章清：〈「策問」與科舉體制下對「西學」的援引－－以《中外策問大觀》為中心〉，《中央研究院近代史研究所集刊》，第58期，2007年10月。
劉龍心:〈從科舉到學堂－－策論與晚清的知識轉型（1901－1905）），《中央研究院近代史研究所集刊》，第58期，2007年10月，頁105-39。
Thursday 24 April 2008
Thursday 10 April 2008
The Best Students Will Learn English
Po King Choi, "'The best students will learn English': ultra-utilitarianism and linguistic imperialism in education in post-1997 Hong Kong," Journal of Education Policy, vol. 18, no. 6, Nov-Dec 2003, 673-94.
--- --- ---
Only the best schools were allowed to teach in English. (p. 674) In other words, the best students will learn English.
Language selection at any stage of schooling was blatantly segregationist and socially divisive. (p. 675)
It [language policy] helps maintain an elitist and socially divisive structure. (p. 676)
Brimer et al. (1985) states that: "There is no point in determining whether children in Hong Kong would learn more effectively through English or Chinese. We already know that they would learn more effectively through Chinese...Our problem arise because their learning of English will be more effectively achieved by using it as a medium of instruction. So long as this is a dominant aim of the education system then the question that remain relate to how it can be used with least distrubance of learning within the curriculum and for how many it can be used without serious and irrevocable disruption of learning." (A. Brimer et al. Effects of Medium of Instruction on the Achievement of Form 2 Students Hong Kong Secondary Schoools (Hong Kong: University of Hong Kong and Education Department, 1985), p. 4) (p. 680)
Effective learning in English...only meant the ability of retaining information in English for the purpose of English testing, and for a language-dependent subject, i.e. history. (p. 681)
In 1989, Roy Harris, Chair of English Language, University of Hong Kong, stated bluntly: 'Cheap English doesn't go with quality goods, services or operations of any kind." He commented on the standards of English in Hong Kong: 'If Hong Kong English were up for auction on the international market, there isn't a self-respecting country in the world that would even put in a bid for it.' (p. 686)
An important question that is never asked, however, is to what extent, and for how much longer, Hong Kong has to sacrifice the development of young minds so as to ensure the production of the best linguistic brokers, instead of better citizens. (p. 687)
A lone voice in the commercial wilderness indeed, yet what he [a principal of a Chinese middle school] said brings out the extent to which a humanist discourse of education as cultural transmission has been subordinated to a narrowly utilitarin view of education as training for employable skills. (p. 689)
Language selection policy was both framed and legitimated by the narrowly utilitarian and labour market-driven goal of education in Hong Kong, with a highly elitist character that remains hidden in official discourses, whereby the socially endowed are selected for learning through a foreign language. (p. 691)
--- --- ---
Only the best schools were allowed to teach in English. (p. 674) In other words, the best students will learn English.
Language selection at any stage of schooling was blatantly segregationist and socially divisive. (p. 675)
It [language policy] helps maintain an elitist and socially divisive structure. (p. 676)
Brimer et al. (1985) states that: "There is no point in determining whether children in Hong Kong would learn more effectively through English or Chinese. We already know that they would learn more effectively through Chinese...Our problem arise because their learning of English will be more effectively achieved by using it as a medium of instruction. So long as this is a dominant aim of the education system then the question that remain relate to how it can be used with least distrubance of learning within the curriculum and for how many it can be used without serious and irrevocable disruption of learning." (A. Brimer et al. Effects of Medium of Instruction on the Achievement of Form 2 Students Hong Kong Secondary Schoools (Hong Kong: University of Hong Kong and Education Department, 1985), p. 4) (p. 680)
Effective learning in English...only meant the ability of retaining information in English for the purpose of English testing, and for a language-dependent subject, i.e. history. (p. 681)
In 1989, Roy Harris, Chair of English Language, University of Hong Kong, stated bluntly: 'Cheap English doesn't go with quality goods, services or operations of any kind." He commented on the standards of English in Hong Kong: 'If Hong Kong English were up for auction on the international market, there isn't a self-respecting country in the world that would even put in a bid for it.' (p. 686)
An important question that is never asked, however, is to what extent, and for how much longer, Hong Kong has to sacrifice the development of young minds so as to ensure the production of the best linguistic brokers, instead of better citizens. (p. 687)
A lone voice in the commercial wilderness indeed, yet what he [a principal of a Chinese middle school] said brings out the extent to which a humanist discourse of education as cultural transmission has been subordinated to a narrowly utilitarin view of education as training for employable skills. (p. 689)
Language selection policy was both framed and legitimated by the narrowly utilitarian and labour market-driven goal of education in Hong Kong, with a highly elitist character that remains hidden in official discourses, whereby the socially endowed are selected for learning through a foreign language. (p. 691)
Monday 7 April 2008
Language or Nonlanguage subjects - What will students/parents choose?
