Research Topics: Language Policy

Language policy in the global context (with reference to Hong Kong)

Since the term of “Globalization” is widespread all over the world and its influences in different aspects on economically, culturally, technologically and politically are continuously increasing which makes it as a catchword internationally. It is like an umbrella sheltering all over the world. It happens in everywhere with any kind of culture and concepts in sweeping around the world and is so irresistible in spreading. It seems that anything which can be globalized means it has a high competitiveness in the global world. Everyone is joining in the race and turning it to be a global competition rather than a global trend.   Although there are many debates and taxonomy made by different scholars in the world, and various views and theories discussing about “globalization” which is in a way quite difficult for any of each to explain it very completely. However, if we focus on the process of globalization, it is not hard to find that it is also a process of blurring the national boundaries. And the five dimensions of the global cultural flow as Appadurai describes: (1) ethnoscapes (flow of people), (2) technoscapes (flow of machinery), (3) mediascapes (flow of images), (4) ideoscapes (flow of idea) and (5) finanscapes (flow of money) (Appadurai, p.230-238).   As language is acting like a cart carries the “culture” in flowing around the global world. On one hand, English as the global language widely spread among most of the population, taking a heavy role as a medium in communication for academic, travel and leisure, internet and most important on the global economy market. Due to the historical background under colonization, Hong Kong has a long term benefit in connection with English usage and seems that language policy in the education system carried out is taking a leading part for Hong Kong to survive in this global competition. And in the first part of the paper, I’ll still try to apply Appadurai’s five dimensions theory as my platform and main angle of vision for viewing the language policy in the global context focusing on Hong Kong.      On the other hand, I’ll focus to see what kind of language policies had been using in Hong Kong, especially the change before and after the handover to the China government and analysis the impacts and effects to the society, economically and culturally. Various examples of other countries will also be used i.e. Singapore, Mongolia. And Macau, having a high similarity in background with Hong Kong, will be used as the comparative model to discuss and measure about the language policy and the growth of English regarding to Hong Kong. Also, with reference of an online article Not the Queen’s English (Carla Power, Newsweek International), I found that the language-English itself is now initiating the globalization process in facing the change of global needs and the up rising of other languages. Therefore, I’ll be using Hong Kong as a viewing model to analysis the impact of globalization on the world’s language, with particular reference to English language policy in the global context. And of course, pros and cons of different scenarios will also be discussed.         Reference will be used: Appadurai, David Held and Anthony McGrew, (Editors), 2000, The Global Transformations Reader: An Introduction to the Globalization Debate, Policy Press: Oxford, UK, p.230-238) James Brooke, Mongolian leaders believe that English is the key to economic progress, The New York Times as seen in The International Herald Tribune, 14.2, 2005 HONG KONG, LANGUAGE POLICY Peter Dickson & Alister Cumming, (eds.) National profiles of Language Education in 25 Countries. Berkshire, England: National Foundation for Educational Research. 1996 (http://www.cbs.polyu.edu.hk/ctdso/paper/lang%20in20ED%20HK%20.pdf) Mark Bray and Ramsey Koo, Postcolonial patterns and paradoxes: language and education in Hong Kong and Macao, Comparative Education, Vol.40, No.2, May 2004 Carla Power, Newsweek International 2006, Not the Queen’s English (http://msnbc.msn.com/id/7038031/site/newsweek/) GOLBAL LITERACY – THE ADVANTAGE OF SPEAKING GOOD ENGLISH (http://www.moe.gov.sg/speeches/2000/sp31032000a.htm) Cunningham, Denis, Primary Educator, LANGUAGE POLICY A BRIEF GLOBAL PERSPECTIVE, 13244825, 1998, Vol.4, Issue 6 (http://web8.epnet.com.ezlibproxy.levels.unisa.edu.au/citation.asp?) Language Education (http://www.e-c.edu.hk/eng/reform/progress/progress03_sec2_eng.pdf) Education Reform, Language Education (http://www.e-c.edu.hk/eng/reform/report/sec2.html) Anita Y.K. Poon, Language policy of Hong Kong: Its impact on language education and language use in post-handover Hong Kong, Journal of Taiwan Normal University: Humanities & Social Sciences, 2004, 49(1), 53-74 (http://140.122.100.145/ntnuj/j49.asp?appl=j491-13.pdf)                                     but I’ll use Appadurai’s theory on the five dimensions of global cultural flows:- 1. Ethnoscape 2. Mediascape 3. Technoscape 4. Financescape 5. Ideoscape And with applying his examples on Homogenisation and Deterritorialization (Arjun Appadurai, ‘Disjuncture and Difference in the Global Cultural Economy’) as my platform and main angle of vision for viewing the language policy in the global context.   Also with reference of an online article Not the Queen’s English (Carla Power, Newsweek International), I found that even the language-English itself is now initiating the globalization process. Therefore, I’ll be using Hong Kong as a viewing model to analysis the impact of globalization on the world’s language, with particular reference to English language policy in the global context.   Points of the impact of globalisation included:- Western Colonisation:  Due to the expansion of the Euro-western countries, i.e. The British, Hong Kong was occupied by the British as a Crown Colony after a certain defeats of Chinese in the First Opium War. In which this historical background built a very important platform for English to be used in the common language and even to the post handover period, is still be one of the official languages.     Five dimensions in global cultural flow:- 1.  Ethnoscape:            2.  Mediascape     3.  Technoscape   4.  Financescape   5. Ideoscape     Homogenisation:     Deterritorialization:     Westernisation (‘McDonaldization’ and ‘Coca-colonization’)     Internationalization:     Language policy held in Hong Kong Educational:     Government encouragement:       Various scenarios occur: Pros:       Cons: 1.          ….The enhancement in mother-tongue teaching reduces the students’ chance to learn and use English in a wider range with other subjects rather than in the English class only….   2.          ….Inavailability of Native English teachers and lack of oral practice provided leads to “Hong Kong English” often thought of as a low standard of English among the local populace with its heavy Hong Kong accent….   3.          ….Interjections of Cantonese origin usage in internet among locals are frequent. In addition with instant message English and SMS English are commonly use by students or even among well English educated individuals in formal occasions. Other than regional intimacy and Cantonese –speaking identity expressed, it also turns to be a problem for student to learn proper English….   4.          ….The “LPAT” creates high pressure to the English teachers without English language undergraduate degrees. The assessment screened away quite a number of in-service English teachers and even a high number of Native English teachers who are failed in the test….   5.          ….Cantonese peppered with English mixed as “Chinglish”….   6.                          Recommendation 1.      Inspired by the guide book on the use of standard English provided in Singapore….Hong Kong government should have more collaboration with the media to produce more long running programs for the public to act as a guide on the correct use of English….   