Taiwan’s gift to the world

Linguistic profile in Taiwan

1 National Chengchi University Claire Hsun-huei Chang 本著作除另有註明外，採取 創用

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「姓名標示－非商業性－ 相同方式分享」台灣

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Outline

Current linguistic situation Sociolinguistic situation Features of Taiwan Mandarin and Formosan Languages Language development: Languages used in education and wider communication Examples of linguistic traces Language-related Rules and Regulations

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At MRT

At Taipei train station 3 Picasa 全國通識課程與教學資料庫建置計畫

4 The Act of Protecting Language Equality of Broadcasting at Mass Transportation Systems  (passed March 31, 2000 by Legislature Yuan). The article number 6 rules that the languages used in broadcasting should include Minnan (Taiwan Min, Taiwanese) and Hakka , in addition to Guoyu (Mandarin). The city government should take local environment and needs into account and consider adding aboriginal languages in broadcasting.

5    In Matsu area, Northern Min (Fuzhou) should be added.

The Taipei City Government chooses English as the fourth language in broadcast mainly because of the international atmosphere in Taipei metropolitan area.

Guoyu (Mandarin) – Minnan (Taiwanese) – Hakka – English

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Current linguistic situation

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Ethnic groups

    Taiwanese, Minnan (Southern Min) people 73.7% Mainlanders 13% Hakka 12% Austro-Polynesians 1.7% o Huang 1991: 21

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Population of ethnic groups

    Minnan 70%

Hakka

15% Mainlanders 13% Aboriginal less than 2% Total population: 23,170,321 (April, 2011) Aboriginal population: 505,159 (Jan, 2010)

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Immigrants: Han people

 Minnan   Quanzhou variety of Southern Min (business, coastal areas) Zhangzhou variety of Southern Min (agriculture, inland plains)  Hakka (farming in hilly areas)   Hai-lu Si-hsien

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Mainlanders: Nationalist retreat

   Different parts of Mainland China, speaking a variety of Han dialects Bilinguals acquiring Mandarin Mandarin as lingua franca

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Aboriginals

  Pingpu Zu (the plain tribes) Gaoshan Zu (the mountain tribes)  Siraya as lingua franca in the south

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Population of Mother Language

   

Minnan (Taiwan Min) 75% Mainlanders 12.5% Hakka 10% Aboriginals < 2%

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Languages in Taiwan

 Guoyu (Mandarin) 華語  Minnan (Taiwan Min,Taiwanese) 台灣閩南語  Hakka 台灣客家語  Aboriginal languages (Formosan Languages) 台灣原住 民語  Immigrant languages: Chinese Sign Language, Halh Mongolian (6,000), Kalmyk-Oirat, Tibetan (2,000), Uyghur, Vietnamese.

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Other languages

Colonial rule  Dutch/Portuguese   Spanish Japanese International language  English

15  The number of individual languages listed for Taiwan is 28. Of those, 22 are living languages and 4 have no known speakers.

http://www.ethnologue.com/show_map.asp?name=T W&seq=60

Lewis, M. Paul (ed.), 2009. Ethnologue: Languages of the World, Sixteenth edition. Dallas, Tex.: SIL International.

16 Living languages Number of speakers Diversity Taiwan Total 28 Perc ent 0.41

Indig enou s 22 Immi grant 6 Count 22,07 3,704 Mean 1,003 ,350 Median 4,759 In de x 0.

48 8 Coverage 79%

Geographical distribution

17 Ethnologue.com SIL International

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Mandarin

    4,320,000 in Taiwan (1993).

Mainly Taipei and 5 provincial cities. Alternate names: Guoyu, Kuoyu, Mandarin, Taiwan Mandarin ( 台灣華語 ) ， Taiwanese Mandarin ( 台灣 國語 )

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Minnan

    15,000,000 in Taiwan (1997 A. Chang).

Tainan, Penghu Archipelago, cities on east coast, western plain.

Alternate name: Min Nan, Minnan.

Dialect: Amoy (Taiwanese).

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Hakka

    2,370,000 in Taiwan (1993).

Taoyuan, Hsinchu, Miaoli, Pingtung counties.

Shi Xien in north and south; Hai-Lu in central, north central. Dialects: Hailu (Hoiluk, Hoilluk, Hi-Lu), Sanhsien (Shigen, Shixien, Shi Xien).

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Indigenous Languages

   14 Taiwan Aboriginal tribes are recognized officially  Atayal, Amis, Bunun, Puyuma, Tao (Yami), Paiwan, Rukai, Tsou, Thao, Saisiyat, Kavalan, Truku, Sakizaya, Sediq Tainan County government recognizes Siraiya as the county aboriginal. Plain Indigenous people disappeared due to the loss of the language and culture.

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To conclude…

   An immigrant society A multi-ethnic and multilingual society with four major ethnic groups: Mainlanders, the Southern Min people, the Hakka, Austro-Polynesians Mandarin is the national language, the lingua franca for all communication

Language type and function in education (Tsao 2000)

Mother language National language LWC Literacy + Subject + + Medium + *Language used in wider communication: English, Japanese, German, French etc.

