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 yǒu lǎoshī cǎiyòng ㄅㄆㄇ jiāoxué, zuìzhōng háishi huíguī dào Hànyǔ Pīnyīn, zhìyú Tōngyòng Pīnyīn, gēnběn méiyǒu rén shǐyòng.

(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.

“Wǒmen kěyǐ yòng Hànyǔ Pīnyīn, yòng fántǐzì qù tuīxíng Táiwān wénhuà, zhè shì bu chōngtū de. Wǒ yòng jiǎntǐzì jiǎng Táiwān, dàjiā dōu rènshi Táiwān le, wǒmen yòng Hànyǔ Pīnyīn jièshào Táiwān, dàjiā dōu rènshi Táiwān 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:

Táiwān nèibù, jīhū měigé yīzhènzi, jiùyào chūxiàn guānyú “wénzì” de yìshi xíng tài zhēngzhí, bāokuò jiǎntǐzì fántǐzì, bāokuò Tōngyòng Pīnyīn yǔ Hànyǔ Pīnyīn. Hǎoxiàng yòng hé dàlù bù yīyàng de xìtǒng, jiùshì ài Táiwān, jiùshì tūxiǎn Táiwān zhǔtǐ yìshi.

Rán’ér, zhè duì ài Táiwān zhēn de yǒu bāngzhù ma? Duì qiánghuà Táiwān zhǔtǐ yìshi zhēn de yǒu bāngzhù ma?

Zhè shì zài Tàiguó dàxué lǐ, xuéshengmen shàng Zhōngwén kè de qíngkuàng. Suīrán méiyǒu tǒngyī de jiàocái, dàn dàduōshù de lǎoshī shǐyòng de háishi jiǎntǐ Zhōngwén bǎnběn, jiāo de yěshì Hànyǔ Pīnyīn.

Rajamangala Kējì Dàxué Zhōngwén kèchéng zhǔrèn Fú Cuì-lán lǎoshī jiù zhíyán, wèile zài Tàiguó tuīdòng Huáyǔ kèchéng, tā duì Huáyǔ lǎoshī de yāoqiú zhǐyǒu yī ge, jiùshì shǐyòng jiǎntǐ Zhōngwén: “Xiànzài wǒmen yī shuōdào Hànyǔ, tāmen jiù shuō bù xué, juéde Hànyǔ hěn nán, wǒ yào jiéshù zhèige gàiniàn, bāng tā mànmàn de xuéxí, ràng tā zhīdao Hànyǔ bù shì hěn nán de, kěyǐ xué de.”

Shìshíshàng duì dàduōshù de Tàiguó xuésheng láishuō, xuéxí Zhōngwén de dònglì shì yīnwèi Zhōngwén zhújiàn biànchéng qiángshì yǔyán, gōutōng duì tāmen ér yán zuì zhòngyào. Xiàofāng de kǎoliáng bù nán lǐjiě.

Zhìyú pīnyīn fāngshì jiù gèng bùyòng shuō le, jiùsuàn yǒu lǎoshī cǎiyòng ㄅㄆㄇ jiāoxué, zuìzhōng háishi huíguī dào Hànyǔ Pīnyīn, zhìyú Tōngyòng Pīnyīn, gēnběn méiyǒu rén shǐyòng.

Wālái’ālōnggōng huángjiā dàxué (ed.: Walailak University) de Zhōngwén lǎoshī Liú Yǎ-píng shuōchū tā de kǎoliáng: “Zhīqián méiyǒu xiān jiāo ㄅㄆㄇ, tāmen zhíjiē jiēchù Hànyǔ Pīnyīn, jiù huì bèi Yīngwén de niàn fǎ wùdǎo, suǒyǐ hòulái zhǐyào líng chéngdu, wǒ jiù huì xiān jiāo ㄅㄆㄇ, bǎ fāyīn wěnzhù, wěnzhù zhīhòu jiù zhuǎn guòlai jiāo Hànyǔ Pīnyīn, bìjìng Hàn pīn zhēn de shì xiànzài Ōu-Měi guójiā, bǐjiào pǔbiàn de gōngjù.”

Lìngyī wèi yóu Tái-Shī-Dà péixùn qiánwǎng Tàiguó jiāo Zhōngwén de lǎoshī Lín Hóng-zhèng yě zhǐchū, gāng dào Tàiguó shí, yǒu xǔduō Zhōngwén lǎoshī duìyú gāi shǐyòng Hànyǔ Pīnyīn háishi Tōngyòng Pīnyīn ér zhēngzhá, dàjiā zuìhòu dōu xuǎnzé le Hànyǔ Pīnyīn. Bìjìng guójì dà huánjìng shǐyòng de shì Hànyǔ Pīnyīn, tāmen bùnéng ràng Tàiguó xuésheng xuéxí yī tào bùnéng yòng de pīnyīn xìtǒng. Lín Hóng-zhèng yě rènwéi, shǐyòng nǎ yī tào xìtǒng, qíshí gēnběn bìngbù zhòngyào: “Yòng Hànyǔ Pīnyīn jiùshì hóngmàozi jiùshì róng gòng, zhè gēnběn méiyǒu guānxi. Wǒmen kěyǐ yòng Hànyǔ Pīnyīn, yòng fántǐzì qù tuīxíng Táiwān wénhuà, zhè shìbu chōngtū de. Wǒ yòng jiǎntǐzì jiǎng Táiwān, dàjiā dōu rènshi Táiwān le, wǒmen yòng Hànyǔ Pīnyīn jièshào Táiwān, dàjiā dōu rènshi Táiwān le.”

Cóng Tàiguó tuīdòng Huáyǔ kèchéng de jīngyàn lái kàn, guónèi jìnxíng Hànyǔ Pīnyīn Tōngyòng Pīnyīn zhīlèi de zhēngbiàn, qíshí xiāngdāng kěxiào. Yóuqí xiàng Táiwān zhèyàng yī ge xiǎo dǎoguó, zhèngfǔ lǎoshi xiǎngzhe zhèngmíng, xiǎngzhe yào yǔ Zhōngguó dàlù qūgé de xìtǒng, bùguò ràng zìjǐ de guójì kōngjiān gèngwéi xiá’ài. Zěnyàng cáinéng ràng Táiwān zǒu chūqu, nándào zhèxiē yǔ qítā guójiā hùdòng de jīngyàn, hái bù zúyǐ gěi diǎn jǐngxùn ma?

source: Cóng Tàiguó tuīdòng Huáyǔ kèchéng kàn guónèi Huáyǔ yìshi xíng tài zhī zhēng (從泰國推動華語課程看國內華語意識型態之爭), 中廣新聞網 (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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