2013年4月20日 星期六

Public participation of ethnic minorities due to the official language of Hong Kong

Hong Kong is now adopting both Chinese and English as official languages. Although English is more privileged in many circumstances, Chinese is also critical in public participation in government. It is observed that the current official language policy has prevented ethnic minorities in joining civil service.

Since the handover of Hong Kong, between 1997 and 2011, the Hong Kong civil service did not hire any ethnic minority as new recruits. Before handover, the language requirement for being a civil servant can be solely by English. Therefore ethnic minorities can pass the aptitude test and interview despite they have poor Chinese. However, since the revision of civil service recruitment requirements in 2003 which unified the language requirements for all applicants and raising the required Chinese standards, the door to civil service shut for most of the ethnic minorities. It is not the ethnic minorities wrong to have poor Chinese standard. The local education system is not effective in helping the ethnic minorities who are learning Chinese as a second language to be capable in exercising their civil rights and responsibilities. 

There are around 450000 ethnic minorities live in Hong Kong, which accounts for 6.4% of population. Yet, there is insufficient representation of ethnic minorities in both executive and legislative powers. There is no ethnic minority legislative councilor in LegCo as well as in Executive Council. It is difficult for ethnic minorities to voice out their opinions on policy making and this undermines their participation in public affairs as well.


The government is passive in helping ethnic minorities to adapt to Chinese-speaking environment. Fortunately, there are many non-governmental organizations offer helps and fight for the rights of ethnic minorities. For example, Hong Kong Unison has successfully urged the Hong Kong Police Force to revise the recruitment procedures for police constables and probationary inspectors in 2011. It now consider other language proficiency for ethnic minorities like Indian, Pakistan apart from English and Chinese competency. It has launched a pilot scheme in 2011 to hire ethnic minority youths as Police Community Liaison Assistants in 5 selected police districts. Ethnic minorities is part of our society and they should be inclusive in our society. It is certain that their rights should be protected. I hope that government can really provide flexibility in language policy for ethnic minorities. Only With equal opportunities and hope, ethnic minorities can build their roots and sense of belonging in Hong Kong. 

Reference:
Now TV. (2013). 王惠芬:政府予少數族裔資助用不得其所. Retrieved from http://hk.news.yahoo.com/video/%E7%8E%8B%E6%83%A0%E8%8A%AC-%E6%94%BF%E5%BA%9C%E4%BA%88%E5%B0%91%E6%95%B8%E6%97%8F%E8%A3%94%E8%B3%87%E5%8A%A9%E7%94%A8%E4%B8%8D%E5%BE%97%E5%85%B6%E6%89%80-042601962.html

Hong Kong Unison (2013). Civil Servant Recruitment Policy. Retrieved from
http://www.unison.org.hk/CivilServantRecruitmentPolicy.php

2013年4月19日 星期五

Background of HKSAR official language policy

Hong Kong is currently under the 'one country, two system' principle and is a Special Administrative Region of the People's Republic of China. At present, the official languages of Hong Kong are Chinese and English. The majority of the population speak Cantonese, accounting for 89.5% of the population. Meanwhile, English plays an important role in professional workplace environments, such as the business and legal sectors. It is also used in the Government. This official language policy gives rise to a great number of bilingual and trilingual speakers of Chinese and English, and affects Hong Kong in various ways.

Hong Kong was a former British colony and English is still used as an official language. The British rule lasted from 1842 to 1997. After the handover, Hong Kong became a Special Administrative Region of the People's Republic of China on 1 July 1997. Historical and political factors contribute to the language policy of Hong Kong nowadays.

Such a language policy leads to different degrees of conflicts and raises a number of problems. From the Education aspect, Hong Kong citizens' language ability in Chinese and English affects their chances of pursuing higher education. From the tradition of public examination system in Hong Kong, we can see the significant role of Chinese and English language ability in attaining success. The education policy also creates an unfavorable environment for linguistic minority students and increases the difficulty for them to assimilate into the Hong Kong society. Since it is crucial for employees to be well-equipped with Chinese and English language ability in order to find a job or climb up the corporate ladder, Hong Kong's language policy may put citizens with lower education level or language ability in a disadvantaged position.

