Pinyin news

My friend Michael Cannings has just unveiled his new Web site on the Taiwanese language, Tailingua. Here is how he introduces it:

Taiwanese is a Chinese language spoken by two-thirds of the population of Taiwan. It forms one dialect of the group known as Southern Min, which has a total of around forty-nine million native speakers, making it the twenty-first most widely-spoken language in the world.

However, there is very little information in English available on the internet (or in print, for that matter) about Southern Min in general, and Taiwanese in particular - a lack that Tailingua is designed to remedy, at least in part.

The site provides concise summaries of romanization and other methods for writing Taiwanese. It also offers fonts, input methods, a list of useful books, and more.

A very promising beginning!

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Imagine some white guys in a fairly large U.S. city open a restaurant named “Mr. Taiwan Slant-Eyes Asian Cuisine.” And imagine that this restaurant specializes in distinctly Americanized dishes such as egg foo yong, fortune cookies, and California wraps. Now imagine the response. Isn’t this fun?

OK, now imagine a different situation: In Taiwan’s fifth-largest city some locals open a place specializing in Taiwanized Western food and dub their restaurant “Miss UK Cafe Pointy-Nose Foreign Food.”

As you’ve probably guessed, the second scenario is real. The “Miss UK Cafe ㄚ度仔 異國美食” (Miss UK Cafe a-tok-a yìguó měishí) recently opened not far from my apartment in Banqiao.

A-tok-a (ㄚ度仔) is Taiwanese for “pointy nose” (i.e., Westerner), though perhaps the common translation of “big nose” conveys the spirit a little better. As Tempo Gain explains in the Forumosa thread on this word, “the initial ‘a’ often preceds names, and the final ‘a’ often is attached to nouns like the Mandarin ‘zi’ haizi, chezi, etc.”

Although most foreigners I know in Taiwan find the use of a-tok-a offensive to some degree, reactions are usually tempered by the knowledge that the word is very seldom used intentionally as a pejorative. It’s just the word most Hoklo speakers would use for “Westerner,” and they mean nothing bad by this and perhaps even see it as “cute” in a favorable way. So since I’m certain the restaurateurs didn’t intend any insult in choosing this name, I’m not going to carp about this any more than I already have — which is not to say that I will ever buy anything from that restaurant.

It’s still an interesting name, though. (Actually, this is probably two names: the standard one (ㄚ度仔 異國美食), which is for most people, and the English one (Miss UK Cafe), which is probably there in an attempt to look modern/foreign/cool.)

For those keeping count, that’s three scripts and as many languages on just one sign.

• Miss UK Cafe: English, in the Roman alphabet
• ㄚ度仔: Taiwanese, in a mixed script of zhuyin (ㄚ) and Chinese characters
• 異國美食: Mandarin, in Chinese characters

The mixing of scripts in “ㄚ度仔” is representative of the sad fact that most people in Taiwan are unsure how to write Taiwanese. Here are some of the ways this word gets written, along with the number of Google results and Baidu results for that exact phrase.

• ㄚ度仔 Google 555 / Baidu doesn’t recognize the ㄚ
• 阿凸仔 3,440 / Baidu 1,320
• 阿多仔 6,730/ Baidu 13,400
• 阿卓仔 11,300 / Baidu 2,810
• 阿荳仔 12,500 / Baidu 24,700
• 阿豆仔 12,500 / Baidu 24,700 (Google and Baidu apparently refuse to differentiate 荳 and 豆)

Also interesting is the use of yìguó (異國) instead of the more common wàiguó (外國), for “foreign.”

• “異國” Google 1,510,000 / Baidu 14,700,000
• “外國” Google 6,420,000 / Baidu 46,500,000

Yìguó měishí, however, is more common than wàiguó měishí.

• “外國美食” Google 41,100 / Baidu 26,400
• “異國美食” Google 114,000 / Baidu 152,000

This, I suspect, is because yìguó měishí “sounds fancier” because of how relatively common the word waiguo is.

further reading:

• Big Nose in Taiwanese, Forumosa, thread started December 29, 2004
• Darlie/Darkie toothpaste, Wikipedia
• rice pizza = ‘mizza’, Pinyin News (more script mixing)

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David Moser wrote his highly popular work Why Chinese Is So Damn Hard (found right here on Pinyin Info) in the early 1990s. Around the same time he contributed another more academic but still highly readable essay to Sino-Platonic Papers, this one on the topic of “Slips of the Tongue and Pen in Chinese.”

