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Editorial: A multitude of tongues

Language has traditionally been seen as a tool for communication, but linguists have recently expanded the definition of language to recognize that language serves as a symbol for different ideologies. This is especially true in a multi-ethnic, multi-lingual society like Taiwan.

Taiwan's diverse ethnicities and languages are a result of the island's history of immigration. After 40 years of suppression, the public's consciousness of the importance of language has flourished as democracy has taken root in Taiwanese society. Different ethnic groups have launched movements to preserve their languages and culture, a result of an ethnic consciousness that developed during political suppression during the 38-year period of martial law.

Recently a number of groups have capitalized on the high level of concern over language in Taiwan, and petitioned the Ministry of Education to add a variety of native languages to Taiwan's primary and secondary school curriculums. The ministry answered their demands with uncharacteristic swiftness, announcing the inclusion of compulsory "mother tongue" classes for primary and middle school students.

Those who support the addition of native languages to the curriculum argue that native language training will bring respect back to ethnic groups, boost their self-image and help students to understand more about Taiwan.

Detractors of the policy contend that the major goal of educational policy next year is to reduce students' heavy class burden. Native language classes are, however, being billed as compulsory courses and would inevitably increase students' class load. Primary school students in Taiwan already have to sit through a gamut of classes recently added to the main curriculum including foreign languages, recreation, communications, human rights, gender issues, the environment and home economics

If native-language education is to be implemented, schools will have a hard time finding with qualified teachers and suitable teaching materials. Further, the distribution of ethnic groups in Taiwan is uneven and "mother tongues" taught in schools may be different from the languages spoken in students' homes. Finally, how will the authorities evaluate the results of the educational program? Any one of these problems might seriously reduce the quality of native language instruction.

Native language classes have become the frontline of the battle between the trends of "nativization" (¥»?g?Æ) and internationalization. We should remember, however, that Taiwan's accomplishments over the past 50 years are in no small measure the result of the hybrid mix of the cultures and languages of Japan, China and the US. The plural system of values that exists in Taiwan is in part a product of the multiple cultures and languages that have met in Taiwan, and is of great benefit to Taiwan as it attempts to increase its level of internationalization.

Taiwan's pluralism is not only one of its greatest assets, but is also the source of our pride as a "maritime culture" as opposed to the "continental culture" of mainland China. Placing too much emphasis on "nativeness" will hinder Taiwan's efforts to increase its internationalization.

In the same vein, stressing native-language education goes against the trend of increased integration of Taiwanese society that has slowly developed over the past five decades. It will also discourage students from devoting themselves to the study of foreign languages.

We argue that native-language education should not be compulsory. Classes in "mother tongues" should be elective courses held on the basis of students' needs and the ability of schools to provide the courses. Free market principles should guide the provision of the classes, bringing the greatest benefit to both students and educators, while also promoting the preservation of the languages of all ethnic groups.
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