 Although it is claimed that Chinese and English have equal status, this statement is questionable. Hong Kong culture is also deeply related to the languages used in this region, and when there is an imbalance of status in languages, one may dominate the others and cause a loss of cultures and customs.

This is why the Hong Kong Government should carefully implement language policies in Hong Kong, consider the impacts on different stakeholders and strike a balance.



Reference
GovHK (2013) Hong Kong - The Facts. Retrieved from http://www.gov.hk/en/about/abouthk/facts.htm

Legco (2013) History of the Legislature. Retrieved from
http://www.legco.gov.hk/general/english/intro/hist_lc.htm

Peter Dickson & Alister Cumming (1996) Hong Kong Language Policy. National Profiles of Language Education in 25 Countries. Berkshire, England: National Foundation for Educational
Research. Retrieved from
http://www.cbs.polyu.edu.hk/ctdso/paper/lang%20in%20ed%20hk%20.pdf

2013年4月17日 星期三

Raising status of Cantonese for Hong Kong culture


          In the previous entry, we have discussed the importance of language towards culture. Trying to promote English and Mandarin more than our own local language, does the language policy dampen the interest of citizens towards Hong Kong and Chinese culture?

          Under the emphasis of “bi-literacy and tri-lingualism” by the HKSAR, Cantonese shares the same status as English and Putonghua at the legal and legislative level. However, the resources directed into development of each language are not well-balanced. Following this policy, a government-funded Standing Committee on Language Education and Research (SCOLAR) spent a lot on developing language. However, English and Putonghua are stressed, by holding Summer Immersion Program in Putonghua and Workplace English Campaign, yet Cantonese promotion is scant in 1998-2005(Lee and Leung, 2012).

          In addition, Hong Kong citizens view improving Cantonese as unnecessary because over half of the interviewee in a survey done in 2009 indicates they would rather spend money on English and Putonghua. Nevertheless, a language does not only serve as a communication tool. Cantonese is shaped by the daily change of Hong Kong Community, habits of different walks and education background(Lee and Leung, 2012). In the other words, Cantonese is a historical record of Hong Kong culture and social characteristic, and is a unique present for every local Hong Kong people. There is concern that this undervaluation of Cantonese will soon lead to elimination of Hong Kong culture.

          Interestingly, Cantonese seems to be thriving in Hong Kong despite the practice of language policy. The HK government census in 2009 shows Cantonese is “the most frequently used” language in both non-workplace and workplace settings, while English and Putonghua only reach the level of “infrequently used” and “most infrequently used” respectively(Lee and Leung, 2012). But this current data does not necessarily mean that this situation will last, based on the fact of unawareness of citizens.

          Singapore is a cosmopolitan city same as Hong Kong. Under its bilingual education policy, students learn English as first language while the mother tongue serves as “second language”. This decision is made in view of the globalization and benefit in world trade and competition. The results turn out to be lowering the language proficiency in citizens who develop a non-understandable hybrid “Singlish”. Besides, the students reduce interest in learning mother tongue. The Singapore government now has to work on preserving “Asian culture” and national identity(Vaish, 2006). From this example, we can see the power of language policy on the community, culture and linguistic ecosystem.

          When the Chinese People’s Political Consultative Conference proposed Guangzhou TV must broadcast in Mandarin in 2010, Hong Kong people gathered in unity and fight for Cantonese (Branigan, 2010). In urgent incident, Hong Kong people do show their value in Cantonese and hence the local culture. Unluckily, we cannot solely rely on these incidents to raise awareness on citizens. Fine-tuning the language policy will be a long-term effective measure to preserve Hong Kong culture.

         Cantonese is the mother tongue of Hong Kong and bears our history and culture. The HK government has to pour more resources on promoting Cantonese in order to prevent local culture elimination. Preserving this unique gift will be an urgent action.

Reference:
Branigan T. (2010). Protesters gather in Guangzhou to protect Cantonese language. The Guardian. Retrieved from http://www.guardian.co.uk/world/2010/jul/25/protesters-guangzhou-protect-cantonese
Lee K.S. and Leung W.M. (2012) The status of Cantonese in the education policy of Hong Kong. Multilingual Education. Volume 2. Issue 2.
Vaish V. (2006) Globalization and multilingualism in Singapore: Implications for a hybrid identity. American Educational Research Association

2013年4月16日 星期二

Relationship of language and culture


The “bi-literacy and tri-lingualism” policy has been implemented by the HK government to promote citizen’s proficiency in Cantonese (mother tongue), Mandarin and English. As language is closely linked to the culture it come from and English tends to dominant in Hong Kong education system, concerns about eroding Chinese culture by this policy have been raised.

