Category Archives: literacy

17th century proposal for a universal alphabet

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Another article in the late seventeenth century journal discussed in my previous post addresses the issue of a “universal alphabet.” Although I hate to admit it, it’s a lot more interesting — and easy to read — than the piece on Chinese characters.

Here is the Lord’s Prayer in English, rendered in the alphabet of the author, Francis Lodwick.

the Lord's Prayer in English, rendered in an early proposal for a universal phonetic alphabet

Lodwick didn’t just stop at letters. He addressed punctuation as well.

The Characters signifying the various Modes of Expression may be these following, and ought to be placed at the beginning and end of every Sentence requiring it.

  • [ ] explication
  • ? ? interrogation
  • ( ) parenthesis
  • ! ! wonder
  • ¡ ¡ emphasis
  • ¿ ¿ irony

Some of those marks far outdate similar proposals I’ve seen.

sources and further readings:

more claims on eliminating illiteracy in China

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Carnival rube: Hey honey, let’s see how good this guy is. What would I win?

Navin (Steve Martin’s character): Uh, anything in this general area right in here. Anything below the stereo and on this side of the bicentennial glasses. Anything between the ashtrays and the thimble. Anything in this three inches right in here in this area. That includes the Chiclets, but not the erasers.

—from The Jerk

It’s easy for people to be declared winners when the barriers for winning are set low enough and everyone is going to be declared a winner no matter what. Here’s what Xinhua reported on Saturday: “The Chinese government plans to eliminate all illiteracy among people aged between 15 and 24 by 2010.” As long as Chinese characters are the sole accepted script for the vast majority of people in China, the chances for this plan to really succeed are zero. But I’m certain it will be declared a great success anyway.

Remarkably, Xinhua included something in the article that rings true and hints at the prospects for any real success:

“The central government only appropriates eight million yuan (about one million US dollars) each year to tackle illiteracy, which means each illiterate person only has seven cents (less than one US cent) a year,” according to another MOE official who declined to be named. “And the increasing number of migrant workers has made education a tough task for the government,” he said.

Less than one US cent won’t buy even so much as one Chiclet, much less a whole pack. And it damn sure won’t be enough to boost literacy in any significant way.

That’s also basing things on the number of illiterate people in China as 114 million, which is far, far too low. But even if we accept both that claim and the BS claim by an official of the Ministry of Education who would identify himself that “China has maintained an illiteracy ratio of around 4 percent among the youth and the middle aged,” that doesn’t leave much money.

In 2010, China’s 15-24 age group will total some 190 million people. If 4 percent of those are counted as illiterate, then 7.6 million people would receive a total of 8 million yuan per year. So, even if China decided to axe all literacy programs for people over the age of 24 (which it won’t do) and commits all its alloted resources to the 15-24 age group, the funding would barely top US$1 per person per year to learn the modern world’s most difficult script. Then consider the fact that illiteracy is highest in China’s countryside — a vast area with inadequate infrastructure.

sources:

Tibet to eliminate illiteracy by 2010, says Xinhua

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Of course, I don’t believe a word of this. But I’m putting it up here for reference.

Southwest China’s Tibet Autonomous Region intends to reduce its illiteracy rate to less than five percent in 2007 and to less than three percent in 2010, a senior regional education official announced on Friday.

The ongoing campaign to eliminate illiteracy in the region mainly targets people aged 15 to 50, the official said. Last year 15 percent of that group were illiterate, down from 39 percent in 2000, he added.

According to the regional education authorities, literacy in the region means knowing 30 Tibetan letters by heart and being able to read a phonetic transcript of the Tibetan or being able to read and write 1,500 Chinese characters.

And another article on a related topic:

Wǒguó shǎoshù mínzú wénmáng bànwénmáng lǜ 10 nián xiàjiàng 16 ge bǎifēndiǎn

Guójiā Mín-wěi Jiàoyùsī jīchǔ jiàoyù chù chùzhǎng zhōu lì rìqián biǎoshì, jìn shí niánlái, mínzú dìqū de sǎománg gōngzuò chéngjì xiǎnzhù. Zhōu lì shì zài Xīníng zhàokāi de 2006 niándù Zhōngxībù sǎománg gōngzuò huìbào huì shàng zuò shàngshù biǎoshì de. Gēnjù 1990 nián de rénkǒu pǔchá tǒngjì zīliào, shǎoshù mínzú 15 suì jí 15 suì yǐshàng wénmáng bànwénmáng rénkǒu bǐlì shì 30.83%, dàoliǎo 2000 nián, zhèige bǐlì yǐjing xiàjiàng dào 14.54%, qízhōng Xīzàng, Qīnghǎi, Yúnnán, Guìzhōu, Gānsù, Níngxià děng liù shěngqū wénmáng lǜ xiàjiàng de fúdù gāoyú quánguó píngjūn fúdù de 14.55%. Zhōu lì shuō, shǎoshù mínzú 15 suì jí 15 suì yǐshàng wénmáng bànwénmáng rénkǒu bǐlì zài shí niánjiān xiàjiàng 16 ge bǎifēndiǎn, yǔguó jiā de zhīchí yǔ mínzú dìqū zìshēn de nǔlì fēnbukāi.

