fuzzy chinese

8/13/2019 Fuzzy Chinese

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P1~~~~~ Good evening

P2~~~~~The paper has four parts. In the ‘introduction’, the author talked

about the language situation in ong !ong, in particular, thepheno"enon called ‘fu##$’ %hinese.

In the second part, the %antonese vernacular nor" is introducedand so"e teaching e&a"ples are given to sho' the position of%antonese as a "ediu" of instruction at school.

Then "ove on to the third part %antonese as a banned language,that is %antonese, unlike (nglish, is not taught in local schools.

)nd the final fart the author talked about the prospects aboutdiglossia in the %hinese conte&t and the linguistic regionalis" in%hina.

P*~~~~~To start 'ith,The role of %antonese needs clarification at the societal level andthe educational level. ere co"e t'o +uestions. )t the societallevel, 'hich do"ains 'ill be reserved for %antonese )nd at theeducational level, 'hether it 'ill be retained as the "ediu" ofinstruction

The ter" ‘%hinese’ in ong !ong include language varieties,'hich serve different societal functions. (ven after 1--, the ter"‘%hinese’ is still not precisel$ defined.

/o' the ter" %hinese refers to the 'ritten standard, that is 0%as 'ell as the spoken for", that is the %antonese.

P~~~~~3et’s "ove on the language situation in ong !ong.%antonese is no' the do"inant language in ong !ong. 4efore152 'hen the island 'as ceded to the 4ritish, there 'ere severaldifferent dialects like 6ue, akka and 0in being used in ong!ong. )fter the 4ritish ca"e, %antonese beca"e the lingua francain the societ$, because the i""igrants fro" %anton 7Guang#hou8.

Putonghua has never pla$ed a "a9or role as a usual language ofco""unication. )fter II :orld :ar, refugees and i""igrants

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brought PT into ong !ong. PT 'as even taught as a for"alsub9ect at schools, but disappeared in public e&a"inations b$1-;<.In 1--< 'hen this paper 'as 'ritten, it is said that PT 'as a

sub9ect in secondar$ schools, and taught onl$ one hour per 'eek./o' in 2==* PT is a sub9ect in all levels of schools and othereducation organi#ations. 4ut still it’s one hour or t'o hours per'eek onl$.

P<~~~~~The discussion of bilingualis" in ong !ong is and 'as do"inatedb$ a %hinese>(nglish bracket bilingualis". ?ecentl$ educators and

linguists noticed a trilingual language situation in ong !ong.That’s %antonese>(nglish>Putonghua triangle.

%oncerns to the post>1-- role of (nglish in the 4asic 3a' arever$ clear. 7ee page *284ut concerns about the status of %antonese are not e&pressed'ith the sa"e official 'eight. Thinking about article < of the 4asic3a', 'e can i"agine that the status of %antonese can at leastre"ain unchanged for <= $ears.

P;~~~~~The 4asic 3a' does not provide clear stipulations or evenreco""endations for the future role of Putonghua in ong !ong. )surve$ conducted b$ 6au in 1-5<>5;, found that "ore than t'o>thirds of the @or" IA students 'ere opposed to the use of PT asthe B legal spoken languageC.

)nd the preference for Putonghua increased 'ith the level of

education.

4ut the respective uses of %antonese and PT 'ere not specified

in the 4asic 3a', ho' 'as it possible 7see page ;8

P~~~~~

6au said it 'as a grave oversight.

P5~~~~~

This oversight has to do 'ith the perception of 'hat %hinese is.

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7see page 58

)t a co""on language level, %antonese is ter"ed ‘%hinese’, like

other %hinese dialects.

4ut the general %hinese actuall$ "eans Putongua.

There are courses on Bo' to i"prove to 'rite our "other tongueC

in ong !ong, the "other tongue here is based on the PT nor",

or 0% nor".

There is no 'ritten for" of %antonese. %hildren learn to 'rite the

0% at school and the "ediu" of instruction is %antonese. o

children have to learn conversion rules and have to avoid using

%antonese 'ords.

)lthough %antonese is 'idel$ used at ho"e, govern"ent, legal,church and cultural, especiall$ entertain"ent>related do"ains, as

the "ediu" of oral co""unication, so"e people still feel that

%antonese is not ‘real’ %hinese.

o, 'hat is %antonese

P-~~~~

3et’s turn to the vernacular nor" of %antonese.