Politeness is an inseparable component of daily communication which can reflect the cultural background and habit of different societies. Meanwhile, China is renowned as “the kingdom of politeness” so the article is chosen to investigate the effect of language on this important cultural aspect for Chinese (Lu, 2009).

Taking farewell as an example, English provides vocabulary such as “See you” and “Good luck”; while Chinese provides expression which contains deeper and concrete wish for that leaving person, e.g. man zou (Walk slowly) and yi lu shun feng (Have a nice trip). These may look weird in English speaker because these cultural concepts are implanted in the mother language. Language is a tool for us to construct idea which is heavily influenced by culture. Consequently, it is difficult to explain thoroughly in another language which bears a complete different set of cultural value.

The above example indicates culture is language-specific. To understand and experience a culture well, we need to be competent in that mother language. Learning Chinese culture does not only let us understand the importance and ways of practicing filial deity, making loyal friends and even ruling “the world under heaven”(Tien Sha), it also promotes sense of belonging, harmony between mainlander and Hong Kong people, and identification of nationality (especially for Hong Kong being a post-colonial place). The historical Chinese culture and wisdom may not be able to pass down through generation if a foreign language dominant in Hong Kong.

    Tri-lingualism is not a pure devil in cultural aspect. As we discussed early on, learning foreign language helps understand the foreign culture. Learning language is a process of cultural exchange, boosted by globalization. We may then be able to learn the long-coming of another culture and hence improve our own. The US government has legislated foreign language study in order to prevent cultural isolation and increase competitiveness in world trade (Sorenson, 2011).

    Nevertheless, balance is lost and English weighs heavier than Cantonese or Mandarin, this may lead to erosion of mother tongue which is part of the Hong Kong local culture. Inadequate exposure to Chinese, and hence the culture, may reduce students’ interest in our own country or even develop a worshiping in the Western culture.

    To conclude, language is crucial in cultural learning. Without adequate exposure and learning, we may not be able to preserve our own culture from generations to generations.




Reference:
Lu, Y. (2009). Cultural Differences of Politeness in English and Chinese. Asian Social Science. Volume 5. Issue 6.
The Staradvertiser. (2011). Multilingualism promotes cultural understanding. Retrieved from http://www.staradvertiser.com/editorials/20110210_Multilingualism_promotes_cultural_understanding.html?id=115701479.

2013年4月12日 星期五

How Official Language Policy affect our society?


                    Since the handover of Hong Kong in 1997, Chinese and English have been the official languages in Hong Kong, in which bi-literacy and tri-lingualism were adopted. According to the Hong Kong yearbook of 2006, this official language policy is used to maintain and develop the Chinese-English proficient civil service, where Chinese and English are the written forms, while Cantonese, Putonghua and English are the spoken forms. It is also believed that another of the aim of this policy emerged after the resumption of sovereignty in 1997 was to strike a balance between the status of English, Cantonese and Putonghua.(Hu, 2007) However, after the official language policy was being used for around 25 years, were the expected outcomes being fulfilled? How did the official language policy affect the language uses in our society? Did the transition cause any problems? To discuss these interesting questions, it is necessary to dig into this issues through various aspects, namely through workplaces, the government, media and also social interactions.

                    In our modern society, the language capability to communicate in Chinese and English is indispensably important and is of great demand. Thus, not only privates institutions, even some local community centers as well as the government help promote the importance and uses of Chinese and English through offering courses or even some campaigns. Both official languages were used in different official websites, telephone hotlines, seminars, competitions and also guidebooks on English-Chinese glossaries and Chinese-English glossaries of terms often used in government departments.(Yearbook of 2006) There are Chinese courses provided for foreigners and also Putonghua courses and qualification examinations, but the majority of them are English courses aimed at improving the writing, listening, reading and speaking skills of participants so as to assist them on their career paths, workplace adaptations or communications in daily lives. For instance, the Elder Academy held events of “Speak English” to provide elderly to be given an opportunity to learn English and to apply what they have learnt. As in the case of the government, to consolidate the competitiveness and the status of Hong Kong as an international city emphasizing commerce, economics and tourism, Workplace English Campaign was implemented in the year of 2000. The education and promotion of this campaign came in a diverse format, television programs such as “English Made Easy” and “English Everywhere – Work Chat” were some of the examples. More information can be found through the following links:
The above activities seems to point out that Hong Kong people has the need to improve their language proficiencies, is that actually a need or simply a facilitation?