Herbert W. Marsh, Kit-Tai Hau and Chit-Kwong Kong, 'Late Immersion and Language of Instruction in Hong Kong High Schools: Achievement Growth in Language and Nonlanguage Subjects,' Harvard Educational Review, vol. 70, no. 3, Fall 2000, 302-46.
"For two subjects, Chinese and particularly, English, the effects of English Instruction were moderately positive; for one, mathematics, there were small negative effects; and for three subjects, history, geography, and science, the effects were extremely negative...The most important findings, however, were the very strong negative efects of Instruction in English on history, geography, and science." (p. 335)
Two points here. Firstly, apparently for parents and students, achievements in nonlanguage subjects are never and ever as important and useful as that in English. Second, in other words, better achievements in these subjects DO NOT justify Chinese language of instruction at all. Given the predominant advantages of English, the so-called modern lingu franca, and Hong Kong's undeniable position as an international city, mother-tongue education policy would hardly find substainable support and success.
"For two subjects, Chinese and particularly, English, the effects of English Instruction were moderately positive; for one, mathematics, there were small negative effects; and for three subjects, history, geography, and science, the effects were extremely negative...The most important findings, however, were the very strong negative efects of Instruction in English on history, geography, and science." (p. 335)
Two points here. Firstly, apparently for parents and students, achievements in nonlanguage subjects are never and ever as important and useful as that in English. Second, in other words, better achievements in these subjects DO NOT justify Chinese language of instruction at all. Given the predominant advantages of English, the so-called modern lingu franca, and Hong Kong's undeniable position as an international city, mother-tongue education policy would hardly find substainable support and success.
Sunday 6 April 2008
Lingua franca - what language(s) do you speak?
The above brackets should be particularly noted. Received a group mail from UKCASA on behalf of Philip Davies a couple of week ago, I only got time to read the recommended column last week, which was entitled "Mind my language? I only wish that I had, mes amis," by Tim Hames, from The Times on March 17, 2008. (see below for the link)
http://www.timesonline.co.uk/tol/comment/columnists/tim_hames/article3564472.ece
It is a great piece. Very interesting and eye-opening! Also the illuminating comments from Brits, Brits overseas (in France, Germany, US, China, Japan, Thailand etc), French (of course, Brits and French are destined twins), Welsh, Luxembourgish etc.; by occupation, frequent-flying businessmen, language teachers, skilled exam candidates (Grade A result but speak none) etc. Here I quote some interesting points from the column and comments.
--- --- ---
From the column:
"at a time of globalisation and interdependency - when the advantages of speaking foreign languages have never been greater..."
"since a language is a key to understanding other cultures, we (Brits) risk becoming more ignorant about them."
From the comments:
"Many English people don't see the cultural insularity resulting from their monolingualism...When you a lingusitic colonialist, as native English and Americans speakers are, you feel superior to other cultures."
"the study of languages not only gives the practical ability to converse in another tongue, but also allows one to think differently."
"Students, especially those of modest means, aren't fools. They know what it takes to get hired. But if language ability ever starts leading to jobs, there will be a lot more of it on display."
"The benefits for an English speaker learning any other modern language are tiny compared with the benefits for anyone else learning English."
"everyone speaks English these days, so why bother." "We are not less capable of communicating with our neighbors, because they are all studying the planetary language, English, as hard as they possibly can."
"It's quite unture that everyone else speaks English." "it is a myth that everyone speaks English." "It is a myth that the whole world speaks English."
"fluency only comes when you live with a language."
"For non-British, larning English is a necessity. They have to learn it because they can't do without it. For native English speakers another language is an academic exercise."
"A German businessman said, 'When I'm selling, I'm willing to speak English. When I'm buying, I expect to be sold to in my own language.'"
"One does not learn langauges in order to speak to foreigners, but to understand what they are saying to each other."
"Foreign langauges are part of a good education, & the lack of them makes us look ignorant, insular & arrogant."
"Had those Brits had a knowledge of the German culture and language, they would have known to be clear in their expression of 'yes' or 'no'."
"my knowledge of German...was a hindrance rather than a help, as the managers doing the recruiting saw me more as a threat than an opportunity, as my German was better than their English."
--- --- ---
Let's face it. Learn the modern lingua franca, English, as hard as you can.
Like one comment, I also discovered the astoundingly high level of spoken English in Sweden when I travelled there in 2006 summer. The Swedish I had a chance to talk to spoke near native English. Almost everything out there were bilingual, Swedish and English. I had no difficult to communicate with the locals at all. However, I was told by a friend in Sweden that when you were unable to utter a word in Swedish supermarkets they would laugh at you at the back. Again in 2006 summer, I travelled to Italy for the first time. When I was out of the coach near the Milan Central Station looking for direction desperately, I tried hard to ask an Italian young man in my very limited Italian with the help of a phrasebook and a map. He ignored me and walked away. I was in despair. Anyway, it was very rewarding and interesting to use my kindergarten Italian in supermarkets in Roma and Fienze, a B & B in Venezia, a grocery store in Napoli, an ice-cream shop in Pisa, and in Basilica Sancti Petri and Musei Vaticani in Status Civitatis Vaticanae. It was wonderful memories!