%antonese and Putonghua differ considerablel$ in phonolog$.

P1=~~~~~

P11~~~~~

7*8 the classifier 本 can used 'ith a noun 本 'ithout preceding

nu"eral or de"onstrative.

P12~~~~~

P1*~~~~~

/o' 'e "ove on to the %antonese as the "ediu" of instruction.

Despite the linguistic differences bet'een PT and %antonese,

%antonese is used in teaching 0% in local schools.

/e' vocabular$ ite"s are E7see P1*8

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P1~~~~~

Teachers teaching 0% 'ords often provides students 'ith the

%antonese e+uivalents.

P1<~~~~~

P1;~~~~~

P1~~~~~

P15~~~~~

To conclude,

In the first place that children are introduced to a vocabular$ the$

do not kno', and secondl$ that %antonese and 0% vocabularies

cannot stand side b$ side in 'riting.

)s children gro' up and "a$ beco"e 'ell>educated speakersF

the$ "ake a further distinction in register 'hen using 0%

vocabular$, that is so"e "a$ be spoken in for"al st$les, and

so"e, 'hich is not added to spoken registers.

P1-~~~~~~

The 0% nor" is introduced to the students at ver$ earl$ age, and

the$ have to use 0% during the e&a"inations. The 0%

vocabular$ ite"s are naturall$ added to the for"al registers of

%antonese.

The 0% is a language source of various kind of discourse.

P2=~~~~~

3ike the "i&ing of %antonese and (nglish, the "i&ing of

%antonese and 0% is causing educational concerns. People

'orried about the decline of the %hinese standard of the students.

)nd the$ 'ant prescriptive, pure 0% nor", but not all

ne'spapers follo' this nor". 0a$ be the articles on the

ne'spapers are 'ritten b$ those 'hose %hinese standard is being

said decline, or "a$ be the$ don’t 'ant to follo' the 0% nor".

)s so"e people prefer to 'rite in %antonese.

It is said that 'riting in %antonese has beco"e "ore co""on

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since 5=’s.

P21~~~~

o let’s discuss %antonese as a banned language.

)lthough %antonese is used in teaching, the language itself is not

taught.

It’s said that the follo'ing are a list to see the official attitudes

to'ard "inorit$ languages. The third one appears to obtain the

case of %antonese. That is ‘unsupported coe&istence’. The

govern"ent has no clear polic$ to support %antonese. It’s onl$ a

dialect and it’s onl$ for the foreigners’ to learn it.

P22~~~~

P2*, 2~~~~

%antonese is not taught at an$ level of schools e&cept the %hinese

Dept. of the universities.

There is no official notice on 'hat happens in this language.

In Pierson’s list, 'e can see 'hat the native %antonese speakers

said about their o'n language.

/obod$ said that the$ ban %antonese but the language itself is nottaught, so the ban still e&ists and it "akes the native speakers feel

that their native language is not good enough.

P2<~~~~

/o' Prospects

The %hinese 'riting s$ste" is above all various dialects in %hina.

o it’s not difficult to understand the diglossia conte&t in %hinese.

)nd it’s the 'ritten for" of %hinese leads to the assu"ption that

there is a general %hinese 'hich is the "other tongue of the

%hinese people.

P2;~~~~~

%antonese, as the co""on spoken standard of Guangdong

Province and of ong !ong, has re"arkable vitalit$. In ong

!ong, the 'riting of %antonese is beco"ing "ore popular in

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different do"ains.

o"e people suggested that different diglossia in the %hinese

conte&t could be considered. )t the regional level, there could be

%antonese diglossia and at the national level, there could be

Putonghua diglossia.

The future can tell.

P2~~~~

%antonese is no' heading /orth. 4ecause the business contacts

bet'een the south and north, and the %anto>pop7song culture8 is

also a pro"otor of %antonese. o %antonese is being studied inother parts of %hina.

f course there are opposition about this. o"e 'ill said it’s a

backpedaling of the linguistic develop"ent in %hina, but there are

also so"e people 'ho feel not surprised, because the$ thought

that the functions and the po'er of a dialect cannot be

underesti"ated and ignored.

P25~~~~

o' "uch diversit$ can %hina take in and allo'

P2-~~~~

%onclusion

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