                         As I mentioned before, we have to look into the issue in depth, the workplace will be an aspect to start with. It is found that most public settings value language ability of employees, similarly, in the general entrance requirement of the government, one has to prove her capability of both Chinese and English languages through passing a certain levels in the entrance papers of Chinese and English languages applications. Some other qualifications from GCE A levels, GCE A Level English Language or IELTS were also accepted. While different occupations and positions have different criteria on the levels required to attend. However, what is worth-noting is that some specific occupations are discovered to have differences on the English and Chinese levels requirement. More specifically, some occupations like government lawyers, legal aid lawyers and lawyers are required to attend an English level of 2 and a Chinese level of 1. Although it is understandable that English uses in higher level environment like the courts are more advanced and sophisticated, thus demand a higher level of English proficiency, however, Chinese is at the same time a vital language in the courts if hearings are conducted in Chinese. The above imbalance of language requirements suggests the society somehow value more on English standards in the ways that concern its coverage and depth. Apart from that, private enterprises of various professions ranging from tourism, medical field, international companies, service sectors like restaurants, logistic, religious institutes, technological industry and banking sectors also explore self-initiated English enhancement programs and tests for employees to join. Swire Travel Limited, IDS logistics, Tai Hing Roast Restaurant Group are some of the above. In which, the language courses bias towards English.

                              Beyond the influence over the workplace is the government, which the judicial system in Hong Kong will be focused. One of the biggest changes from the hand-over occurred in the judicial system under the intervention of the government. Introducing of Chinese into the official language in the territory in 1974 and enactment of the Official Language Ordinance in July 1995 set off the usage of either English or Chinese at all levels of courts.( Legislative Council Secretariat, 2012) Numerous arrangements have been made to introduce Chinese into the judicial system. English-Chinese and Chines-English Glossary of Legal Terms intended to provide handy reference tools in locating bilingual legal terms in legislation were published in 2004 and 1999. Up till 31 October 2011, the number of fully bilingual court judges were 115 out of 150 so as to ensure they can master the skills in preparing, delivering and conducting the hearings in Chinese.( Legislative Council Secretariat, 2012) The system of introducing court interpreters were also made to ensure proper process during the hearings. The above amendments show that Chinese is increasingly being applicable after once being the colonial of Britain. Yet, problems emerge as the renovation proceeds, for instance, language barrier may occur when accused, litigants or witnesses do not have adequate proficiency in the language chosen to be conducted during the hearings. Not only this causes inconvenience, since the expression may not be precise or accurate enough, this may lead to occurrence of disadvantages. Other than that, the process of deciding whether to use Chinese or English may lengthen the hearing process, which may in turns increase the expenditures and increase the time consumed. These problems reflect a situation that although the government has been making great efforts on maintaining trilingualism smoothly, the effects show that revolution was not thorough enough and more time is required.

                              Lastly, under the influence of official language policy, both the usage of Cantonese and English in Hong Kong are frequent, not only in our daily conversation, but also in the Hong Kong media.(Lee, 1999) According to Regan(2003), unlike Singapore and India who also adopted mutilingualism, Hong Kong is largely monolinguistic and monocultural in daily life interactions along with the English proposing a great effect due to education and utility of English as an international language and auxiliary language in most sectors. Leading to phenomena of code-mixing and code-switching, which mean the habit of some bilinguals of using both Chinese and English while speaking or writing. He describes the general phenomenon to be interspersion of English elements (usually single words) into Cantonese. Besides, Chinglish is found to be unconsciously and purposely used in daily life of Hong Kong people to the extent that even affect their normal conversations and writings, indicating a drop in English proficiency of some Hong Kong people.
More can be found out after watching the following video:
星期日檔案 「港」英文
http://video.online.hk/watch/26896
From the South China Morning post(Lee, 2012), it indicated that the English proficiency of Hong Kong people dropped from international ranking of 12th to 25th out of 54 non-English-Speaking countries. It is alarming and reflective to how Hong Kong is now experiencing a fall of English language skills and interfere of code-mixing.