They forgot to add that all the children of the world will join hands and sing songs of joy and peace….

sources:

carvings said to be in oldest script ever discovered in Western Hemisphere

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drawing of the writing discussed in this blog entryThe latest issue of Science features an article on a stone slab found in Veracruz, Mexico. Scholars have identified the inscriptions on the stone — tentatively dated to at least 900 B.C.E. — as the earliest writing yet found in the Americas.

Dr. Houston, who was a leader in deciphering Maya writing, examined the stone looking for clues that the symbols were true writing and not just iconography unrelated to a language. He said in an interview that he detected regular patterns and order, suggesting “a text segmented into what almost look like sentences, with clear beginnings and clear endings.”

Some of the pictographic signs were frequently repeated, Dr. Houston said, particularly ones that looked like an insect or a lizard. He suspected that these might be signs alerting the reader to the use of words that sound alike but have different meanings – as in the difference between “I” and “eye” in English.

All in all, Dr. Houston concluded, “the linear sequencing, the regularity of signs, the clear patterns of ordering, they tell me this is writing. But we don’t know what it says.”

The New York Times‘ use of the word “pictographic” prompts me to dig out DeFrancis’s important observation:

With regard to the principle, it matters little whether the symbol is an elaborately detailed picture, a slightly stylized drawing, or a drastically abbreviated symbol of essentially abstract form. What is crucial is to recognize that the diverse forms perform the same function in representing sound. To see that writing has the form of pictures and to conclude that it is pictographic is correct in only one sense — that of the form, but not the function, of the symbols. We can put it this way:

QUESTION: When is a pictograph not a pictograph?
ANSWER: When it represents a sound.

It looks like those working on the inscription know what they’re doing. But thinking of writing in terms of pictographs or ideographs certainly hindered earlier scholars of the ancient Americas. For a brief essay on this see “The Ideographic Myth as a Barrier to Deciphering Maya Writing,” by Michael D. Coe. This is found in Difficult Characters: Interdisciplinary Studies of Chinese and Japanese Writing, by Mary S. Erbaugh. Or see some of the other many works by Coe.

sources:

Festschrift for John DeFrancis now available for free

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Most readers of Pinyin News will already know of John DeFrancis, editor of the ABC Chinese-English Comprehensive Dictionary and author of The Chinese Language: Fact and Fantasy and many other important works. (If you haven’t read The Chinese Language: Fact and Fantasy yet, order it now.)

In recognition of the 95th(!) birthday today of Professor DeFrancis, Sino-Platonic Papers is rereleasing Schriftfestschrift: Essays in Honor of John DeFrancis on His Eightieth Birthday. Previously, this important compilation, which runs more than 250 pages, was available only in a printed edition priced at US$35. The fifteenth-anniversary edition, however, is being released for free as a PDF (15 MB — so have a fast Internet connection, or a lot of patience).

I’d like to draw special attention to an article written in Pinyin: “Hanzi Bu Tebie Biaoyi,” by Zhang Liqing. (Zhang’s work also appears here on Pinyin Info, in her translations of The Historical Evolution of Chinese Languages and Scripts and of the amazing Comparing Chinese Characters and a Chinese Spelling Script — an evening conversation on the reform of Chinese characters.)

Feel free to print out a copy of the Schriftfestschrift for your own use or for inclusion in a library. Just don’t sell it.

The original publication contained several color photos. I’ll add those later. Also, the English tex is searchable to some degree, as I used OCR after scanning these pages; but the results weren’t perfect.

Here are the contents:

  • Tabula Gratulatoria
  • Introduction, by Victor H. Mair
  • Publications of John DeFrancis
  • Hanzi Bu Tebie Biaoyi, by Zhang Liqing
  • Typology of Writing Systems, by Zhou Youguang
  • Dui Hanzi de Jizhong Wujie, by Yin Binyong
  • The Information Society and Terminology, by Liu Yongquan
  • A Bilingual Mosaic, by Einar Haugen
  • The Polysemy of the Term Kokugo, by S. Robert Ramsey
  • Memorizing Kanji: Lessons from a Pro, by J. Marshall Unger
  • Why Chinese Is So Damn Hard, by David Moser
  • Ethnolinguistic Notes on the Dungan, by Lisa E. Husmann and William S-Y. Wang
  • Korean Views on Writing Reform, by Wm. C. Hannas
  • Language Policies and Linguistic Divergence in the Two Koreas, by Ho-min Sohn
  • Okinawan Writing Systems, Past, Present, and Future, by Leon A. Serafim
  • Proposal of a Comparative Study of Language Policies and Their Implementation in Singapore, Taiwan, and China (PRC), by Robert L. Cheng
  • The Topical Function of Preverbal Locatives and Temporals in Chinese, by Feng-fu Tsao
  • Yes-No Questions in Taipei and Peking Mandarin, by Robert M. Sanders
  • Patronizing Uses of the Particle ma: Bureaucratic Chinese Bids for Dominance in Personal Interactions, by Beverly Hong Fincher
  • Gender and Sexism in Chinese Language and Literature, by Angela Jung-Palandri
  • A zhezi Anagram Poem of the Song Dynasty, by John Marney
  • Some Remarks on Differing Correspondences in Old Chinese Assumed to Represent Different Chinese Dialects, by Nicholas C. Bodman
  • Can Taiwanese Recognize Simplified Characters?, by John S. Rohsenow
  • Simplified Characters and Their (Un)relatedness, by Chauncey C. Chu
  • The Teaching of Culture and the Culture of Teaching: Problems, Challenges, and Opportunities in Language Instruction, by Eugene Eoyang
  • The Culture Component of Language Teaching, by Kyoko Hijirida
  • Thinking About Prof. John DeFrancis, by Apollo Wu
  • Wo suo Renshi de De Xiansheng, by Chih-yu Ho
  • Two Poems for Professor John DeFrancis, by Richard F. S. Yang
  • Announcement, by Stephen Fleming