--- --- ---
Postscript:
Reported by Telegraph on April 9, Sebastian Coe, the chairman of the London Olympic Committee, has described the Chinese officials guarding the Olympic torch as "thugs". He said "They are horrible. They did not speak English ... I think they were thugs."
Yes, it might be true that Coe was allegedly pushed out of the way by those "thugs". Even worse, the "thugs" were unable to utter a word in English, the "only" tool to communicate with Brits, so they were labelled as "thugs". As long as you can speak English, at least, I think, you will not be one of them. God knows whether those "thugs" could speak French, the dying language, to French Police and Olympic Committee member. Or are they not going to South America soon? Please teach them Spanish.
http://www.timesonline.co.uk/tol/comment/columnists/tim_hames/article3564472.ece
It is a great piece. Very interesting and eye-opening! Also the illuminating comments from Brits, Brits overseas (in France, Germany, US, China, Japan, Thailand etc), French (of course, Brits and French are destined twins), Welsh, Luxembourgish etc.; by occupation, frequent-flying businessmen, language teachers, skilled exam candidates (Grade A result but speak none) etc. Here I quote some interesting points from the column and comments.
--- --- ---
From the column:
"at a time of globalisation and interdependency - when the advantages of speaking foreign languages have never been greater..."
"since a language is a key to understanding other cultures, we (Brits) risk becoming more ignorant about them."
From the comments:
"Many English people don't see the cultural insularity resulting from their monolingualism...When you a lingusitic colonialist, as native English and Americans speakers are, you feel superior to other cultures."
"the study of languages not only gives the practical ability to converse in another tongue, but also allows one to think differently."
"Students, especially those of modest means, aren't fools. They know what it takes to get hired. But if language ability ever starts leading to jobs, there will be a lot more of it on display."
"The benefits for an English speaker learning any other modern language are tiny compared with the benefits for anyone else learning English."
"everyone speaks English these days, so why bother." "We are not less capable of communicating with our neighbors, because they are all studying the planetary language, English, as hard as they possibly can."
"It's quite unture that everyone else speaks English." "it is a myth that everyone speaks English." "It is a myth that the whole world speaks English."
"fluency only comes when you live with a language."
"For non-British, larning English is a necessity. They have to learn it because they can't do without it. For native English speakers another language is an academic exercise."
"A German businessman said, 'When I'm selling, I'm willing to speak English. When I'm buying, I expect to be sold to in my own language.'"
"One does not learn langauges in order to speak to foreigners, but to understand what they are saying to each other."
"Foreign langauges are part of a good education, & the lack of them makes us look ignorant, insular & arrogant."
"Had those Brits had a knowledge of the German culture and language, they would have known to be clear in their expression of 'yes' or 'no'."
"my knowledge of German...was a hindrance rather than a help, as the managers doing the recruiting saw me more as a threat than an opportunity, as my German was better than their English."
--- --- ---
Let's face it. Learn the modern lingua franca, English, as hard as you can.
Like one comment, I also discovered the astoundingly high level of spoken English in Sweden when I travelled there in 2006 summer. The Swedish I had a chance to talk to spoke near native English. Almost everything out there were bilingual, Swedish and English. I had no difficult to communicate with the locals at all. However, I was told by a friend in Sweden that when you were unable to utter a word in Swedish supermarkets they would laugh at you at the back. Again in 2006 summer, I travelled to Italy for the first time. When I was out of the coach near the Milan Central Station looking for direction desperately, I tried hard to ask an Italian young man in my very limited Italian with the help of a phrasebook and a map. He ignored me and walked away. I was in despair. Anyway, it was very rewarding and interesting to use my kindergarten Italian in supermarkets in Roma and Fienze, a B & B in Venezia, a grocery store in Napoli, an ice-cream shop in Pisa, and in Basilica Sancti Petri and Musei Vaticani in Status Civitatis Vaticanae. It was wonderful memories!
--- --- ---
Postscript:
Reported by Telegraph on April 9, Sebastian Coe, the chairman of the London Olympic Committee, has described the Chinese officials guarding the Olympic torch as "thugs". He said "They are horrible. They did not speak English ... I think they were thugs."
Yes, it might be true that Coe was allegedly pushed out of the way by those "thugs". Even worse, the "thugs" were unable to utter a word in English, the "only" tool to communicate with Brits, so they were labelled as "thugs". As long as you can speak English, at least, I think, you will not be one of them. God knows whether those "thugs" could speak French, the dying language, to French Police and Olympic Committee member. Or are they not going to South America soon? Please teach them Spanish.
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