                          In light of the above, the official language policy or in the other words the bi-literacy and tri-lingualism of Hong Kong has already deeply embed into our society, on one hand, some applications were not well developed enough as they are moving forwards with the adaptation; on the other side, the blending of Chinese and English can be confusing and may lead to misunderstanding during communication. Meanwhile, in response to the earlier-raised questions, the effects of the policy are in a flourishing trend, which means it is still undergoing modifications, there are still problems to be alleviated. And they are mainly imbalance of status and significances of Chinese and English, decrease in English proficiency of Hong Kong people and also some other practical troubles encountered, as in the situation of the judicial system.

                          The following video is an episode of a political series show, this may give you some new insights on the topic of how official language policy affect the society. It has to be aware that the production team of this video has an argument and opinion over this topic which is rather subjective, but nevertheless it provides some provocative information and ideas.


References          
Hong Kong Yearbook. (2006).
Hu, Liya. (2007). Language Policy, Practice and Diglossia in Colonial and Post-Colonial Hong Kong. The Annual of Language & Politics and Politics of Identity.  roč. 1, č. s. 87-94.
Legislative Council Secretariat. (2012). Use of Chinese in court proceedings.
Lee, Micky Pui Yin. (1999). Code-switching in Hong Kong popular magazines: a critical discourse analysis of media texts. Department of English, City University of Hong Kong.
Regan, Peter Mark James. (2003). Current Attitudes Towards Language and Code-mixing in Hong Kong. Australia- Asia: Research and Education Foundation. Issue 13. TESOL Program, University of Tasmania.

Newspaper
Lee, Ada. (2012). HK Drops in Global Survey of English Proficiency. South China Morning Post.

Websites
Workplace English Campaign
Workplace English Campaign Channels
The Government entrance requirement


How economic considerations affect the language policy of the HKSAR Government?


The language policy of the HKSAR Government was made with the economic considerations to maintain the status of Hong Kong as the international financial center. The official language in Hong Kong is Chinese for written, Cantonese for spoken and English for both. The policy is known as bi-literacy and trilingualism. The decision was made with economic concerns.


For English, it once was the only official language during the colonized Hong Kong, but why was it still kept as an official language after the handover in 1997? Some considerations were linked with the economic development of Hong Kong. The trading relationships between Hong Kong and other Western countries like the United States were established a long time ago, it would be inconvenient for Hong Kong people to trade if English was removed from the official language. Therefore, for the sake of trading and steady economic development, it is important to keep English as the official language to attract more foreign investment as 85% of the 500 top international organizations use English to be their official language.


Even secondary students in Hong Kong know about the economic importance of English. To them, English is the symbol of economic power. It is the reason why those secondary schools with English as the medium of instruction are more popular than those with Chinese as the medium of instruction. It is because the students think that studying in a CMI school cannot help them to gain more economic capital in the future due to their poor English.


For written Chinese, it has its own importance to be an official language due to economic reasons. Written Chinese was listed as an official language in order to hold the bonding between Hong Kong and the mainland to gain more economic benefits. It is easier to communicate between Hong Kong people and mainlanders when English was not so popular in the mainland in the early-1990s.


For Putonghua, though it is not regarded as an official language in Hong Kong, its status is raising continuously and rapidly in recent years due to economic reasons. China is now one of the biggest trading countries in the world and the number of mainland tourist to Hong Kong is increasing. These two factors are offering Hong Kong with great economic interests. Thus, many policies were introduced to increase the status of Putonghua and kept Hong Kong’s economy developing. For example, Putonghua was included in the curriculum in 1998 because it was similar to English – it could offer the economic interests to Hong Kong during that time. Also, nowadays, many primary students were taught with Putonghua during Chinese lesson. This is because the governments and parents see the shining future of China’s economy and they both demanded such a change. This can prove that the raising status of Putonghua is mainly due to economic reasons.


