New rule on Chinese names criticized

Posted on Saturday, December 16, 2023 by Pinyin Info

Earlier this week I wrote about San Francisco politicians and what constitutes a Chinese name.

There has been some pushback against the new policy in San Francisco of not letting candidates for office use their own choice of Chinese name unless they can prove they’ve had the name since birth or that the name has been used publicly for at least two years. Those who advocated for the new rule may not have fully anticipated its impact.

“The regulation may unintentionally hurt American-born Chinese candidates who are making their first bids for office,” the San Francisco Standard reported. “Unlike more established politicos who are legacied in, they may not have used their Chinese names publicly, and if they were born in the United States, they also might not have any Chinese-language documents.”

Candidates are quoted as calling the policy “an incredible waste of time” and “absurd.” At least one press conference to protest against the new rule is planned.

Unless the policy is reversed, candidates must provide documentation in support of their self-submitted names before next Thursday.

source: Chinese American Candidates in San Francisco Outraged at Ballot Rule on Chinese Names, San Francisco Standard, December 15, 2023

San Francisco politicians and what constitutes a Chinese name

Posted on Monday, December 11, 2023 by Pinyin Info

San Francisco will begin its own enforcement of a 2019 bill that places restrictions on the use of self-submitted Chinese names (i.e., names as written in Chinese characters), requiring that candidates prove they’ve had the names since birth or that the name has been used publicly for at least two years.

All other candidates on the ballot will be assigned transliterated names (i.e., names that use Chinese characters according to rough their having at least rough equivalents in sound in Mandarin, Cantonese, or another Sinitic language).

Since 1999, San Francisco — whose [ethnic] Chinese population is about 21.4 percent of its population as a whole — has required ballots to include the candidates’ English names and their translated or transliterated names in Chinese characters….

[C]andidate for mayor Daniel Lurie, “will likely be assigned a name, 丹尼爾·露里,” which “doesn’t have any meaning. It’s just an approximate pronunciation of his name in English: ‘DAN-knee-er LOO-lee.’”

Lurie had already given himself the name 羅瑞德, which means “auspicious” (瑞) and “virtue” (德), according to the [San Francisco] Standard. The Standard said this name is “widely publicized in the Chinese-speaking world,” but since he is a first-time candidate, if he can’t prove he has used the name for at least two years, it likely will not appear on the ballot in 2024.

Many established local public figures will be grandfathered in, since many will meet the two-year threshold already.

But then there’s this: San Francisco Supervisor Connie Chan, who led the push for the change, said, “Cultural appropriation does not make someone Asian…. There is no alternative definition to whether someone is Asian or not. It should be based solely on a person’s ethnicity and heritage. That’s what this law is about.”

That’s very different than a birth-name or two-year stipulation.

As real as cultural appropriation may be in some situations, wanting to base this “solely on a person’s ethnicity and heritage” seems to me problematic. I doubt Chan would argue that immigrants like herself who gain U.S. citizenship are not real Americans entitled to use Western names like “Connie.”

Then there’s the case of plenty of people whose ethnicity and heritage are not Chinese who live in Asia and have Chinese names, in many cases because they were required by government regulations. I’m one of those people. Although I’m unlikely to ever run for office in San Francisco and I’ve had my “Chinese name” a lot longer than two years, Chan doesn’t seem interested in granting any ground on this issue — at least not from what’s given in the brief quote.

source:
San Francisco targets non-Chinese candidates using Chinese names on ballots, The Hill, December 7, 2023

further reading:
SF politicians and Chinese names, Pinyin News, May 12, 2023

US postsecondary enrollments in Chinese trending down

Posted on Sunday, November 26, 2023 by Pinyin Info

Recent years have been difficult for postsecondary foreign language programs in the United States, with enrollments down 16.6% overall between fall 2016 and fall 2021. Anecdotal evidence points to even steeper declines since then.

This post provides a look at the some of the numbers from the most recent report by the Modern Language Association, focusing especially on the case of Chinese/Mandarin, with some other languages (esp. Japanese) tossed in by way of comparison.

Among the fifteen most commonly taught languages other than English, only three — Korean, American Sign Language, and Biblical Hebrew — showed gains, at 38.3%, 9.1%, and 0.8%, respectively.

Thus, Mandarin and Japanese are among those in decline. Although in total enrollments Mandarin is now ahead of Italian, and Japanese has moved ahead of German, that’s simply because those two Asian languages didn’t fall as far as those two European ones.

Enrollments in Chinese, Italian, Arabic, Latin, and Korean

(source: MLA report)

From the MLA report:

Chinese/Mandarin enrollments … showed steep declines…. Chinese/Mandarin enrollments fell 14.3% overall and 23.9% at two-year schools, 12.5% at four-year schools, and 29.5% at the graduate level…. Chinese/Mandarin enrollments have been dropping at two-year institutions since 2009, and at four-year institutions since 2013. Graduate enrollments in Chinese/Mandarin have remained fairly steady for the last twenty years; the drop from 2016 to 2021, from 1,266 to 892, is the first time graduate enrollments in Chinese/Mandarin have fallen below 1,000 since 2002.

