The mother tongues as second languages: nationalism, democracy and multilingual education in Taiwan

Dupré, Jean-François

doi:10.1080/14664208.2014.927088

Cited by 17 publications

(15 citation statements)

References 13 publications

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“…In addition, the results of this study also reinforce opinions that emphasize the relationship of nationalism and language learning by saying that the formation of nationalist attitudes can be done through language learning [28]. This is also done by Malaysia through 'Enforcing Bahasa Malaysia and Strengthening English [29] as well as by the Taiwanese community through the curriculum of' Mother Language Education [30]. Therefore, language learning is packed using text of language attitudes with the goal of developing positive language attitudes that can arousing nationalism within a diversity frame.…”

Section: Student Responsesupporting

confidence: 73%

Text Attributed with Language Attitude in Indonesian Language Instruction as The Efforts to Knit Nationalism in a Frame of Diversity

Dewantara

2018

SHS Web Conf.

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This research aims to 1) describe the use of text attributed with language attitude in Indonesian language instruction and 2) describe student's response to the instruction. It was a descriptive research which data were collected by using observation method and questionnaire. The subjects were 4 lecturers of Indonesian language and 258 students of Unversitas Pendidikan Ganesha. The results of this study indicate that 1) text attributed with language attitude was applied in 4 main steps, namely (1) preparation of conditions, (2) reading of text in groups, (3) intergroup discussions, (4) inferences; 2) Student response in terms of interest, 55.91% of students were very interested, 38.76% of students were interested, and 5.33% were less interested. In terms of textual ability to inspire the sense of nationalism, 63.70% of students felt the text was very capable to do it, 32.43% of students felt the text was capable enough to do it, and 3.88% of students felt the text was less inspiring to raise nationalism within the frame of diversity. Thus, learning was able to attract students and the text used was able to awaken nationalism within the frame of diversity. The implication is the existence of teaching materials to nurture nationalism.

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Section: Student Responsesupporting

confidence: 73%

Text Attributed with Language Attitude in Indonesian Language Instruction as The Efforts to Knit Nationalism in a Frame of Diversity

Dewantara

2018

SHS Web Conf.

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“…On the one hand, the failure to date to reach consensus on an orthographic representation weighs heavily on the continued lack of progress in normalizing its use. This factor is only one among a broader array of adverse conditions (only a small percentage of young Taiwanese today do not speak Mandarin, the other autochthonous languages have received official recognition since democratization and vie for preservation); see and Chang and Lu (2014), Dupré (2014) and Liu (2012). Nevertheless, such language status deficits and sociolinguistic imbalances that strongly tip the balance in favor of Mandarin have no effect, one way or the other, on the proposal to categorize Minnan as a language, even in the hypothetical case of future advanced erosion.…”

Section: Why Is This Discussion Important For the Field Of Bilingualimentioning

confidence: 99%

“…The occasion that suggested the examination of these issues was an observation made in a review (Xu 2014) of my recent study Bilingual development and literacy learning: East Asian and international perspectives, BDLL for short (Francis 2013), regarding the use of the category "language. " The observation was that granting this status to Yue (as spoken in Hong Kong and Guangzhou), Hakka and Minnan (as spoken in Taiwan) and Wu (Shanghai), for instance, does not adhere to objective criteria.…”

Section: Introductionmentioning

confidence: 99%

Language and dialect in China

Francis

2016

CLD

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In the study of language learning, researchers sometimes ask how languages in contact are related. They compare the linguistic features of the languages, how the mental grammars of each language sub-system are represented, put to use in performance, and how they interact. Within a linguistic family, languages can be closely related or distantly related, an interesting factor, for example, in understanding bilingualism and second language development. Dialects, on the other hand, are considered to be variants of the same language. While there is no way to always draw a sharp line between the categories of language and dialect, it is necessary to distinguish between the two kinds of language variation by the application of uniform criteria. The distinction between dialect and language is important for designing bilingual instructional programs, both for students who already speak two languages and for beginning second language learners.

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“…Particularly, as a commonly cited UNESCO (1953) statement writes, "the best medium for teaching a child is his mother tongue. The use of ethnic language as the medium of instruction has unparalleled effects on the language acquisition compared to other forms of mother tongue education for ethnic minorities (Dupré, 2014).…”

Section: Linguistic Rights and Language Of Instruction For Ethnic Min...mentioning

confidence: 99%

National versus Ethnic Language: How Does the Language of Instruction in Schools Shape Ethnic Minorities’ Political Support?

Ma,

Choi

2024

Preprint

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Does the language in which minorities were educated during schooling affect how they perceive the state? Is there a difference in political support based on whether minorities were educated in the national language or their mother tongue? The answer to the question is not yet clear, although the importance of language in nation-building has long been highlighted in the literature of nationalism. In this study, we for the first time study the effect of language of instruction on minority citizens’ political support using the empirical case of China. The parallel school systems in China, where minorities have the option to enrol in either Chinese-medium schools or ethnic-language-medium schools, provide us with a unique opportunity to employ a rigorous quasi-experimental research design with causal mediation analysis. Utilizing a series of longitudinal household national surveys, our results show that having the ethnic language as the language of instruction has a considerable negative impact on minorities’ political support. With the finding, this article contributes not only to the studies of nationalism and nation-building, but also to scholarship across multiple fields, including public opinion, language planning and policy, and education policy.

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The mother tongues as second languages: nationalism, democracy and multilingual education in Taiwan

Cited by 17 publications

References 13 publications

Text Attributed with Language Attitude in Indonesian Language Instruction as The Efforts to Knit Nationalism in a Frame of Diversity

Text Attributed with Language Attitude in Indonesian Language Instruction as The Efforts to Knit Nationalism in a Frame of Diversity

Language and dialect in China

National versus Ethnic Language: How Does the Language of Instruction in Schools Shape Ethnic Minorities’ Political Support?

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