2.        Cons: The best way in learning English can not only be taught in formal lessons with gamma and vocabulary. Students also need more chances to practise their oral skill and way of thinking in other language so as to train up their guts and habits in using English. But the enhancement in mother-tongue teaching reduces the students’ chance to learn and use English in a wider range with other subjects rather than in the English class only.                   As there is more than one and a half billion population is speaking English which makes it become an international language for communication all over the world. If we see it from the view point of economics, it is not hard to find that English is taking a very important part as the corporate and business language within the international trade. In addition with the transmittion and receiving of international knowledge, making more people are opening their eyes and minds in knowing what’s going on on the world. Therefore, more and more non-native English speaking countries are having different language policies to power up their population strength on manging this second global language so as to get more opportunities for upgrading their economical status in the world.                     Since 1980s, the term of “Globalization” is widely spread and be an umbrella term covering series of economic, social, technological and political changes. It also be the infrastructures to allow the international movement of commodities, social, cultural, money, information, the development of technology, organizations, legal systems. As the word carries both technical and political meanings, different groups are having debates on its history, definition and concept.   “Globalization…(is the) flows of trade, capital and people across the globe.” (Held and McGrew, 2000 ‘The Great Globalisation Debate: An Introduction) which only gave us a general scope of concept in seeing that. In general use within economics, it is an increase in the international flow of capital and the international trade which is much more faster than the growth of the world economy. Whereas within the field of cultural, it allows a greater increase in the international cultural exchange by the movement of people within disparate locations.   Fortunately, with Arjun Appadurai’s taxonomy on the five dimensions (Arjun Appadura, ‘Disjuncture and Difference in the Global Cultural Economy’) of the global cultural flow, it serves to show that globalization is much more than economics on a global scale. The five dimensions are:- 1.      Ethnoscape: movements of people, including tourists, immigrants, refugees, and business travellers. 2.      Mediascape: the global distribution of media images that appear on our computer screens, in newspapers, television, and radio. 3.      Technoscapes: the global movement of technologies and machinary. 4.      Fiananscape: the global flows of money which mainly driven by interconnected stock exchanges, currency and commodity markets. 5.      Ideoscape: the global spread of ideas and political ideologies. These above dimensions illustrate his concern about all sorts of flows (flows of people, flows of images, flows of technology, flows of money, flows of ideas) increasingly influence to the global connectivity. But Appadurai also use the term “Suffix scape” to indicate the “the deeply perspectival constructs, inflected very much by the historical, linguistic and political situatedness of different sorts of actors: nation-states, multinationals, diasporic communities, as well as sub-natioal groupings and movements” (Arjun Appadura, ‘Disjuncture and Difference in the Global Cultural Economy’). Apart from his emphasis on the “disjunture” between these flows, he also mentioned and his examples on Homogenisation and Deterritorialization are also helping a lot in explaining the impact cause to our topic. In the upcoming report, with reference to Hong Kong, I’m going to use Appadurai’s theory as my angle of vision for viewing the language policy in the global context. Credit:ivythesis.typepad.com

Language policy in the global context (with reference to Hong Kong)

Since the term of “Globalization” is widespread all over the world and its influences in different aspects on economically, cultural...

Research Paper The of Language in the Process of Learning

The Role of Language in the Process of Learning Abstract             This paper provides some review and analysis on the role of language, literacy and math in the content instruction of high school students in a mathematically challenged educational setting of most schools at present. It will give light on the current issues and problems confronted by the American educational system particularly the issue on the declining literacy rate among American adolescent. Discussions regarding the diverse cultural orientation of most of the high school students, the means and measures applied at present to evaluate and assess the learning capacity and behavior of students and the implications of previous studies delivered to the people in the academe are also presented in this academic endeavor.   Introduction             A number of current articles from different journals have pointed out interesting arguments regarding the issues on language, literacy and math among high school students in the existence of cultural diversity in the education environment.  The declining literacy level among the youth is a common concern at present among educators, policy-makers and parents alike. The significance of assessing the performance and learning capacity of adolescents prove its importance on the future of the every student today and the consequent effects it will bring to the overall well-being of the country.             The investigation is geared towards the collection of information regarding the current dilemmas and problems that the education system faces at present, the formulation of a full-blown research activity that will contribute to the understanding of the public issues in the education system and the subsequent solutions it could provide for the necessary improvements. The purpose of the paper is to provide development among adolescents for them to understand, learn and exhaust their potential as students through effective and efficient teaching techniques and methods. This, hopefully, will be able to contribute in the betterment of the whole educational set up and understanding of cultural differences in the American society. Review of Related Literature Intense debates about literacy education are long been issues of social importance with its normal wide media coverage. In these debates, we have frequently heard from politicians, policy makers, members of the community, key media representatives, and language educators. Yet the voice that has been largely absent from these debates has been that of teachers. Surprisingly, we have very little recorded findings of what is actually happens in schools and the stakes of teachers regarding literacy education. In the Australian Journal of Language and Literacy, an article entitled Teachers’ Voices, Teachers’ Practices: Insider Perspectives on Literacy Education by Jennifer Hammond and (2001) reported on the outcomes of a research project completed during 1998-1999. The objectives of the study include: to learn more about what is actually going on in the teaching of English in primary schools; to learn more of the ways in which teachers are negotiating competing priorities; to examine how teachers generally are `taking up’ debates about literacy education; to identify the theories that inform their teaching practices; to find out how they are responding to literacy curricula; and to inquire on how they are developing and implementing literacy programs. The project searched to learn more about teachers’ views