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Multilingual Hong Kong: Languages, Literacies and Identities 1st ed. 2017 [Kietas viršelis]

  • Formatas: Hardback, 296 pages, aukštis x plotis: 235x155 mm, weight: 6033 g, 29 Illustrations, black and white; XXIII, 296 p. 29 illus., 1 Hardback
  • Serija: Multilingual Education 19
  • Išleidimo metai: 18-Jan-2017
  • Leidėjas: Springer International Publishing AG
  • ISBN-10: 3319441930
  • ISBN-13: 9783319441931
Kitos knygos pagal šią temą:
Multilingual Hong Kong: Languages, Literacies and Identities 1st ed. 2017Didesnis paveikslėlis
  • Formatas: Hardback, 296 pages, aukštis x plotis: 235x155 mm, weight: 6033 g, 29 Illustrations, black and white; XXIII, 296 p. 29 illus., 1 Hardback
  • Serija: Multilingual Education 19
  • Išleidimo metai: 18-Jan-2017
  • Leidėjas: Springer International Publishing AG
  • ISBN-10: 3319441930
  • ISBN-13: 9783319441931
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9783319441931.html
Raktažodžiai:
This volume gives an up-to-date account of the language situation and social context in multilingual Hong Kong. After an in-depth, interpretive analysis of various language contact phenomena, it shows why it is such a tall order for Hongkongers to live up to the Special Administrative Region government"s language policy goalpost, "biliteracy and trilingualism". A detailed contrastive analysis between Cantonese and (a) English, (b) Modern Written Chinese, and (c) Putonghua helps explain the nature of the linguistic and acquisitional challenges involved. Economic forces and sociopolitical realities helped shape the "mother tongue education" or "dual MoI streaming" policy since September 1998. The book provides a critical review of the significant milestones and key policy documents from the early 1990s, and outlines the concerns of stakeholders at the receiving end. Another MoI debate concerns the feasibility and desirability of teaching Chinese in Putonghua (TCP). Based on a critic

al review of the TCP literature and recent psycholinguistic and neuroscience research, the language-in-education policy implications are discussed, followed by a few recommendations. Hongkongers of South Asian descent saw their life chances curtailed as a result of the post-1997 changes in the language requirements for gaining access to civil service positions and higher education. Based on a study of 15 South Asian undergraduate students" prior language learning experiences, recommendations are made to help redress that social inequity problem.

1. The Hong Kong Language Context.- 2. Language Contact: Sociolinguistic Context and Linguistic Outcomes.- 3. Challenges in Acquiring Standard Written Chinese (SWC) and Putonghua.- 4. Challenges in Acquiring English for Academic Purposes (EAP).- 5. Medium-of-instruction Debate I: Mother Tongue Education and the Dual MoI Streaming Policy (1998-).- 6. Towards "Biliteracy and Trilingualism" in Hong Kong (SAR): Problems, Dilemmas, and Stakeholders" Views.- 7. Medium-of instruction Debate II: Teaching Chinese in Putonghua (TCP)?.- 8. Meeting South Asian HongKongers" Needs for Chinese Literacy.- 9. Issues in Language Policy and Planning: Summary and Recommendations

Recenzijos

Multilingual Hong Kong: Languages, Literacies and Identities is recommended reading for researchers with an interest in the linguistic Situation of Hong Kong, especially for those whose work is on multilingualism in post-colonial societies. (Bernie Chun Nam Mak, Pragmatics and Society, Vol. 10 (2), July, 2019) David Li's book is therefore highly welcome, as it provides the reader with a thorough and up-to-date overview of the medium-of-instruction policies and debates in Hong Kong, while at the same time situating the policies within their historical and sociopolitical contexts. this is an invaluable book for policy-makers in Hong Kong and elsewhere, as well as researchers working in the areas of language policy and planning, sociolinguistics and multilingual education. (Jean-Jacques Weber, Journal of Sociolinguistics, Vol. 21 (4), September, 2017)



Nevertheless, in skillfully combining extensive studies with rich data and rigorous analysis, this is one of the most reader-friendly books I have ever read about multilingual Hong Kong. It is a page-turner that dwells upon complete factual grounds and highly clear exposition. I believe that the book is destined to become a required reading for those who share the same interest in multilingual Hong Kong as myself. (Ye Zhu, The Journal of Asia TEFL, Vol. 3, 2017) 