From the five uses of “Chinese/Mandarin” in the previous paragraph, longtime readers of Pinyin News will note that the MLA acted upon my earlier recommendation to aggregate those two terms rather than treat them separately. But don’t worry: the MLA report doesn’t give the wordy “Chinese/Mandarin” every time in its report. (Although in general use I prefer “Mandarin,” in this post I often use “Chinese” simply to aid people making Google searches.)

Now for some graphs and tables, some directly from the MLA report, others I made using the MLA’s data.

US postsecondary enrollments in Chinese and Japanese, 1958–2021

Chinese and Japanese enrollments in two-year colleges, 1974–2016

Chinese and Japanese enrollments in four-year universities, 1974–2016

Graduate course enrollments over time (emphasis for Chinese and Japanese added)

In one encouraging sign for Mandarin, it had a 3:1 ratio of introductory to advanced undergraduate enrollments, making it one of just five languages that had a 4:1 or better ratio, along with Biblical Hebrew (2:1), Portuguese (3:1), Russian (3:1), and German (4:1). This is important because on average it takes more time for native speakers of English to reach the same level in Mandarin than they might achieve in, say, two years of French.

Also, although the number of enrollments is down for Mandarin, that language beat the reduction trend by having a slight increase in the number of institutions offering it at the graduate level: 54 in 2021, up from 52 in 2009. On the other hand, Chinese enrollments overall were reported by 105 fewer institutions in the survey.

As this table from the MLA report shows, Mandarin programs around the United States have been decreasing, stable, or increasing at about the same rates as programs for other foreign languages — which is to say, mainly decreasing. Japanese, however, is continuing to do well given the recent environment.

The figures are about the same for introductory programs, so I won’t bother to reproduce that table (12b).

sources:

Language Enrollment Database, 1958–2021, Modern Language Association, 2023.
Enrollments in Languages Other Than English in US Institutions of Higher Education, Fall 2021, Modern Language Association, 2023.

US doctorates in Chinese and Japanese over time

Posted on Thursday, November 23, 2023 by Pinyin Info

US Doctorates in Chinese and Japanese, 1983-2014

As you can see, in most years more doctorates were awarded in Chinese than in Japanese. The total doctorates over the covered period are 666 for Chinese and 471 for Japanese. By way of comparison, during the same period 870 doctorates were awarded in the United States in Italian.

Interestingly, undergraduate enrollments are typically higher in Japanese than in Mandarin, the reverse of the situation with doctorates.

Although the most recent report on this was issued way back in 2016, recent trends in foreign language enrollments in U.S. postsecondary institutions (to be detailed in a later post) show a steep decline that may well be reflected in the number of people earning doctorates in Mandarin and Japanese in U.S. universities.

source: Report on the Survey of Earned Doctorates, 2013–14, MLA Office of Research, December 2016

AP language exams and Chinese in U.S. high schools

Posted on Saturday, October 24, 2015 by Pinyin Info

Today I’m continuing my look at the U.S. high school Advanced Placement foreign language exams, focusing especially on the AP exam in Chinese Language and Culture. (See also AP exams: using highest and lowest scores to look at the case of Chinese.)In the graphs below, “Chinese” is the first column on the left.

The first and obvious point from graphing the numbers of high school students from the class of 2015 who took an AP foreign language exam is the dominance of Spanish. Combined, the exams for Spanish Language and Spanish Literature outnumber all of the other language exams put together … times three.

Now let’s look at the figures above broken down into the grade during which people took the exam. As you can see, there’s something different about when people take the Chinese exam. For all other foreign languages, most people take the exam their senior year. But the Chinese Language and Culture exam is most often taken by juniors.

That’s a little lopsided. So let’s take Spanish and Spanish Lit. out of the mix so we can compare the other languages more easily.

In just a few years Chinese has grown to be the third-most popular AP foreign language exam, behind Spanish and French. OK: way, way behind Spanish and about half of the number that French has. And Chinese comes in fourth if you count Spanish Literature. Still, Chinese now has more test takers than German. And it has more than Latin, Italian, and Japanese put together. But — you knew there’d be a but — the numbers for the AP Chinese Language and Culture exam are relatively large because most of the people who take it already know the language and didn’t learn it in an AP class. That is reflected in the charts above showing when people took the exam. (Note that Spanish also has a relatively high number of juniors taking the exam.)