on a range of topics that are relevant to literacy education: their views on the value (or otherwise) of teaching knowledge about language; the value of teaching grammar (and which kind of grammar); and the kinds of teaching practices they employ in order to go about teaching knowledge about language, including grammar. It also sought to learn about the teachers’ views on the kinds of basic and more advanced competences required by students to meet the communication demands of the twenty-first century; and the extent to which they feel confident in their own knowledge of these competences as well as their ability to teach them. The project involved the completion of a written survey by 126 teachers working in 21 states, 10 independent and 10 Catholic primary schools. The project was restricted to Sydney schools, and only teachers in Years 3 and 5 were asked to participate for practical reasons. Efforts were made to ensure that the selected schools were representative of the range of schools that exist in Sydney. The results provide strong evidence that teachers believe they need to teach literacy “explicitly and systematically” as their students need intervention if they are to be equipped to read and write effectively across the curriculum. Teachers identified explicit teaching about literacy which involves text types and language across the curriculum in combination with skills based approaches as most useful. A consistent refrain in teachers’ survey responses was that their teaching practices were developed in response to students’ needs and therefore, often varied so what worked for one group would needs to be modified for another. Teachers have always drawn on available approaches and methodologies in creative and thoughtful ways that enable them to address the specific needs of the students with whom they work. As a result, their teaching practices are really more eclectic than many of their survey responses suggested. According to the respondents, the survey questions forced them to make choices that they felt did not fully represent the complexity of what they do as teachers. The study further reported that in the current educational context, it is important to recognize the significance of the teachers’ responses, to revisit issues of diversity, and to consider what diversity means for program development and teaching practices in real-life classrooms. The study concluded that teachers are clearly concerned with the ways in which they can draw on theories and methodologies in order to teach effectively to meet the specific and often diverse needs of the students with whom they work. From teachers’ perspectives, current policy initiatives appear to be overly preoccupied with assessment and reporting of literacy standards, and insufficiently concerned with teaching. In addition, policy priorities through their emphasis on large-scale assessment and national reporting systems appear to ignore the fact that Australian school populations are diverse and that the reality of teachers’ lived experiences in the classroom is that diversity is a very real issue in school education. Therefore, according to the teachers, policy makers would do well to recognize what this diversity means in the classroom by taking into account that different groups of students have different needs that require different kinds of literacy programs. Policy would also do well to recognize that diversity means that literacy development does not consist of a single developmental path for all students.             Claire M. Wyatt-Smith (2000) in the article entitled Exploring the Relationship between Large-Scale Literacy Testing Programs and Classroom-Based Assessment: A Focus on Teachers’ Accounts, inquired into the balancing of instructional-measurement goals in the practice of education; the playing-out of the goals in classrooms, especially in relation to issues of diversity, equity and inclusive curriculum; the understanding of the relationship between state-based standardized literacy testing programs in Years 3, 5 and 7 and the routine classroom assessments under the control of the teacher as well as the possibilities for congruence between the two; and the nature and function of teacher judgment and standards in these different assessment approaches. The remainder of the paper presents the findings of a study that addressed these issues of interest by examining teachers’ classroom-based assessment practices and their spoken accounts, recorded in interviews, of being involved with the state-based literacy testing program in Queensland. Seven teachers from three schools participated in the study. The three schools selected were all part of Education Queensland’s Special Program Schools Scheme, a Commonwealth-funded, state-administered program designed to measurably improve literacy and numeric outcomes for educationally disadvantaged students, including students from low socio-economic backgrounds. All three schools catered for students from Years 1 to 7 and had state pre-schools attached. Additionally, all three schools had a high proportion of students whose main language spoken at home was not English. Other noteworthy characteristics of the student population at School 2, identified by the teachers themselves, were the high turnover of students at the school and the high proportion of students with identified learning difficulties. The study found out that the education community needs to be clear about the purposes of various assessment programs and how the purposes of such programs relate to one to the other by effectively using teacher judgment to investigate and examine the links between the school assessment program and the standard test program. There is also a need to invest in teacher judgment training through professional development programs focusing sharply on assessment and through system support mechanisms including those provided through internal and external moderation networks. The testing programs themselves can be used as a professional development opportunity by feeding back to schools not only quantitative reports, but also reports about the features of good assessment task design at various year levels. Finally, there is a need to be mindful that all assessment activities are contextualized and value-laden. In conclusion, the challenge for the educational community is to ward off divergent priorities and goals of key education stakeholders focusing instead on providing support for the long-term professional development change necessary to effect actual pedagogical change and improved outcomes. Teachers must be key players in instigating, developing, implementing and reviewing systems of assessment reform and as all teachers know only too well, assessment procedures, of themselves, do not necessarily lead to improvement.             