1 The Hong Kong Language Context
1(20)
1.1 Introduction
1(5)
1.2 Plurilingual Hongkongers, Multilingual Hong Kong
6(2)
1.3 Biliteracy in Chinese and English
8(4)
1.4 Ethnolinguistic Identities
12(3)
1.5 Synopsis of the Book
15(6)
References
17(4)
2 Language Contact: Sociolinguistic Context and Linguistic Outcomes
21(50)
2.1 Impact of English on Hong Kong Cantonese
21(2)
2.2 Plurilingual Interaction: Mobilizing All Linguistic Resources to Make Meaning
23(14)
2.3 Influence of English on Hong Kong Written Chinese (HKWC)
37(16)
2.4 Terms of Address: Lexical Transference in Colloquial Cantonese
53(3)
2.5 Code-Switching, Code-Mixing, Translanguaging, Translingual Practice
56(15)
2.5.1 Social Motivation: Negotiation of Identity
59(2)
2.5.2 Linguistic Motivation: From Code-Switching to Translanguaging and Translingual Practice
61(5)
References
66(5)
3 Challenges in Acquiring Standard Written Chinese and Putonghua
71(38)
3.1 Introduction
71(2)
3.2 Cantonese-L1 Hongkongers' SWC Literacy Development: A Linguistic Challenge
73(14)
3.2.1 Standard Written Chinese Is Infused with Classical Chinese (Wenyan) Elements
74(2)
3.2.2 Written Chinese: A Non-alphabetic, Logographic Writing System
76(5)
3.2.3 Choice of a Mandarin-/Putonghua-based Dialect as the National Language: Vernacular Literacy Excluded from School Literacy in Dialect Areas
81(2)
3.2.4 New Communication Technologies as a Challenge to Maintaining Chinese Literacy
83(4)
3.3 Cantonese-L1 Hongkongers' Acquisition of Putonghua: A Linguistic Challenge
87(7)
3.4 Developing Chinese Literacy and Putonghua Fluency: A Big Challenge
94(7)
3.5 Is Putonghua Easier to Learn Than English?
101(8)
References
102(7)
4 Challenges in Acquiring English for Academic Purposes (EAP)
109(36)
4.1 Introduction
109(4)
4.2 Some Salient Typological Differences Between English (Indo-European) and Chinese (Sino-Tibetan)
113(2)
4.3 English Pronunciation (RP): Common Problems and Difficulties Encountered by Cantonese-L1 EFL Learners
115(3)
4.4 Non-standard Lexico-grammatical Features
118(21)
4.4.1 Deviation from EAP 1: Misplacement of the Intensifying Adverb Very (Elementary)
121(1)
4.4.2 Deviation from EAP 2: Expressing Existential Meaning Using `There HAVE' (Elementary)
122(1)
4.4.3 Deviation from EAP 3: The `Somewhere Has Something' Problem (Elementary)
123(2)
4.4.4 Deviation from EAP 4: Topic-prominent Structure (Elementary)
125(1)
4.4.5 Deviation from EAP 5: `Pseudo-tough Movement' (Intermediate)
126(2)
4.4.6 Deviation from EAP 6: Independent Clause as Subject (Intermediate)
128(3)
4.4.7 Deviation from EAP 7: Missing Relative Pronoun (Intermediate)
131(1)
4.4.8 Deviation from EAP 8: Dangling Modifier (Intermediate)
132(1)
4.4.9 Deviation from EAP 9: The `too Adj. to VP' Structure (Intermediate)
132(1)
4.4.10 Deviation from EAP 10: Periphrastic Topic-Constructions (Intermediate)
133(2)
4.4.11 Deviation from EAP 11: On the Contrary (Intermediate)
135(2)
4.4.12 Deviation from EAP 12: Concern (v.) / Be concerned about/with (Intermediate)
137(2)
4.5 Deviation from EAP 13: Q-A Sequence Involving `Negative Yes-No Questions'
139(1)
4.6 Conclusion
140(5)
References
141(4)
5 Medium-of-Instruction Debate I: Mother Tongue Education and the Dual Mol Streaming Policy (1998--)
145(34)
5.1 Introduction
145(2)
5.2 Language-in-Education Policy: From Goal-setting (1970s) to Implementation (1998)