Realized (+), unrealized (-) 25

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Sociolinguistic situation

27   1945: Diglossia without societal bilingualism (Fishman 1967) 1975: diglossic society with societal bilingualism (Tsao 2000)

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Language contact

      Lingua franca Making of a Standard language: based on Peking dialect Language change Code-switching Language shift Language death

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Lingua franca

     Common language Used for business and other communication needs by people speaking different first language Determined by the political or economic superiority Suprastratum Guoyu (Mandarin) as lingua franca

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Language contact

 Languages: Han dialects (Mandarin, Minnan, Hakka, and other dialects), Portuguese, Dutch, Spanish, Japanese  Code-switching  Loanwords  Pidgin  Creole  Language shift  Language death

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Japanese occupation

   First stage: teaching Classical Chinese with Southern Min or Hakka pronunciation ; Chinese was taught as a required subject Second stage: private Chinese schools were banned and Chinese as a subject was made elective Third stage: Chinese was banned in all public domains

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Standard language

   Standard and sub-standard language Based on the pronunciation of Peking dialect Ideal language with no ‘native’ speakers

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Features of Taiwan Mandarin

And Formosan Languages

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Mandarin

   ‘standard’ Mandarin: learned through education and mass media Taiwan Mandarin: learned as a second language by the people of Taiwan who speak Taiwanese as a native language Taiwanese Mandarin

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Peking Mandarin vs. Taiwan Mandarin

  Features shared by Taiwan Mandarin and Taiwanese, but not by Peking Mandarin Features shared by Taiwanese and Peking Mandarin, but not by Taiwan Mandarin

36 Taiwan Mandarin

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TM/Taiwanese, not PM

   Non-Taiwanese speakers more numerous, politically and economically more powerful than PM speakers PM codified and taught in the area of phonology TM follows the VO characteristics, where PM shows OV

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Habitual and future action

 Habitual PM: ni chi-bu-chi niurou?

TM: Ni you-mei-you chi niurou?

Tw: li u chiah gu-bah bo?

 Future PM: nei-kuai niurou ni chi bu-chi?

TM: Nei-kuai niurou ni yao- bu-yao chi?

Tw: hit-te gu-bah li beh chiah m?

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Classifiers

   PM: yi ge pingguo/xigua/lanqiu ‘one apple/watermelon/basketball’ Yi li tang ‘one sugar’ Yi ke qiaokeli ‘one chocolate’ TM: yi ke pingguo/lanqiu/tang/qiaokeli Tw: jit liap pingguo/xigua/lanqiu/tang/

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The instrumental case-marker ‘yong’

(In order to be on time, you have to run.)  PM ni dei pao cai laideji.

 You must run then in time TM ni yao yong pao-de cai laideji  You must with run-de then in time Tw: li ai iong chau-e chiah e-hu.

You must with run-e then in time

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Taiwanese/PM, not TM

 A-not-A questions “Can you play cards?’ PM Ni hui da pai bu hui?

you can play cards not can TM ni hui-bu-hui da pai?

Tw li e-hiau phah pai-a be?

you can play card not.can

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Shaping of Taiwan Mandarin

 A drift toward those characteristics common to the entire Chinese language family, away from those Altaic features peculiar to Peking Mandarin  The tendency to carry over features of the second language learner’s native language  The tendency to adopt features that are simpler, more regular and easier to process

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Taiwanese

  Taiwanese: learned by non-native speakers through daily social contact Shared vocabulary between Mandarin and Taiwanese 70%

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Formosan Languages

  Language diversity in word order, focus system, auxiliaries, personal pronouns, number system, and affixes Preserving Proto-Austronesian features

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Importance of Formosan languages

  Number of languages: 23 out of 1262 Austronesian languages Language family ： 3 out of four primary branches of Austronesian languages  2 Atayal, 17 Paiwanic, 4 Tsouic (1 does not belong to Formosan languages)

46 Wiki Maulucioni

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Focus system

 A system of agreement between verb form and nominal case

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Example

He caught a big fish with a fishing pole by the sea shore.

    AF (Agent focus): He PF (Patient focus): a big fish IF (Instrument focus): a fishing pole LF (Locative focus): the sea shore

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Language development

50      Spoken language written language writing system mother language education Language preservation

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Phonetic alphabets

 National Phonetic Alphabets  ㄅㄆㄇㄈ   Pinyin system  b p m f Tongyong system

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National alphabets

 台 ㄊㄞ ˊ 灣 ㄨㄢ語 ㄩ ˇ 言ㄧㄢ ˊ 的 ˙ ㄉㄜ種 ㄓㄨㄥ ˇ 類 ㄌㄟ 於 ㄩ ˋ ˊ 十 ㄕ ˊ 分 ㄈㄣ 多ㄉㄨㄛ樣ㄧㄤ ˋ ，屬 ㄕㄨ ˇ ㄧ個 ˙ ㄍㄜ 多 ㄉㄨㄛ言 ㄧㄢ ˊ 多 ㄉㄨㄛ 語 ㄩ ˇ 的 ˙ ㄉㄜ社ㄕㄜ ˋ 會ㄏㄨㄟ ˋ 。