Happy birthday, John! And many happy returns!

Don’t use rare characters in teaching Taiwanese: official

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It looks like some standardization might slowly be coming to the teaching in Taiwan of Taiwanese and Hakka. Beginning with the 2007-2008 school year, material from publishing companies for teaching “local languages” (i.e., Taiwanese, Hakka, and, sometimes, the languages of Taiwan’s tribes) must first pass inspection by the Ministry of Education. The ministry should have its own teaching materials ready by the 2009-2010 school year. Schools will be free to choose among textbooks from publishers or from the ministry.

Specifically, publishers should by all means avoid dredging up obscure Chinese characters to use for Taiwanese morphemes, Pan Wen-zhong, a high-ranking official with the ministry, said on Monday. There are easier ways to read and write the language than with such characters, especially when teaching elementary school students, he noted.

As much as I agree with this, it is still probably a case of too little, too late.

國小鄉土語言教材怪字連篇、拼音混亂的情況，很多家長教起孩子既頭痛、又氣 憤。教育部國教司長潘文忠表示，96學年度起，民間編印的鄉土語言教材，一律要 先經過審查，才能選用，一些罕見的怪字可望從教材中消失。

教育部國語推行委員會也已經著手編印閩南語、客家語教材，預計98學年度開始， 學校教閩南語或客語，就可以選用部編本教材。

在審定本和部編本教材還沒有出來之前，潘文忠呼籲老師使用既有教材教鄉土語言 時，盡量不要教、不要用罕見漢字。尤其是小學生，他強調應該使用「老師教過、 學生學過」的字辭，像蟑螂就用蟑螂，不必刻意教閩南語發音的新辭，更不要用罕 見字。

國小民編本鄉土語言教材怪字連篇的情況，多年來在立法院和地方議會經常被批 評，連官員都被考倒，家長更是苦不堪言。光是蟑螂、蒼蠅這些日常生活中常用 辭，不同教材，蟑螂就有「虼」、「假裁縫」等不同寫法，蒼蠅也有「真司公」、 「呼神」、「胡蠅」、「互蠅」等用法。

source: xiāngtǔyǔ jiàocái yào xiàn shěn — bùnéng yòng qíguài Hànzì (鄉語教材要先審 不能用怪字), August 27, 2006

Can the Taiwanese language survive?

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In the latest issue of Sino-Platonic Papers Deborah Beaser examines the chances for the survival of Taiwanese (a.k.a. Hoklo, Minnan, Southern Min, etc.).

The introduction to her paper, The Outlook for Taiwanese Language Preservation (432 KB PDF), is a good summary of the whole work:

In this paper I will discuss the history of the Taiwanese language on the island of Taiwan, and explore its potential to continue into the future. I predict that over the next 50 years Taiwanese, as a language, will become increasingly marginalized, and that the recent increase in desire to promote Taiwanese is purely the short-term reaction of the generation of Taiwanese who went through periods of linguistic and cultural suppression. This is not to say that I believe it will completely disappear. To the contrary, I believe the Taiwanese language will remain as part of a cultural legacy, but how large that legacy will be depends on whether or not today’s Taiwanese people are able to standardize a script and computer inputting system that will preserve it in a written form and open up its domain of usage.

Zhuang ms found, resembles Naxi documents

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An ethnic culture research worker in Funing County, Yunnan Province, China, has come across an old Zhuang book of songs. What makes this manuscript particularly interesting is that the songs are written down not in a regular script but rather in something similar to Naxi pictographs, i.e. pictures that serve as mnemonic references to the text rather than as real pictographs or real writing.

The article I read on this is a little vague, so I’m hoping someone can come up with some images of the manuscript or a more scholarly source.

source: Yúnnán fāxiàn Zhuàngzú gǔlǎo xíngtài túhuà wénzì — kān pìměi Dōngbā wénhuà (云南发现壮族古老形态图画文字 堪媲美东巴文化), CCTV.com, August 16, 2006