147(6)
5.3 Dual Mol Streaming Proposal (ECR4 1990): Questionable Premises
153(7)
5.3.1 Threshold Hypothesis and Interdependence Hypothesis
153(1)
5.3.2 Maximum Exposure Hypothesis
154(2)
5.3.3 Economic Forces: Societal Need for English
156(2)
5.3.4 Social Forces: Local Parents' Preference for English
158(2)
5.4 Discussion
160(11)
5.4.1 Dual Mol Streaming: A Controversial and Socially Divisive Policy
160(1)
5.4.2 Scapegoating CCS and `Mixed Code': Misguided Justification of Segregated Monolingual Instruction
161(6)
5.4.3 Outdated Monolingual Classroom Language Ideology
167(3)
5.4.4 Policy Implications: De-stigmatizing Translanguaging and Researching Pedagogically Sound Translanguaging Practices in the Classroom
170(1)
5.5 Conclusion
171(8)
References
173(6)
6 Towards `Biliteracy and Trilingualism' in Hong Kong (SAR): Problems, Dilemmas, and Stakeholders' Views
179(24)
6.1 Hong Kong SAR's Language-in-Education Policy: Biliteracy and Trilingualism
179(2)
6.2 Learning English and Putonghua: Two Unfavourable Acquisitional Factors
181(5)
6.2.1 English in Hong Kong (SAR): Second Language or Foreign Language?
181(3)
6.2.2 Typological Distance Between Chinese and English, and Linguistic Differences Between Cantonese and Putonghua
184(2)
6.3 Toward Biliteracy and Trilingualism: Challenges and Dilemmas in the Mol Debate
186(4)
6.4 The Mol Debate: Key Stakeholders' Concerns
190(5)
6.5 Conclusion
195(8)
References
197(6)
7 Medium-of-Instruction Debate II: Teaching Chinese in Putonghua (TCP)?
203(38)
7.1 Introduction
203(4)
7.2 Psycholinguistic Research in Reading and Literacy Development in L1 and L2
207(5)
7.3 Critical Period and Neurobiological Window of Language Acquisition: Insights from Neuroscience Research
212(8)
7.4 Learning Putonghua as an Additional Language: A Sequential Approach to Developing Additive Bilingualism
220(2)
7.5 Teaching Putonghua to Cantonese-L1 Learners: Proposed Strategies
222(19)
References
231(10)
8 Meeting South Asian Hongkongers' Needs for Chinese Literacy
241(30)
8.1 Introduction
241(4)
8.2 This Study
245(2)
8.3 Results: South Asian Students' Chinese Literacy Gap
247(5)
8.4 Discussion and Recommendations
252(7)
8.5 Hong Kong SAR Government's Support Measures and Their Effectiveness
259(1)
8.6 Conclusion
260(11)
Appendix
262(1)
Questionnaire for Focus Group Interview with South Asian Student Participants
262(5)
References
267(4)
9 Issues in Language Policy and Planning: Summary and Recommendations
271(22)
9.1 Introduction
271(8)
9.2 Language Policy Issues
279(9)
9.2.1 De-stigmatizing CMI Students and Schools
279(1)
9.2.2 Rethinking Late EMI Immersion and the `Maximum Exposure, No Mixing' Guideline
280(2)
9.2.3 Strengthening Exposure to English and Putonghua in Preschool (K1--K3) and Early Primary (P1--P3)
282(2)
9.2.4 Using Audio-visually Enriched Materials to Teach English and Putonghua
284(2)
9.2.5 Teaching Pinyin Systematically in Primary 1 as Putonghua Learning Aid
286(1)
9.2.6 Meeting Non-Chinese, Especially South(east) Asian Students' Needs for Cantonese and Standard Written Chinese (SWC)
287(1)
9.3 Language Planning Issues
288(4)
9.3.1 Status Planning: English and Putonghua
288(3)
9.3.2 Attracting Linguistically Gifted and Academically Talented Students to Join the Teaching Profession
291(1)
9.4 Epilogue
292(1)
References 293