This work has just been reissued for free (2.9 MB PDF).

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The International Taiwan-Denial Association United Nations has declared September 8 International Literacy Day.

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Rubén G. Rumbaut of the University of California, Irvine, has written an interesting study titled The Evolution of Language Competencies, Preferences and Use Among Immigrants and their Children in the United States Today (PDF). It was prepared for the U.S. House Subcommittee on Immigration, Citizenship, Refugees, Border Security, and International Law for a hearing in May on immigration reform and U.S. immigrant integration.

Rumbaut’s findings back up the reputation of the United States as a graveyard for languages. The study has much of interest; but for this post I’ll focus just on Asian languages, which Rumbaut said “can be expected to die out at or near the second generation.”

Of special interest to readers of this site are the figures for foreign language fluency among longitudinal samples of young adult children of immigrants, as surveyed in 1992 (age 14), 1995, and 2002 (age 24).

The groups in the longitudinal study are Mexican, Cuban, Nicaraguan, Colombian, Dominican, Haitian, Filipino, Vietnamese, Laotian & Cambodian, and Chinese. Between 1992 and 2002, the percentages of those who said they could speak their foreign language “very well” increased — often substantially — for every group but two: Vietnamese (dropping from 33.8 percent to 29.7 percent) and Chinese (falling much more sharply, from 29.4 percent to 17.6 percent).

The figures for reading and writing also follow a downward trend among Chinese — and only among Chinese. Moreover, Chinese had the lowest rates among the tracked groups for those who can read very well or write very well. In 2002 a mere 2 percent of the Chinese group reported they could write Chinese very well.

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The most recent issue of Taiwan Review has a number of articles about Taiwan’s aborigines. I found two of them particularly interesting: Giving Indigenous People a Voice, which discusses Taiwan Indigenous TV, a television station established in July 2005 for Taiwan’s aboriginal population, and Whither Aboriginal Education?, which consists of excerpts from a panel discussion.

From “Giving Indigenous People a Voice”:

[T]he station is struggling with how to broadcast to people from 13 tribes, each of which speak a different language and have widely different customs.

“It’s very difficult to be fair,” says station director Masao, himself from the Atayal tribe. “Out of 13 tribes, which tribe’s language do you choose to broadcast in? So we have no choice but to use Mandarin” (the language of the majority Han Chinese population). “Some Atayal viewers complain there’s too little Atayal news. Of course it would be best if every tribe had its own channel, but that’s impossible.”

Another problem the station faces is finding skilled aboriginal staff, especially reporters and technicians, and those who can speak their own tribal language, even if not fluently….

Kolas, who grew up in the city with no aboriginal friends, recalls realizing the importance of being able to speak her own language when she first switched from being a mainstream reporter to being a reporter covering aboriginal issues for TITV.

“I realized that, just because I was an aborigine, it didn’t mean I could get interviews with aborigines. Without speaking their language, it was very hard for me to win their trust and interview them,” she says. She is now studying the Amis language.

Less than 5 percent of aboriginal children can speak their own language, Masao estimates, but like many things concerning aborigines, no solid statistics are available. To encourage the learning of one’s own language, the station has now made it an employment requirement….

The desuetude of aboriginal languages is such a problem that the TV station is trying to devote more airtime to tribal language broadcasting. Throughout the day, tribal folk tales are told in tribal languages, although the programs are generally short, resembling commercial breaks. Once a week, there are news programs in a select number of tribal tongues. The main programs, however, including news and cooking shows, are mostly broadcast in Mandarin, unlike another Taiwanese minority channel, Hakka TV, which broadcasts almost entirely in the Hakka language.

From “Whither Aboriginal Education?”:

Sun Ta-chuan: The truth is that many of the tribes have been integrated into modern society and traditional skills such as building a slate house or building a canoe no longer exist. Children of indigenous families that have moved to the cities no longer speak their mother tongues and nor do many of those who still live in the tribal areas. The thing is that we cannot force aboriginal children to shoulder the responsibility of keeping their cultures alive. The question is, should all aboriginal children receive education about the indigenous peoples from preschool to college, or are a couple of hours a week enough? I think the way to go is a “limited two-track” system, where students are free to change track between a complete aboriginal education and regular education.