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Writing system

    Mandarin: Chinese characters Minnan Hakka Aboriginal languages

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Teaching of languages

   National language: required Mother language: required for grades 1-6 taken one from Minnan, Hakka, Aboriginal languages; elective from junior high Foreign language: English

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Language certification

   

To preserve native and mother language and culture Certify language ability Language Standardization: writing system 2001 Certification of Aboriginal language (14 tribes 42 dialects)

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Language Certification

  2010 Minnan Language Certification 2005 Hakka Language Certification-beginning level, 2008 intermediate and high-intermediate level certification

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Examples of linguistic traces

60   Place names Loanwords (borrowing)

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Names with Taiwan Min origin

   http://twstudy.iis.sinica.edu.tw/oldmap/ http://distance.shu.edu.tw/taiwan/ch01/CH01_FRAMES ET.HTM

http://placesearch.moi.gov.tw/search/  Niaokang [minnan]  Maokong 貓空  Hongmao cheng ‘Fort San Domingo’  Tamsui

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Names with Aboriginal origin

    Wu-lai （’ Urai’ in Atayal meaning ‘hot spring’ ）  [wu-lai] 烏來 Ketagalan Boulevard ‘Kai-da-ge-lan dadao’ (named after Ketagalan aboriginals living in Taipei Area), originally it is called Jie-shou Road ( 介壽路 ) in memory of Chiang Kai-shek zhuqian 『竹塹』 ‘former name for Hsin-chu’, named after the inhabited place for Taokas, a plain aboriginal tribe Wanhua: formerly ‘banka’ (meaning ‘small boat’ in Kategalan)

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Names with Spanish origin

  wan-li [ 萬里 ] (Parian ‘Places where Han people gather’) = banli in Taiwan Min = vasai ‘Han people gathering place in Aboriginal language’ = Mandarin masu [ 瑪鋉 ] san-diao-jiao [ 三貂角 ] ： the easternmost cape of Taiwan Cape San Diego  sam tiao [Minnan]  三貂角 [Mandarin]

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Names with ‘Mandarin’ origin

   Moral ethics  Zhongxiao 忠孝 , Renai, Xinyi, Heping Nationalism  Fuxing North/South Road 復興 , Jianguo 建國 . Zhongshan N/S Road 中山 Names of provinces in China  Songjiang Road, Nanjing East/West Road, Longjiang Street, Jinan Road, Xuanyuan Street

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Names with Hakka origin

 Guanxi: former name ‘xiancai peng’ ( 咸菜硼 ) Hakka ‘hamcai’ [ 鹹菜 ] = Kansai in Japanese  (Mandarin) Guanxi [ 關西 ]

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Minnan or Hakka?

     House is called ‘cu’ [ 厝 ] in Minnan, but it is ‘wu’ [ 屋 ] in Hakka.

Cow’s pen is ‘gutiao’ [ 牛稠 ] in Minnan, ‘niulan’ [ 牛欄 ] in Hakka.

Basin or lower plain is ‘hu’ [ 湖 ] in Minnan, but ‘wo [ 窩 ] in Hakka Streams are called ‘xi’ [ 溪 ] by Minnan people, but ‘he’ [ 河 ] by Hakka people.

Mountain ridges are ‘nia’ [ 嶺 ] to Minnan people, but ‘dong’ [ 崠 ] to Hakka.

67   Xinwu [ 新屋 ], touwu [ 頭屋 ] ， songwu [ 宋屋 ] Gucu [ 古厝 ], Tong-an-cu [ 同安厝 ], Hong-cu [ 洪厝 ], Ba kuai-cu [ 八塊厝（八德） ]

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Loanwords: Portuguese

   sap-bun (sabão) ‘soap’ Formosa (Taiwan) phan ‘bread’ [Spanish, Portuguese ‘pão’]

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Loanwords: Japanese

         sa-bi-su ‘service’ to-lak-ku ‘truck’ phan ‘bread’ ba-ta ‘butter’ bii-ru ‘beer’ o-baa-san ‘older woman’ o-ji-san ‘older man’ mat-chi ‘match’ to-ma-to ‘tomato’

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Loanwords: English

   Cool 酷 High Show 秀： talk show,

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Language-related Acts and Regulations

72    The Act of Protecting Language Equality of Broadcasting at Mass Transportation Systems The Language Equality Act: right to use native language to communication in all areas, freedom of language use The Act of National Language Development

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Taiwan’s gift to the world

74    Language development in forming a new identity Language diversity Preservation and promotion of endangered languages

75

Copyright Declaration

Work Licensing Author/ Source

Picasa 0 全國通識課程與教學資料庫建置計畫 https://picasaweb.google.com/1113760395 53373907770/MRT#568142026225499669 2011.12.1visited

Ethnologue.com SIL International http://www.ethnologue.com/show_map.as

p?name=TW&seq=60 2011.7.30visited

Wiki Bstlee http://zh.wikipedia.org/zhtw/File:Formosa n_Distribution_01.png

2011.7.30 visited Wiki Maulucioni, http://en.wikipedia.org/wiki/File:Migracio nes_austronesias.png

2011.7.30visited