A review of relevant literature on the relationship between literacy and identity reveals that relationship is two-way or bidirectional: Identity mediates the process of becoming literate and the types of literate behaviors that one subsequently engages in, while literacy education also influences and shapes an individual’s sense of identity (Feldman, 1990). The relationship is explicitly connected to issues of math as well. In an ethnographic study that examined the implementation of a multiethnic literature curriculum in two urban 10th-grade classrooms, Athanasius (1998) found that students often experienced a heightened sense of pride and identity validation when identifying mathematically with people and events within literary works. It is apparent that the relationship between literature and students’ cultural worlds needs to be further explored (Rosenblatt, 1995) and that detailed analysis of students’ written and oral responses to their readings of multiethnic literature clearly illustrates the need to examine additional promising contexts in which literacy can foster students’ thinking about issues related to literature, math, and identity. Sana Visa (2004) in the article entitled Exploring Bicultural Identities of Asian High School Students through the Analytic Window of a Literature Club: Literacy Activities Supported Bicultural Identity-Making Processes in an after School Asian Literature Club focused his study on Asian American high school students’ expressions of identity in the context of an after-school literature club which served as an analytic window into students’ bicultural identity-making processes in addition to being a “safe place” where students could discuss issues related to home and school discontinuities. He examined the relationship between literacy (i.e., reading, writing, oral discussion, and media literacy) and identity in the setting of an after-school literature club for high school students of Asian descent specifically on the role of literacy in supporting students’ processes of bicultural identity making between their home and school worlds, given that participation in these two contexts might lead to the development of discontinuities in their daily lives. The study involved 7 high school students who were interested in exploring Asian cultural issues and stated in preliminary interviews that they liked to read literature and express themselves in writing. Three of the girl students were considered “core participants,” as they attended club meetings consistently over a period of four and a half months. The others, including all of the male participants, were more peripheral participants, and their attendance at club meetings was inconsistent. The research site was a public high school in an upper middle class suburb in the state of Michigan. This suburb is located near a large state university, and so a vast majority of students at the school are affiliated with the university through parents or older siblings. Students of Asian descent make up 7% of the total student population at this particular high school, which is 86% European American. The results of the study indicated that participation in literacy activities helped shed light on students’ bicultural identity-making processes. Literacy activities provided some insight on students’ personal interpretations and beliefs, particularly when students placed themselves in certain characters’ roles or attempted to understand characters’ intentions by analyzing their actions and behaviors. Literacy activities also served as an analytic window into students’ personal decisions and choices, which became evident in the meaningful connections they made between literacy activities and their experiences with family members, personal relationships, and the world at large. Furthermore, Visa concluded the importance of encouraging students to make personal connections to literature that they read both within and outside of formal school settings and that the use of literature proved to be an effective means for learning about students’ identity choices and decisions. It is likely that without the use of literature as a window, uncovering students’ identity-making experiences would have been a more challenging process. Discussion             According to recent U.S. census reports, while the population of the United States increased by 10%, the population speaking languages other than English at home increased by 38% between 1980 and 1990. Furthermore, one in six of all youth in the United States, ages 14 to 19, either speaks a language other than English at home, was born in a foreign country, or both (Waggoner, 1999). America has always been known to be a country that places great value to education as an important characteristic in maintaining the democracy being upheld by their Constitution. The significance of education has long been hailed through the innovations in science and technology pioneered in the United States by its intellectual citizens. The traits shared in general by Americans such as the value they place on urgency and efficiency, directed their thinking to the liberal and radical principles of dealing with their everyday life struggle. Being individualist made the people of America to place importance to the concept of independence which is evident in their family structure at the same time advocating the relevance of individual freedom.        It is apparent from the reviewed literature that literacy assessment employed by educational institutions should be contextualized due to the diverse cultural environment among schools. In classroom interactions, math plays a significant role in the learning process of the students. The diversity that exist in schools cannot be put aside as an important variable in the literacy skills of the students, how they are able to cope with their surroundings, their lessons and their aptitude and openness to be educated. Evaluation student performance based on standardized test programs across the states should be examined thoroughly so as to give valid and reliable data that reflect the real education setting that teachers and students experience. The opinions and role of teachers should be given importance in dealing with issues that beset the educational community for they alone have the full picture of what is happening within the walls of the classroom. The integration of language, literacy and content instruction for better learning environment should be maintained in the education system. Teachers and the whole of the educators’ league should recognize this aspect in pursuing educational setting in schools so as to foster conducive learning as well as teaching environment to students and teachers alike. Educational Implications For the teachers and other people in the academe, the results of the reviewed articles should be a constant reminder to the subsequent steps and measures that will be applied and implemented in the schools in relation to the consequences brought by changes in the educational system. Instructors should be sensitive enough in dealing with every student due to differences in cultural orientation by conceptualizing better means on how to exhaust the learning abilities and capacity of the students incorporating teaching materials that students can relate and incorporate themselves to. They should also realize the significant role they play in the continuous development and improvement of the educational environment in the country by taking their stance on issues that are best dealt by educators rather than the involvement of politics. For the students in the school, it is always important to be open to new ideas and skills being provided by teachers. Taking part and contributing on the studies that can provide improvements in the education system of the country for the betterment of the future social community should be emphasized among students. Their role as successors of the future society should be realized and inculcated early on. Recognizing the importance of education not just a means of completing a stage in this existence but by realizing the advantages and added value that learning provides to each individual should be a motivation and driving force to become a person worthy of appreciation in the future. This paper should enlighten the individuals who are interested in pursuing a career in education and upholding quality and literate youth for them to be productive and ideal citizens of the country in the future. The issues that were presented in the paper should be fully considered as part of the challenge in their entrance to the education system. The inevitable problems that are confronted at present which are in need of immediate acknowledgement and solution should be considered as noble goal among future educators. Credit:ivythesis.typepad.com

Research Paper The of Language in the Process of Learning

The Role of Language in the Process of Learning Abstract This paper provides some review and analysis on the role of langua...

