The Ministry of Education's announcement that local language classes (referring to Taiwanese Hokkien, Hakka and Aboriginal languages) will be made compulsory for elementary school students in Taiwan starting from the 2001 academic year has sparked intense debate over the learning of these languages.
Though many support the proposal, others have expressed concern. There are two primary areas of controversy. The first relates to the added burden of learning a local language, which some believe will get in the way of acquiring more important languages, such as English.
The second relates to whether it is fair to impose the learning of a local language (or mother tongue, as these languages are sometimes referred to) on children whose mother tongue is Mandarin.
To answer these questions, let's first think about the functions of a language.
Some people believe that language is simply a medium of communication. As long as people use the same language, interpersonal communication will be achieved. For these people, the goal of communication in Taiwan is achieved through the use of Mandarin, while communication with the rest of the world can be achieved through the use of English. For them, the learning of additional languages is, therefore, unnecessary.
In my opinion, however, language is not only a tool of communication, but serves also as a carrier of a cultural heritage. Languages originated as a result of the need for human beings to communicate among themselves. When people from different regions meet, they develop new languages to communicate with each other. This is how languages and cultures evolve.
Let's take the Inuit (also called Eskimos) as an example. Since they inhabit an environment covered with snow all year round, they have created over twenty words to describe "snow." These terms are recorded in their folk stories, legends and oral histories. If they one day stopped using the Inuit language, then those lively descriptions would become extinct!
When I talked with Aborigines in Taiwan, they sometimes have difficulty trying to describe certain objects, animals, plants, or phenomena in Mandarin, because the language does not have a vocabulary to express these things or situations.
In fact, besides differences in vocabulary, languages also express ethnic traits and views of the world. Diversity is what makes the world more interesting.
The more than ten languages spoken in Taiwan should be considered some of its most valuable assets of the nation. Due to dictatorial and inhumane language policy enforced in the past, several non-Mandarin languages are now on the verge of extinction. Moves should be made to prevent these languages from disappearing. For us, the main purpose of learning these local languages is not to communicate, but to carry on the cultural heritage of this country. However, though the the Ministry of Education's intention to establish classes in these local languages is laudable, those who express concern also have their point. This is largely due to the poor design of the policy.
First of all, the term "mother tongue" refers to a language learned at home. Therefore, to force someone, whose mother tongue is Mandarin to learn anther "mother tongue," is both illogical and impractical.
The policy would make more sense if the term "mother tongue" was changed to "local language" (
Why the preference for Mandarin or English over learning a "mother tongue"? This has to do with the perception of languages in our society.
An important factor in mastering a language is for learners to consider the language they are learning "useful." This is why English is so popular: it is regarded as useful. The reason for the lack of success in the promotion of mother tongue education is that many people do not regard these languages as useful. After all, they are not part of school entrance and civil service examinations, nor are they valuable in the employment market.
Therefore, unless the status of local languages spoken in Taiwan are raised to the same level as Mandarin, they will be regarded as less useful. The motivation for learning and teaching these languages will, therefore, be rather limited.
Of course, the responsibility for promoting local language learning does not only lie with the Ministry of Education. It is the job for people all over the country. But for this to work, the right kind of environment has to be established.
What needs to be done is to upgrade the status of local languages. Students should be allowed to choose their own languages when receiving education, taking national examinations and engaging in business. Mandarin would then no longer the only official language at schools and public organizations.
For national examinations, Aborigines who benefit from weighted grades based on their ethnic identity, should have to pass a language test in their "mother tongue." By implementing measures such as this, local languages will again be regarded as "useful" and students will be motivated to learn them.
The measures that should be put in place may be complicated, but they could be put into practice one step at a time. Only by establishing a better system can the promotion of mother tongues proceed more smoothly.
We look forward to seeing Taiwan become a nation where all local languages are retained intact and its many and varied cultures perpetuated.
Chi Chun-chieh is an associate professor at the Institute of Ethnic Relations at National Dong Hwa University in Hualien.
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