The closest measure we have for native speakers and others with a much higher level of exposure to the language in question than other students is what students indicate themselves to the College Board on their answer sheets. Here’s how the College Board defines a “standard” student: They “generally receive most of their foreign language training in U.S. schools. They did not indicate on their answer sheet that they regularly speak or hear the foreign language of the exam, or that they have lived for one month or more in a country where the language is spoken.”

Here are the numbers for “standard” students in 2015 across various languages.

In this, Chinese drops from third place to fifth, behind Spanish, French, Latin (which is without a question on the standard group), and German, but still ahead of Italian and Japanese. When all test-takers are considered, AP exams in French outnumber those in Chinese by a little less than 2:1, which sounds very impressive (and, to some degree, it is). But when only the standard groups are considered, AP exams in French outnumber those in Chinese by more than 7:1.

Later in this series, we’ll look further at both the standard group and those not in it.

AP exams: using highest and lowest scores to look at the case of Chinese

Posted on Monday, October 19, 2015 by Pinyin Info

The results of the Advanced Placement exams from the College Board can give us an idea of what’s going on with the teaching of Mandarin Chinese in U.S. high schools.

As the charts below demonstrate, there’s something very different about the scores for the AP exam in Chinese Language and Culture compared with the scores for just about everything else.

The tests are graded on a five-point scale, with a 5 being the top score. Generally, a 3 is considered a pass, though some universities choose to give or deny credit based on different scores.

The first chart shows the percentage of of test takers who received a score of just 1 (lowest) on their respective AP exams. The median of the figures below for the percentage of test takers who received the lowest score is 18.2. The figure for Chinese (in green, at 3.2) is just 0.18 times that. Studio Art Drawing and Studio Art 2-D Design are at about the same level here as Chinese Language and Culture. But everything else is at least twice that — in most cases many times that.

AP Exams Taken by the Class of 2013 During High School: Percent of Exams with the Lowest Score

(click any chart to enlarge it)

So, relatively speaking, almost no one received the lowest score on the AP Chinese Language and Culture exam.

What about the highest score? The median of the figures below for the percentage of test takers who received the highest score (of 5) on their respective AP exams is 13.9. The figure for Chinese is 5.0 times that.

AP Exams Taken by the Class of 2013 During High School: Percent of Exams with the Highest Score

Finally, below is a chart putting the differences into greater perspective. It shows the ratio of highest scores to lowest scores on various AP exams.

The median of the figures below for the ratio of highest scores to lowest scores on the AP exams is 0.8. The figure for Chinese is 27.1 times that.

As is obvious from the image below, nothing else is even close.

AP Exams Taken by the Class of 2013 During High School: Ratio of Highest Scores to Lowest Scores

The reason for this massive difference is that the Advanced Placement exam for Chinese Language and Culture is taken mainly by native speakers and others who generally have not had to learn most of their Mandarin in their high school AP classes. This doesn’t bode well for newcomers to the language who want to learn. But as lopsided as the situation is, things are improving. More on that in later posts.

source: The 10th Annual AP Report to the Nation, February 11, 2014

See also Results of US AP exams: first year for Mandarin, Japanese, Pinyin News, February 14, 2008.

China down slightly as destination for U.S. study abroad students

Posted on Tuesday, October 13, 2015 by Pinyin Info

Rapid growth in U.S. students going to China to study has not been seen since around 2008. In fact, in the most recent school year for which we have data (2012–2013), the total fell to 14,413, down slightly from the 14,887 U.S. students studying in China during the 2011–2012 school year.

Meanwhile, the number of students from China studying in the United States is back on the rise.

Note, the chart below is not of the absolute number of Chinese students in the United States but of the ratio of Chinese students in the United States to U.S. students in China — just because I thought it might be more interesting. If you’d like to the see the numbers for the former, then check the source document.

China is the leading place of origin for students coming to the United States, with Chinese students comprising 31% of international students in the United States. They’re about evenly divided between undergrad and grad students.

Source: Open Doors Fact Sheet: China.

Growth in US postsecondary Mandarin enrollments stalls

Posted on Monday, October 12, 2015 by Pinyin Info

Back in 2008 I took a close look at U.S. post-secondary enrollments in foreign languages and the position of Mandarin. I’ve recently been examining the latest figures (for which there is still a lag of a couple years).

I’ve included data for all available years, other than 1969 and a couple years in the early 1970s because the numbers were calculated differently then.

These represent the total enrollments for courses labeled “Mandarin” or some form of “Chinese” (including “classical” but excluding modern languages such as Cantonese, Taiwanese, etc.). Failure to add the sometimes separately categorized “Mandarin” to the figures for “Chinese” would produce the wrong results.

As can be seen in the graph below, over the most recent period (2009–2013) growth in enrollments in Mandarin in U.S. universities basically came to a halt, increasing just 0.6 percent. I do not expect a return to the dramatic increases common before 2009.

Click to enlarge.

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