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Hong Kong has the population of about six million people crowded into Hong Kong Island and its Peninsula. Hong Kong people speak Chinese--Cantonese as the spoken form and Putonghua as the written form--and English in dealing with expatriates. This paper examines the overall language situation in Hong Kong, such as the role and the status of the commonly used languages--Cantonese, Putonghua and English, the language education, the language attitude, the language policy, and the future languages.
The medium of instruction in schools is subject to varing according to the scholar's linguistic theory and social effectiveness. Cantonese, which is the most widely spoken form of Chinese in Hong Kong, is used as the medium of instruction in primary schools under the pedagogic arguments in favor of mother tongue. Anglo-Chinese Middle Schools, in which English and Chinese are used as the medium of instruction, occupy the great proportion of the secondary schools in Hong Kong in accordance with the social necessity and the parent's favor. Though neither the great efforts nor the vast investments to promote Putonghua are provided, the standard of English and Putonghua has been always recommended to be improved.
Under the Sino-British Joint Declaration on the Future of Hong Kong, signed in April 1985, Hong Kong will be a part of Mainland China in 1997. Hence promoting Putonghua is necessary to prepare for the reunification of Hong Kong with Mainland China after 1997. However, the language policies in Hong Kong's language education have a long and tortuous history. The lack of language planning made the language situation in Hong Kong undesirable, and will make us hard to predict the future languages in Hong Kong. The relative status and roles of Cantonese, Putonghua, and English after 1997 will heavily depend on the language policy of the PRC government afterward. This study also suggests that Cantonese, which is the mother tongue of Hong Kong people, must be taught in schools to openly express the deep emotion of Hong Kong people even after 1997. Furthermore, to retain Hong Kong as the international port after 1997, the multilingual approach through a combined use of Cantonese, Putonghua, and English is desirable.
The medium of instruction in schools is subject to varing according to the scholar's linguistic theory and social effectiveness. Cantonese, which is the most widely spoken form of Chinese in Hong Kong, is used as the medium of instruction in primary schools under the pedagogic arguments in favor of mother tongue. Anglo-Chinese Middle Schools, in which English and Chinese are used as the medium of instruction, occupy the great proportion of the secondary schools in Hong Kong in accordance with the social necessity and the parent's favor. Though neither the great efforts nor the vast investments to promote Putonghua are provided, the standard of English and Putonghua has been always recommended to be improved.
Under the Sino-British Joint Declaration on the Future of Hong Kong, signed in April 1985, Hong Kong will be a part of Mainland China in 1997. Hence promoting Putonghua is necessary to prepare for the reunification of Hong Kong with Mainland China after 1997. However, the language policies in Hong Kong's language education have a long and tortuous history. The lack of language planning made the language situation in Hong Kong undesirable, and will make us hard to predict the future languages in Hong Kong. The relative status and roles of Cantonese, Putonghua, and English after 1997 will heavily depend on the language policy of the PRC government afterward. This study also suggests that Cantonese, which is the mother tongue of Hong Kong people, must be taught in schools to openly express the deep emotion of Hong Kong people even after 1997. Furthermore, to retain Hong Kong as the international port after 1997, the multilingual approach through a combined use of Cantonese, Putonghua, and English is desirable.
목차
1. 序論
2. 廣東語에 대한 학자들의 인식
3. 일반 사회 생활 속의 언어 현상
4. 言語 敎育과 言語 性向
5. 1997년 이후의 전망
6. 結論
參考文獻
ABSTRACT
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