Teachers are another problem. When the College of Indigenous Studies was set up, we were hoping that it could be equipped with aboriginal faculty members but in reality most of them are not. The standard for recruiting faculty members was the same as any other university [i.e., Ph.D.s are required for most faculty positions]. But where can you find someone with a doctorate to teach an indigenous language? We complained, but to no avail. In fact, we did not know what to teach the students, because there were no textbooks about aboriginal cultures and we had to compile our own teaching materials. Currently in tribal primary and high schools, people who have completed regular normal education and receive some hours of extra courses can teach indigenous culture. That is way too easy to qualify a teacher.

The problem is that we have been making a lot of effort in education for indigenous people, but there has been little done in the way of education about them. If we are determined to work on the latter, we need to invest a lot more. The government has actually invested a lot in local education, but it is mostly about Taiwanese and Hakka cultures. From my point of view, aboriginal languages and cultures are in much greater danger than these two, but are not receiving the same level of investment. There are millions who speak Taiwanese and Hakka, but each and every one of Taiwan’s indigenous languages is in immediate danger of disappearing. Take my people, the Pinuyumayans, there are only 10,000 of us and fewer than 2,000 speak our mother tongue.

Take the preservation of languages. The government has spent considerable time and money on this. Normally, you need to have a romanization system for the languages to be able to compile the teaching materials and then you establish the tribal language certification system. But the government started to issue certificates before the romanization system came out in 2006. The same goes for the teaching materials. The fundamental reason for this waste of money and time is the lack of a policy goal, and consequently that of a blueprint and efficient process for its execution. Facing these problems, I think we had better slow down and rethink carefully our goals and priorities.

Wang Ming-huey: The key problem, I think, is that the education provided for aborigines diverges from the work of cultural transmission. Though the Indigenous Peoples Basic Act and the Education Act for Indigenous Peoples are made to promote indigenous ethnic cultures, neither the goal nor the nature of the education to be given the indigenous peoples is clearly stated therein. We hope to change the past experience of being assimilated into the rulers’ cultures–first the Japanese and then the Kuomintang, but we find no way.

Establishing a university for ethnic communities is indicative of what the new law attempts to achieve. But the curriculum taught at the College of Indigenous Studies covers such subjects as anthropology, sociology, ethnology, or political science, and Mandarin is still the language used to teach, which is no different from teaching at regular colleges. Intrinsically, we are still implementing the assimilation policy. The indigenous people have to master Mandarin, in order to learn about their tribes, whereas the knowledge still alive in the tribe is ignored.

source: Taiwan Review, Vol. 57 No. 8, August 2007

additional resources:

• 24-hour TV station devoted to aborigines in Taiwan, International Herald Tribune, July 3, 2007
• Taiwan Indigenous TV (English)
• Taiwan Indigenous TV (Mandarin)
• Hakka TV

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Ken of What Japan Thinks has helpfully translated into English the results of a recent poll of 1,010 Japanese adults on their attitudes about kanji ability.

A total of 95 percent of those polled said they believe the kanji ability of elementary and middle school children is “undesirably low.” Of those giving this response, 56 percent associated the problem with a drop in school education levels.

A slight majority (52 percent) of all those polled reported a lack of confidence in their own kanji ability.

Here are the questions. For the responses, see the translation or the poll results in Japanese (『漢字力』などに関する調査, Goo Research, June 27, 2007):

• Do you feel that elementary and middle school children’s kanji ability is sufficient?
  • It’s undesirably low
    • Why do you think that?
  • It’s not a problem
    • Why do you think that?
• Do you have confidence in your own kanji ability?
  • Yes
  • No
    • Why don’t you have confidence in your own kanji ability?
• What do you do when you cannot produce a kanji character?

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National Taichung University (Guólì Táizhōng Jiàoyù Dàxué / 國立台中教育大學) has a new Web site on Taiwanese. Unfortunately, parts of it — especially the sound files — appear to require the use of Microsoft’s Internet Explorer Web browser and ActiveX. But it’s still a useful resource.

further reading: Mǐnnányǔ Luómǎzì pīnyīn fāng’àn jí fāyīn xuéxí wǎng jiàn zhì wánchéng (閩南語羅馬字拼音方案及發音學習網建置完成), CNA, June 15, 2007

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