In conclusion, language policy in Hong Kong is affected by economic consideration largely. The Hong Kong government now still maintain the importance of English for trading with the West while stressing on the importance of Putonghua in the same time to be closer with China economically.


Reference:
Language Policy, Practice and Diglossia in Colonial and Post-Colonial Hong Kong
Language policy - China & HK

Problems faced by linguistic minority students in Hong Kong public education system




The position of Hong Kong government is that “all children, regardless of their race, are eligible to study in a public sector school”, and minority children should have the right to choose same schools as other students in Hong Kong. However, many linguistic minority students face language-related difficulties in primary, secondary and post-secondary education, which are listed as follow.

1.      Limited access to public education
Statistics shows that there are very few students from linguistic minorities continue their studies in secondary public sector. There are 5583 students studying in primary public sector, while only 3272 students continue their study in secondary public sector in 2007-2008. Since there are insufficient information of schools provided to minorities' parents, they often have difficulties to admit their children in public schools.

2.      Inadequate language support for language minorities students
Minority students and local students start studying Chinese on different ground. It is unfair that the EDB do not develop a separate Chinese curriculum for them. Without core curriculum, schools are lack of suitable textbooks and materials for linguistic minorities. Teachers find it hard to prepare specialized materials to teach students Chinese as a second language. Also, teachers are not well-trained. They have difficulty in handling minorities students in different ability levels. The classes are large which makes it difficult to provide individual attention to meet different needs.

3.      Difficulty in adopting CMI primary school and access to secondary school
Though government advocates in involving minorities in mainstream CMI education, little or no language support is provided for the minorities in schools. Therefore their literacy in Chinese remains at a low level. It is estimated that there is at least a four-year learning gap between minority students and native speakers in Chinese proficiency. Though there are 16 designated primary schools providing tailor-made Chinese classes for linguistic minorities, it is not enough to cope with the increasing demand of linguistic minorities.

Since CMI students tend to have a lower level of English proficiency, linguistic minorities face a dilemma in having insufficient Chinese and English to learn in both CMI and EMI secondary schools. They are unable to keep up with local students in study. There are a few designated secondary schools which commonly take minority students and have flexible medium of instruction to suit the minorities. Most of them teach students in English, or open a separate EMI section for them. However, they cannot provide a Chinese language learning environment for students which slows down their pace of learning Chinese in school.

4.      Difficulty in admitting to tertiary education and finding a job
Poor performance in Chinese contributed most to the insignificant performance of linguistic minority students in Hong Kong public exam when compared to local students. Therefore very few of them receive offers for tertiary places. Although linguistic minority students in secondary schools mainly study in English, proficiency in Chinese is still essential for most jobs in Hong Kong. However, there is a senior teacher in a designated secondary school estimated the Chinese proficiency of his minority students is no more than equivalent to a P.2 native Chinese-speaking student on average. The comparative weak Chinese skills definitely hinder minority students in finding jobs.

Although Hong Kong government wants to promote Chinese learning and bilingual education in linguistic minorities, it does not have a long-term planning in education. It is suggested that Chinese should be taught in kindergarten in order to build a solid Chinese language background for language minorities. Also, a separate Chinese language system should be set up for linguistic minorities in both education syllabus and exam. Chinese should be taught to language minorities as second language. It helps facilitate teaching and ensures the syllabus is tailor-made for them. Moreover, more vocational trainings should be provided to teachers to ensure teaching quality.

The right of to be educated is described a “multiplier right”, which can ensure the fulfillment of freedom of speech and other rights. Therefore it is important to let linguistic minority students to be fluent and able to function effectively in Chinese, the most common language used in Hong Kong. Without solving the above problems, language barrier will continue to limit minorities in exercising their fundamental rights and participating in Hong Kong society.

Reference:
1. Sarah Carmichael. (2009). Language rights in education: a study of Hong Kong’s linguistic minorities .
Retrieved from http://www.law.hku.hk/ccpl/pub/Documents/Occasional_Paper_19.pdf

2. HKCSS. (2013). 香港的少數族裔系列 (1/2) 教育制度不利少數族裔學生升學. Retrieved from https://www.youtube.com/watch?v=sG5-J_RB-_o