Keynote Speakers

Abstract:

In this talk, I will identify the major trends that can be determined from an overall study of recent language policies across Asia (Kirkpatrick & Liddicoat Eds. 2019). The trends can be seen across three interrelated themes, namely: the promotion and privileging of one language as the national language as part of an attempt to create a nation state, often in states that are linguistically extremely diverse; a decrease in the promotion of indigenous languages other than the national language and the neglect of these in education in many countries; and the promotion of English as the first foreign language in education systems, often giving other ‘foreign’ language a minimal role in education. Possible reasons and motivations for these trends will be considered and countries where exceptions to these trends can be determined will be described. The talk will critically evaluate selected language education policies and conclude with predictions for the future linguistic ecology of the region and for the interrelationships of the respective national language, indigenous languages and English.

Reference:

Kirkpatrick, A & Liddicoat, A.J.L. (Eds.). The Routledge International Handbook of Language Education Policy and practice in Asia. Routledge: London & New York.

Abstract:

Cognitive advantages of bilingualism or multilingualism over monolingualism do not only appear to be widely acknowledged in the scholarship but also commonly perceived by the general public through ad hoc observations. This is particularly true when the languages involved are economically powerful. The commonplace perception is apparently the very reason why countries such as China would invest immensely on bilingual education in their national language and an additional powerful language such as English, despite concerns over the ideological consequences of promoting the latter. What is less acknowledged is the benefits and merits of bilingualism or multilingualism with the first language of the users being an ethnic minority language seen as less economically useful. In situations where such a ‘less useful’ language is involved, bilingual or multilingual education is often subtractive with the first home language (L1) of the students being watered down in teaching and learning, deliberately ignored or even suppressed, while focus of schooling is placed on promoting the national language (L2), and, in favourable circumstances, offering a foreign language such as English (L3) according to the national curriculum so as to look equitable in schooling.

This paper focuses on these situations, more specifically on multilingual provisions for ethnic minority groups in mainland China. Drawing on empirical evidence from recent research into and scholarship on trilingual education in mainland China, the paper gives a critical account of the significance, benefits as well as issues and challenges from cognitive, affective and economic perspectives of multilingual education. The key argument to be made is that multilingual education, if conducted in its full sense, is the way forward for the 21st century, to ensure educational equity and equality, ethnic minority students’ cognitive development, their confidence in claiming multiple identities, societal harmony, and to lead to a situation where ethnic minority languages are not seen as a problem, but as resource and right.

Abstract:

In an early publication on multilingualism and multiculturalism in Singapore, Geoffrey Benjamin (1975) underscores the importance of uncovering new and innovative elements emerging out of the confluence of the multiple and diverse cultural traditions that defines Singapore as a prime example of a multilingual, multicultural and multiethnic community. Subsequent work by Purushotam and Siddique (1982 1990, 1997) have added much to our understanding of multiculturalism in Singapore, with particular reference to the Indian communities. However, in spite of this, much more work needs to be done to gain a deeper understanding of the dynamics of interculturalism through a detailed examination of ‘culture in action’, i.e., the use of localisms and distinctive forms of expression in everyday conversations amongst Singaporeans. In this paper, we present naturally occurring data in the form of recordings and transcripts of everyday conversations in Singapore, report findings emerging from analytical engagement with that data, using an Ethnomethodological Conversation Analytic approach, as a means of documenting and celebrating the creative and rich set of practices that constitute ‘talking the Singapore way’.

Abstract:

China is one of the most multilingual countries in the world. The government of the People’s Republic of China promotes the country as a harmonious and unified nation with 56 distinct ethnic groups who speak more than 400 languages. The government has not only legally recognized multilingualism but also publicly encouraged a climate in which the teaching and learning of a variety of languages can flourish. Adopting theories of language ecology and human capital, this paper explores multi-model approaches in multilingual education (ME) and minority language (ML) maintenance in China. In doing so, it provides insights into our understanding of national ME implementation and ML maintenance.

This paper is based on extensive empirical research and case studies in China’s multilingual regions and provinces. It examines the application of the Chinese government’s ME and ML practices over the last 30 years with its underlying language ideology and practices, revealing de factor language policies. In doing so, it analyzes language management at school levels, the linguistic landscape around minority areas and the language attitudes and cultural identities held by present minority students, teachers and parents.

My findings indicate that while modern standard Chinese (Putonghua) continues to be a powerful factor in both consolidating and probing educational, cultural, social and political discourse as well as the spatial environment, Xi Jinping’s recent “One Belt and One Road” project has created a new linguistic environment which has affected the use of languages within diverse minority groups. This has accelerated the deep concern shared among those advocating ML maintenance in China. The implementation of ME in China is under great challenge: ML maintenance is not static and its movement in one direction or another at macro or micro levels is a result of many influences that require careful consideration.