect culture. Therefore one and two are the ways to hook the teenagers while the third one ensures the future of dialects. Slide 12: Its basically a two prong approach Slide 13: this is how we are approaching both the short term and long term solutions Slide 14: Our target group includes Teens and pre-teens. We chose this specific group of people because they will find it way easier to adapt than , lets say, working youths. This is just first step, the audience may include more ppl later on Slide 15: Now to our solutions Slide 16 : Lets Obser the the current trends around the teens Korean POP, one of the many in things now. We noticed how a lot of teens are interested in the language due to this. Korean became popular among youth due to Korean pop which has had massive influence on the youth. Slide 17: SO accessibility can be achieved the introduction of Dialect based movies and songs. Involving Dialect culture into media will be a major hook for the teens these days. Other ways to ensure they understand the cultural significance would be to introduce it to education system through the form of enrichment programme. Slide 18: So our next approach is that you appeal to the youth through media as the main platform. This can be done through introduction of new dialect movies/songs, spreading the message of the uses of learning dialects through the social media and through the use of latest technology like mobile apps. Such media platforms can directly reach the youth and appeal to them to learn dialects because they are commonly used by youth all the time.

Slide 19: Our solution no. 1 is Television/movie media

Slide 20: As you can see, the number of viewers of Channel 8 from 7 p.m. to midnight is a very large number. This can be used as an advantage for us to appeal to the youth to learn the dialects as well by broadcasting dialect programmes during this primetime. This is the peak time for watching TV as seen from statistics so this would prove to be an effective solution.

Slide 21: Many of our classmates followed these serials/dramas they generally watched them while eating dinner. It also introduces/can pick up conversational dialect from listening. Moreover, learning through such platforms adds some flavour to the learning of dialects as they learn it through a form of entertainment rather than some mundane memorizing of phrases.

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Slide 24: So solution no. 1 has both appeal and accessibility which are the two main key points in our solutions to tackle this issue.

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Slide 26: Our aim is to go deeper than short-term solutions like advertisements, campaigns, etc. Instead, we target the real need for dialect by targeting the emotions of the youth. Through promoting the learning of dialects in order to reach out to ones cculture, traditions. It would also help to bridge the gap between the older and younger generation especially in terms of family bonds between grandparents and grandkids. These 5 are mainly the areas we are targeting, since strengthening ties is more of emerging from self rather than having a programme to do it.

Slide 27: Education

Slide 28: We have 2 forms of teaching the dialects. Both forms aim to build up on current programmes offered by MOE which are already involved in the infusion of culture/language to participating students.

Slide 29: RSP: learn conversational Malay and Southeast Asian traditions and cultures, immersion trips to Indonesia Malaysia CSP: learn conversational Chinese and Chinese traditions and cultures, immersion trips to china

Slide 30: As part of such regional/dialect studies, trips to dialect organizations like Hokkien Huay Guan etc. can be held once a year or twice a year to provide a chance for the participants to infuse culture. They can also learn about dialect through traditional dialect cuisines (e.g. Hainanese Chicken Rice, Teochew Ngoh Hiang (SHOWN), Hokkien Yam Rice, Hakka Abacus Seeds, and Cantonese Egg Tarts etc.) There can also be visits to traditional villages in China of different dialect groups for interested students. Service learning to elderly homes can be conducted to put what you have learnt into practice. This method kills two birds with a stone-merges service learning into culture.

Slide 31: Teach conversational dialect in schools as part of enrichment modules every semester. Also useful to give them an incentive to take part in this module-like providing CCA points for attending a fixed number of modules and possibly taking part in an informal conversational dialect test?

Slide 32: Similar to how learning Chinese and Malay as a third conversational language is appealing, learning dialects seems attractive -> learning a new language and also in the process, discovering one's roots and most of all, learning how to embrace them + sense of pride that they are able to converse well in a few languages

Slide 33: So solution no. 2 also has both appeal and accessibility which are the two main key points in our solutions to tackle this issue.

Slide 34: THANK YOU!