Mandarin teaching in Thailand: Taiwanese teachers choosing Hanyu Pinyin

The following quote sums up a recent article on Taiwanese who are teaching Mandarin at universities in Thailand:

jiùsuàn y?u l?osh? c?iyòng ??? ji?oxué, zuìzh?ng háishi huígu? dào Hàny? P?ny?n, zhìyú T?ngyòng P?ny?n, g?nb?n méiy?u rén sh?yòng.

(Even if some teachers employ bopo mofo in [the early stages of] their teaching, they still ultimately revert to Hanyu Pinyin. As for Tongyong Pinyin, essentially no one uses it.)

In the penultimate paragraph, a teacher takes what for traditional Chinese education is often seen as a radical position: content over form.

“W?men k?y? yòng Hàny? P?ny?n, yòng fánt?zì qù tu?xíng Táiw?n wénhuà, zhè shì bu ch?ngt? de. W? yòng ji?nt?zì ji?ng Táiw?n, dàji? d?u rènshi Táiw?n le, w?men yòng Hàny? P?ny?n jièshào Táiw?n, dàji? d?u rènshi Táiw?n le.”

(“We can use Hanyu Pinyin and traditional Chinese characters to promote Taiwan culture; these are not conflicting. I use simplified Chinese characters to talk about Taiwan; everyone learned about Taiwan. We use Hanyu Pinyin to introduce Taiwan; everyone learned about Taiwan.”)

In the final paragraph, the reporter editorializes along the same lines. (Editorializing in news articles is a common practice here.) It’s perhaps worthy of note that this comes from what was until recently a KMT-run television network — one that remains very “blue.”

Here’s the whole article:

Táiw?n nèibù, j?h? m?igé y?zhènzi, jiùyào ch?xiàn gu?nyú “wénzì” de yìshi xíng tài zh?ngzhí, b?okuò ji?nt?zì fánt?zì, b?okuò T?ngyòng P?ny?n y? Hàny? P?ny?n. H?oxiàng yòng hé dàlù bù y?yàng de xìt?ng, jiùshì ài Táiw?n, jiùshì t?xi?n Táiw?n zh?t? yìshi.

Rán’ér, zhè duì ài Táiw?n zh?n de y?u b?ngzhù ma? Duì qiánghuà Táiw?n zh?t? yìshi zh?n de y?u b?ngzhù ma?

Zhè shì zài Tàiguó dàxué l?, xuéshengmen shàng Zh?ngwén kè de qíngkuàng. Su?rán méiy?u t?ngy? de jiàocái, dàn dàdu?shù de l?osh? sh?yòng de háishi ji?nt? Zh?ngwén b?nb?n, ji?o de y?shì Hàny? P?ny?n.

Rajamangala K?jì Dàxué Zh?ngwén kèchéng zh?rèn Fú Cuì-lán l?osh? jiù zhíyán, wèile zài Tàiguó tu?dòng Huáy? kèchéng, t? duì Huáy? l?osh? de y?oqiú zh?y?u y? ge, jiùshì sh?yòng ji?nt? Zh?ngwén: “Xiànzài w?men y? shu?dào Hàny?, t?men jiù shu? bù xué, juéde Hàny? h?n nán, w? yào jiéshù zhèige gàiniàn, b?ng t? mànmàn de xuéxí, ràng t? zh?dao Hàny? bù shì h?n nán de, k?y? xué de.”

Shìshíshàng duì dàdu?shù de Tàiguó xuésheng láishu?, xuéxí Zh?ngwén de dònglì shì y?nwèi Zh?ngwén zhújiàn biànchéng qiángshì y?yán, g?ut?ng duì t?men ér yán zuì zhòngyào. Xiàof?ng de k?oliáng bù nán l?ji?.