LANGUAGE POLICY IN THE GLOBAL CONTEXT

THE ENGLISH LANGUAGE IN RETROSPECT: THE CASE OF HONG KONG IN A GLOBALIZING ENVIRONMENT   INTRODUCTION             Hong Kong (HK) is said to be the 11th largest trading economy, the 6th largest foreign exchange market, and the 13th largest banking center in the world, and the 2nd biggest stock market in Asia; and HK is home to over 800 international corporations (‘About Hong Kong’ 2006).  This fact generates the evidence of HK’s active interaction with the global economy.  HK is no longer driving towards but already is one of the key actors of globalization.  What could be the very instrument to carry out this globalization project than language, i.e. English, but of course!  In the words of Director  of the London School of Economics, “The concept of globalization reflects the sense of an immense enlargement of world communication, as well as of the horizon of a world market… (2003, p. 10)”.                In today’s time and space, a human being, regardless of national or cultural identity, is left out if he or she cannot communicate in English, being the hegemonic language.  That the people of HK are having difficulties of using the English language is a fact.  According to (2003), while English is a required school subject in HK, English proficiency remains to be extremely inconsistent in this Cantonese-speaking population (p. 7).  This report is going to resolve the English language problem of HK in the light of globalization.  The discussion is organized into two.  The first section inquires on the impact of globalization in terms of language in the context of HK and simultaneously explicates the pros and cons of various possible scenarios.  The last section provides a recommendation on an appropriate language policy that is deemed desirable in HK.  In doing so, the report is going to make use of Professor five dimensions of global cultural flows.    THE GLOBALIZATION OF THE ENGLISH LANGUAGE AND ITS CONSEQUENCES “English is the global language.” - David Crystal (2003, p. 1)                Globalization is to be generally or simply conceived of as a “movement towards greater interdependence and integration” (2003, p. 9).  By interdependence and integration, these are to be construed as an act of interaction between or among entities – nation or state.  It is the concept that defines every human endeavor across societies or cultures and in every aspect – economic, political, and technological, thereby making it a global catchword today.  It is the very reason at the back of the growing intricacy of the world these days.  It seems that, an object that bears the description “globalized” connotes a high degree of competitive value.  Actually, it is not exclusive to objects merely, but also a matter of language and even values.  Considering alone the notion of interdependence and integration in a global level, naturally, participants in this endeavor ought to understand each other by way of speaking a common language – English.                It would be noteworthy to trace, in just a few words, the roots of the globalization of the English language to suit the purpose of a holistic comprehension.  In the scholarly published reference authored by (2003), there are twofold explanations on why and/or how English came to be the global language.  One side of the coin is the British colonialism that propagated until the late 19th century; and, on the other side is the egression of the United States of America (USA) as the world’s superpower in every aspect, which continues up to this age (p. 59).  While the former is believed to have fortified the base of this global language phenomenon, the latter is just its continuation yet the most significant in the current tides of the times.  To illustrate this point, observe the international institutions of today.  In a claim asserted by (2000), the International Monetary Fund (IMF) is influenced predominantly by the political interests of the USA.  Naturally, American individuals behind speak their language – English in influencing the IMF.  Another good observation (through the television powered by cable) is that the officials of the United Nations communicate among each other largely in English.  Even within the European Union, (2006) reports that English has become the predominant formal medium of communication, while displacing the French language.  Almost every international talks, whether conducted in HK, Argentina, or any predominantly non-English speaking country, are carried out in the English language.                The above paragraphs have set a strong base that English is indeed, the universal language.  It is a must to speak it if one does not want to end in a state of demise in this point of time.  The subsequent section is about to unfurl the impacts of globalization vis-à-vis language simultaneously with its positive and negative consequences.    An Ongoing Western Colonization…             According to (2003), the impact of globalization in terms of language is that it has placed some languages in an either advantaged or disadvantaged position (p. 82).  In the case of HK, the Cantonese language is on the verge of standing in a disadvantaged position whilst the English language on the opposite.  (2003) provides a direct answer as he states that in most cases, the native languages are being superseded because of English (p.5).  Thus, the most common impact of globalization in terms of the English language is the displacement of the native language.  Nevertheless, it appears contrasting that the people of HK, who were once colonized by the British, still communicate in the Cantonese language, and even have a difficulty in speaking the English language.                          There is still an ongoing Western colonization across the civilizations in this planet, though in an “invisible” or indirect manner.  It is believed that English itself is instrumental in “colonizing” almost every existing society today.  Why?  One may be thinking that speaking English serves as simply a means to understand others (major or multinational companies, foreign political actors and actresses, etc.) to acquire a better knowledge of political and economic activities and in the end, assert one’s interests to benefit from these political and economic activities.  In reality, as the citizens of HK cast efforts to be proficient in English, they are tasked not only to learn but also to utilize the “foreign” language on a daily basis.                  This scenario definitely implies a negative impact of the globalization of the English language, with reference to HK.  What becomes meaningful is English, and not Cantonese any longer.  Or perhaps, what will become a more meaningful experience among the people of HK is going to be associated with the English over the Cantonese language.  This speaks as to why (2003) and (2003) have presented the idea as mentioned above that the native language is being superseded by the English language.                What good could be derived from this scenario though?  Given that Cantonese remained to be the mother tongue of the people of HK, this serves as a manifestation of their strong inclination to their Chinese identity considering that they have once been a British colony.  It is believed that the ongoing process of an “invisible” Western colonization is going to challenge them in sticking to their Chinese identity.  Good thing there is this philosophy of the yin and the yang, which would aid them in doing so.    Trade in English             The English language has been the very language used in economics, science and technology in the international arena (1997, p. 23+).  This is a very tangible conception.  In every international engagement that pertains to the international economy or market, e.g. Asia Pacific Economic Cooperation, World Trade Organization and European Union, the leaders or representatives of specific countries converse among each other largely in English.  Seeing this from the viewpoint of economics, English takes part in shaping the corporate and business scene within the international trade.                 Furthermore, with the dawn of the information technology, information (be it news, scholarly or scientific articles or publications, personal journals or blogs) can be easily accessed online.  Everyone gets to open their eyes and minds to the current events in the entire planet.  Therefore, more and more non-native English speaking countries are implementing different language policies to power up their population to the English language so as to get more opportunities for upgrading their economic status in the world.                Provided that there is more than one and a half billion population speaking English, this implies that it has turned out to be the international language all over the world.  And provided too the status or role of HK in the international economy, it is a must for the Chinese businesspeople in this autonomous region of China to speak in English in order to advance the economic and political interests of HK.  The case is true not only in the field of economics, but coequally with international politics or relations.     An English Formal Learning “If you can’t speak English, it’s like you’re deaf and dumb.” - a 12-year old from Sichuan Province, China, who is learning the English language all by himself (cited in Power 2006)               Generally speaking, the impact of globalization of the English language is that the educational institution has placed a premium on its usage as part of the curriculum.  There has been a change in the nature of the learning process.  It has shifted from the objective – to acquire knowledge of what, how, and why of every human activities and processes – to to be knowledgeable and express the knowledge in English.                With regard to education, there are many notable consequences with globalization in terms of language at the backdrop.  First, to study abroad where English is the primary language is perceived as the best solution in learning and eventually speaking fluently the language.  The good side of this is that, apart from higher chances of learning and speaking fluently the English language, students are likewise able to get a better exposure to Western culture, thereby making them more competitive as they go back home (HK).  The bad side of which is that, of course, the enhancement of learning the mother tongue among the students reduces their chance to learn and use the English language in a wider range of subjects.  It is not being used in the English class.                Secondly, it has lead to a demand for native English speakers.  Most institutions are offering attractive salaries and compensations among native English speakers from the USA or in United Kingdom for them to teach the English language in HK.  The negative impact of which is that the inavailability of native English speakers-teachers and lack of oral English usage at the same time lead to “Hong Kong English”.  It is often regarded as a low standard English among the local populace due to its heavy Hong Kong accent.  Another negative impact of which is that, the Language Proficiency Assessment for Teachers serves as a pressure among English teachers who do not have English language undergraduate degrees.    Westernization             Take Popular Culture in HK as an example.  According to (2003), Cantopop, which is a rock music genre though spoken in Cantonese and sometimes interjected with a few English words or phrases, has permeated among the HK listeners (p. 227).  What could be the better means for reinforcement but to have a daily dose of “English” products, e.g. movies and music?  The whole process does not stop there.  As they learn the language as mediated by the movies and music, they learn too the underlying meanings as well as values.  The tendency of which is for them to adopt the Western values. (1997) states, “…However, one does not use a language innocently.  Every language carries a freight of values, of sensibilities, of approaches to reality, all of which insinuate themselves into the consciousness of those who speak it.  It makes sense to assume that the attractiveness of English, especially in its American form, is due at least in part to its capacity to express the sensibilities of a dynamic, pluralistic, and rationally innovative world…In doing so, they may get more than they bargained for… (p. 23+).”                There is even a time when the youngsters in urban China are featured in international print news magazines exposing their consumption behavior.  They consume Western products, and adopt the Western way of living.  They wear jerseys.  They go to nightclubs and party all night.  Even in their ear of music, they have resorted to listen to what is popular in the West.  In other words, their kind of popular culture is that of the Western pop culture.  Now where have all the traditional values gone?                Corollary to that, another consequence of the globalization of the English language is that it has caused or is causing a conflict in the portrayal of identity.  Other than the displacement of language is the displacement of the identity of being the Cantonese-speaking Chinese.  Because of the assertion of a Cantonese identity, Cantonese words are frequently incorporated not only in everyday and ordinary conversations but also in formal occasions, thereby causing a difficulty in the usage of the English language.    Flourishing of the English Dialects              (1996) defines a dialect as “a regional variant of a language distinguished by minimal lexical, grammatical, or phonological (pronunciation) differences from variants of the same language”.  In other words, this means that there are different versions of the same language.  It is interesting to note that in the event of the English language’s crossing of national borders in this worldwide process of interaction, it has generated a variety of a nation’s distinct English.  There has been a flourishing of the English dialect across the globe.                            perceives translation in a manner that it is a disturbing “political and cultural crisis”.  Individuals who belong from different cultural groups result in the act of creating “a new speech” (2004).  In the view of (2006), those who are learning the English language are actually shaping it.  “Chinglish” is the term that refers to Cantonese peppered with English.  In Singapore, they refer to Mandarin peppered with English as “Singlish”.  As for the Japanese, “Japlish” refers to the Japanese language peppered with English.  For Filipinos, Tagalog (Filipino) peppered with English is “Taglish”.  Among the Hindus, it is called “Hinglish”, Hindu plus English.  These point to the idea that the flourishing of English dialect is a manifestation of clinging to one’s identity while speaking English as well for certain reasons.    COPING WITH GLOBALIZATION: ENGLISH LANGUAGE POLICY FOR HONG KONG             While the previous section has provided a strong rationale behind the need for HK to be proficient in the English language usage (despite of some dangers lurking behind), the focus of this section is to take heed of the said need.  What follows is a set of recommendations in coming up with a language policy in the context of HK.  It is going to be based on Professor five dimensions of global cultural flows.                It would be apt to discuss briefly the concept of “language policy”.  Without further complicating the complex concept of “language policy”, it has been learned from (2004) that either the government or certain institutions or both can implement a language policy, which looks at the natural state of the language itself and the attainment of the language itself (p. 57).  And this is exactly what the report foresees in coming up with a language policy for HK in coping with globalization.  Having a language policy is deemed to attain the end-goal that the people of HK will be able to realign the English language to their context and acquire it, i.e. speak it, at the same time for their own advantages.    Brief Status of the English Language in HK             English is a required school subject in HK and the children normally learn it at the age of 4 or 5 (, p. 15).  Furthermore, according to the (1990a, 1990b), English lessons increase over the primary grades (2003, p. 8).  Contradicting as it appears to be.  Despite of the fact that more time is devoted for HK children to learn English, still there is a little indication of progress.  According to (2003), although English is a required school subject in HK, English proficiency remains to be extremely inconsistent in this Cantonese-speaking population, simply because it is not being used on a daily basis, especially spoken English (p. 7-8).  It is not a matter of how much time is devoted for them to learn English in a formal setup, i.e. classroom, but of how much they use it in their daily living.  In the article written by (2004), what usually happens in roughly every single one primary school in HK is that Cantonese is the medium of instruction, while students learn English from being one of their subjects (p. 224).  The conclusion that can be derived from these data is that the institution of Education is not enough in dealing with the lack of English proficiency.  There has to be some other means to transmit the language among the people of HK.    In Contrast to Singapore             Singapore has adopted a bilingual educational system during the 1950s.  The purpose of which is to instigate harmony among its ethnically diverse composition.  Eventually, English has become the language in carrying out every aspect of its existence – politics, education, and the media (, p. 57; 2003, p. 10).  In the speech of (2000), English is “widely” spoken, but there is still the problem of “quality”.  Despite of the problem with “quality”, because of the need to harmonize the ethnically diverse citizens of Singapore, English has been incorporated in their daily living.  Utilizing English in basic human activities is the formula for a successful acquisition of the language.    The Language Policy’s Guiding Theory             In the theory propagated by Prof. (2000), he has identified five dimensions in which the global culture flows (pp. 230-238).    Ethnoscape refers to the flow of people, e.g. tourists, immigrants, refugees, and business travelers.  Technoscapes refers to the flow of technological devices and/or machines.  Mediascapes refer to the flow of images through the various forms of media.  Ideoscapes refer to the flow of ideas, values, beliefs, and ideologies.  Finanscapes refers to the flow of money primarily because of stock exchanges, currencies, and commodity markets.                Language is the key to one’s culture; and this idea is common among social scientists.  It is likened to a cart in which, it carries the culture of its speakers.  Prof. is saying that people, images, media, technology, and money are the key areas by which the global culture is being transmitted.  