Zhìyú p?ny?n f?ngshì jiù gèng bùyòng shu? le, jiùsuàn y?u l?osh? c?iyòng ??? ji?oxué, zuìzh?ng háishi huígu? dào Hàny? P?ny?n, zhìyú T?ngyòng P?ny?n, g?nb?n méiy?u rén sh?yòng.

W?lái’?l?ngg?ng huángji? dàxué (ed.: Walailak University) de Zh?ngwén l?osh? Liú Y?-píng shu?ch? t? de k?oliáng: “Zh?qián méiy?u xi?n ji?o ???, t?men zhíji? ji?chù Hàny? P?ny?n, jiù huì bèi Y?ngwén de niàn f? wùd?o, su?y? hòulái zh?yào líng chéngdu, w? jiù huì xi?n ji?o ???, b? f?y?n w?nzhù, w?nzhù zh?hòu jiù zhu?n guòlai ji?o Hàny? P?ny?n, bìjìng Hàn p?n zh?n de shì xiànzài ?u-M?i guóji?, b?jiào p?biàn de g?ngjù.”

Lìngy? wèi yóu Tái-Sh?-Dà péixùn qiánw?ng Tàiguó ji?o Zh?ngwén de l?osh? Lín Hóng-zhèng y? zh?ch?, g?ng dào Tàiguó shí, y?u x?du? Zh?ngwén l?osh? duìyú g?i sh?yòng Hàny? P?ny?n háishi T?ngyòng P?ny?n ér zh?ngzhá, dàji? zuìhòu d?u xu?nzé le Hàny? P?ny?n. Bìjìng guójì dà huánjìng sh?yòng de shì Hàny? P?ny?n, t?men bùnéng ràng Tàiguó xuésheng xuéxí y? tào bùnéng yòng de p?ny?n xìt?ng. Lín Hóng-zhèng y? rènwéi, sh?yòng n? y? tào xìt?ng, qíshí g?nb?n bìngbù zhòngyào: “Yòng Hàny? P?ny?n jiùshì hóngmàozi jiùshì róng gòng, zhè g?nb?n méiy?u gu?nxi. W?men k?y? yòng Hàny? P?ny?n, yòng fánt?zì qù tu?xíng Táiw?n wénhuà, zhè shìbu ch?ngt? de. W? yòng ji?nt?zì ji?ng Táiw?n, dàji? d?u rènshi Táiw?n le, w?men yòng Hàny? P?ny?n jièshào Táiw?n, dàji? d?u rènshi Táiw?n le.”

Cóng Tàiguó tu?dòng Huáy? kèchéng de j?ngyàn lái kàn, guónèi jìnxíng Hàny? P?ny?n T?ngyòng P?ny?n zh?lèi de zh?ngbiàn, qíshí xi?ngd?ng k?xiào. Yóuqí xiàng Táiw?n zhèyàng y? ge xi?o d?oguó, zhèngf? l?oshi xi?ngzhe zhèngmíng, xi?ngzhe yào y? Zh?ngguó dàlù q?gé de xìt?ng, bùguò ràng zìj? de guójì k?ngji?n gèngwéi xiá’ài. Z?nyàng cáinéng ràng Táiw?n z?u ch?qu, nándào zhèxi? y? qít? guóji? hùdòng de j?ngyàn, hái bù zúy? g?i di?n j?ngxùn ma?

source: Cóng Tàiguó tu?dòng Huáy? kèchéng kàn guónèi Huáy? yìshi xíng tài zh? zh?ng (????????????????????), ????? (BCC), March 3, 2007

2 thoughts on “Mandarin teaching in Thailand: Taiwanese teachers choosing Hanyu Pinyin

  1. That’s the way it is in the original article — three times, no less. Oddly enough, though, Google searches yield many more results for ” “???” than ” “????”.

    This is interesting. Does anyone know the answer for the final element in the second pair being dropped so often? My guess — and at the moment it’s no more than that — is that the ? (f) has been dropped so ??? will match the pattern of ABC.

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