With the predominance of the English language, it plays a significant role as the medium in the domains of travel and leisure, internet, academics, and most especially the global market economy.                The reason behind why this report has opted to utilize this theory is because it fits the landscape of HK.  The said dimensions are already flowing in HK but the problem lies in the people of HK, who are not aggressively responding to the flow by way of the English language.  They still lag in uttering the hegemonic medium of expression.  Although its young population is learning it in schools, they tend to take it for granted.  It would be impossible either for the older ones to push themselves to learn or speak it through formal instruction, as it would cost them time and effort.  As revealed in the article by (2004), the HK government has suffered from a strong contradiction when it forced its citizens to speak the language even in their homes (p. 233).    The Mass Media as the Driving Factor             At the back of this proposal is the primary objective – to make English as the language in operation among the people of HK, its beneficiaries.  Note however from the title, the focus is going to be on the media.  (1999) argues that the mass media, with particular reference to the television, possess a “strong reinforcing effect” on the shaping of identity and on preserving it, so long as it goes parallel with other outside factors; and the television and outside factors are directly proportional to each other (p. 12).  Given the oppositions from the older citizens of HK themselves, in this language policy, all the forms of media are going to be utilized in order to push them, though in a seemingly subtle manner, to put English in operation.                The media is the primary vehicle of attraction.  It actually “attracts the flow”.  People are attracted because of the images and ideas or values they see on the media, thereby enabling them to spend their money.  Other than the theory at hand, this report is likewise inspired by the guidebook on the use of standard English provided in Singapore.  The conclusion-recommendation is that the HK government therefore should collaborate with the media institutions (and/or vice versa).  The former plays a more significant role because of its legitimizing capacities, and it should really be the one to strongly initiate its governed entities to activate the use of English.                  The suggestion will still be in line with the Bilingual Policy.  There is a need to reformat the nature of programs and advertisements that the people of HK see and hear in every form of media – television, motion pictures, radio, print, internet, billboards, etc.  Media audiences should be exposed more to the English language.  Media companies should produce more long-running programs that reinforces the use of the English language, while at the same time retains their identities as the Chinese of HK.  Speaking the language does not automatically equates with carrying the foreign values.  English is just going to be the working language, but the thought and the ideas promulgated are in Chinese.  Likewise, it is proposed herein that English alphabets and words are simultaneously made visible on every form of media – television, advertisements, motion pictures, etc.  The audience is able to see and feel that English is at work.                Flow of people, money and technology is already a fact.  The HK people are left to deal with these flows through a propagation of an image through the Mass Media that HK can powerfully manage global demands.  Thus, this language policy encourages for HK Popular Culture to be tied with English.  Films and albums are economic goods.  Conversations within the film or television programs basically have to be injected with English usage.  Individuals who have the musical passion or in the music industry are encouraged to produce songs in English.  It is believed that there is more opportunities to be found in producing these goods in English.  Because English is the global language, there is a high possibility to transmit these goods that bear the HK trademark on a global level.                HK is incontestably filled with economic opportunities, considering its economic status and/or role in the global environment.  HK is a global tourist hub. If it wants to attract more flows of people in order for money to flow at the same time, then it has to do so by way of English advertisements.  Chinese values are preserved only that it is translated in English for a wider consumption of these goods.  Going back to (1999) idea above, this specific economic status of HK is the most important factor that is going to push its people to use the language, as it is essential in asserting their (global) economic interests and welfare.                The stance of the (2005) on which is going to be the medium of instruction is that increasing the abilities of students in English is not the primary aim of basic education, thus the need for them to grow in the Cantonese language.  However, it has regurgitated that secondary schools, in particular, are supposed to “uphold mother-tongue teaching and enhance English proficiency concurrently” (p. 14).  The Education Commission is propagating the need for the young population of HK to be equally progressive in both languages.  Cantonese speaks for their identity while English speaks for their competitiveness in this globalized world.  This report deems that the best way to learn English is not solely thru formal lessons with grammar and vocabulary.  Students need more time to practice their oral skills and way of thinking so as to train up their guts and habits in English.                It would be noteworthy to cite this particular instance by (2020).  She has found out that, “At Hong Kong universities, bilingual students by and large choose Cantonese in their classroom discussions although the medium of instruction is stipulated to be English. Because the peer pressure in the dominant Cantonese language environment restricts the use of English-language communication, Hong Kong students do not have adequate opportunity to practice and improve their English communication skills (, 1999). Lacking interactive communication competence, most Hong Kong students do not feel confident enough to use English when Cantonese is an option and thus take much longer to process and understand English-language teaching materials (p. 80+).”    This goes to show that within the schools, what obstructs English usage has to deal with the social context by which these students are thriving at, though this posits another issue.  In any ways, as a resolution, this report prescribes that school instructors have to make the students learn the language by merely what is, i.e. grammar rules and words.  As (2002) has suggested, there has to be an interactive communication among the students.  Instructors are therefore encouraged to instigate a harmonious interaction among their students.  Pushing further this idea, instructors can make use of multimedia.  They can make use of viewing films spoken in English, for instance, in honing the English skills of their students.  What is more important is that they voice out their Chinese thoughts in the English language.  Thus, their Chinese identity is retained.    CONCLUSION             Hong Kong is faced with a strong demand to respond to the global challenge, considering her active participation in the globalisation movement.  This report has identified six impacts of globalisation vis-à-vis language.  The English language has displaced the native language.  The English language is the very means to carry out one’s economic, political, technological, social or cultural interests.  Educational institutions these days are tasked to make students globally competitive, by way of being knowledgeable and proficient in English all at once.  Learning English is learning the values of its founding speakers, i,e, Western culture, thereby challenging the preservation of one’s identity.  Lastly, globalisation of English has amusingly led to its many dialects.                The language policy recommended herein, as bound by (2000), places a premium on the media, from which people, money, ideas and technology also flow in certain ways.  Media institutions, with the aid of the government, are supposed to produce long-running programs spoken in English.  English letters and words have to be equally visible in every form of media – print, electronic, advertisements, motion pictures, and television.  Goods are likewise encouraged to manifest the English language.  Advertisements play a significant role for attracting the flow of people, money, technology, ideas, and media.  All of which serves as a strong reinforcement among every citizen of Hong Kong.  Furthermore, it is being prescribed in schools, instructors are supposed to facilitate the learning experience of the students in the English language through an interactive communication process among the students on the one hand, and employing multimedia as a source of interaction among the students on the other.  These things eventually are going to meet the objective of making English as the operational language in Hong Kong.    BIBLIOGRAPHY   Books:                   Journals:                               Online Articles:   ‘ ‘     Credit:ivythesis.typepad.com

LANGUAGE POLICY IN THE GLOBAL CONTEXT

THE ENGLISH LANGUAGE IN RETROSPECT: THE CASE OF HONG KONG IN A GLOBALIZING ENVIRONMENT INTRODUCTION Hong Kong (HK) is said ...

Language policy in the global context

THE ENGLISH LANGUAGE IN RETROSPECT: THE CASE OF HONG KONG IN A GLOBALIZING ENVIRONMENT   INTRODUCTION             Hong Kong (HK) is said to be the 11th largest trading economy, the 6th largest foreign exchange market, and the 13th largest banking center in the world, and the 2nd biggest stock market in Asia; and HK is home to over 800 international corporations (2006).  This fact generates the evidence of HK’s active interaction with the global economy.  HK is no longer driving towards but already is one of the key actors of globalization.  What could be the very instrument to carry out this globalization project than language, i.e. English, but of course!  In the words of Director  of the London School of Economics, “The concept of globalization reflects the sense of an immense enlargement of world communication, as well as of the horizon of a world market… ( 2003)”.                In today’s time and space, a human being, regardless of national or cultural identity, is left out if he or she cannot communicate in English, being the hegemonic language.  That the people of HK are having difficulties of using the English language is a fact.  According to  (2003), while English is a required school subject in HK, English proficiency remains to be extremely inconsistent in this Cantonese-speaking population (p. 7).  This report is going to resolve the English language problem of HK in the light of globalization.  The discussion is organized into two.  The first section inquires on the impact of globalization in terms of language in the context of HK and simultaneously explicates the pros and cons of various possible scenarios.  The last section provides a recommendation on an appropriate language policy that is deemed desirable in HK.  In doing so, the report is going to make use of Professor  five dimensions of global cultural flows.    THE GLOBALIZATION OF THE ENGLISH LANGUAGE AND ITS CONSEQUENCES “ - (2003, )                Globalization is to be generally or simply conceived of as a “movement towards greater interdependence and integration” (2003,).  By interdependence and integration, these are to be construed as an act of interaction between or among entities – nation or state.  It is the concept that defines every human endeavor across societies or cultures and in every aspect – economic, political, and technological, thereby making it a global catchword today.  It is the very reason at the back of the growing intricacy of the world these days.  It seems that, an object that bears the description “globalized” connotes a high degree of competitive value.  Actually, it is not exclusive to objects merely, but also a matter of language and even values.  Considering alone the notion of interdependence and integration in a global level, naturally, participants in this endeavor ought to understand each other by way of speaking a common language – English.                It would be noteworthy to trace, in just a few words, the roots of the globalization of the English language to suit the purpose of a holistic comprehension.  In the scholarly published reference authored by  (2003), there are twofold explanations on why and/or how English came to be the global language.  One side of the coin is the British colonialism that propagated until the late 19th century; and, on the other side is the egression of the United States of America (USA) as the world’s superpower in every aspect, which continues up to this age .  While the former is believed to have fortified the base of this global language phenomenon, the latter is just its continuation yet the most significant in the current tides of the times.  To illustrate this point, observe the international institutions of today.  In a claim asserted by  (2000), the International Monetary Fund (IMF) is influenced predominantly by the political interests of the USA.  Naturally, American individuals behind speak their language – English in influencing the IMF.  Another good observation (through the television powered by cable) is that the officials of the United Nations communicate among each other largely in English.  Even within the European Union, (2006) reports that English has become the predominant formal medium of communication, while displacing the French language.  Almost every international talks, whether conducted in HK, Argentina, or any predominantly non-English speaking country, are carried out in the English language.                The above paragraphs have set a strong base that English is indeed, the universal language.  It is a must to speak it if one does not want to end in a state of demise in this point of time.  The subsequent section is about to unfurl the impacts of globalization vis-à-vis language simultaneously with its positive and negative consequences.    An Ongoing Western Colonization…             According to (2003), the impact of globalization in terms of language is that it has placed some languages in an either advantaged or disadvantaged position (p. 82).  In the case of HK, the Cantonese language is on the verge of standing in a disadvantaged position whilst the English language on the opposite.   (2003) provides a direct answer as he states that in most cases, the native languages are being superseded because of English   Thus, the most common impact of globalization in terms of the English language is the displacement of the native language.  Nevertheless, it appears contrasting that the people of HK, who were once colonized by the British, still communicate in the Cantonese language, and even have a difficulty in speaking the English language.                          There is still an ongoing Western colonization across the civilizations in this planet, though in an “invisible” or indirect manner.  It is believed that English itself is instrumental in “colonizing” almost every existing society today.  Why?  One may be thinking that speaking English serves as simply a means to understand others (major or multinational companies, foreign political actors and actresses, etc.) to acquire a better knowledge of political and economic activities and in the end, assert one’s interests to benefit from these political and economic activities.  In reality, as the citizens of HK cast efforts to be proficient in English, they are tasked not only to learn but also to utilize the “foreign” language on a daily basis.                  This scenario definitely implies a negative impact of the globalization of the English language, with reference to HK.  What becomes meaningful is English, and not Cantonese any longer.  Or perhaps, what will become a more meaningful experience among the people of HK is going to be associated with the English over the Cantonese language.  This speaks as to why  (2003) and (2003) have presented the idea as mentioned above that the native language is being superseded by the English language.                What good could be derived from this scenario though?  Given that Cantonese remained to be the mother tongue of the people of HK, this serves as a manifestation of their strong inclination to their Chinese identity considering that they have once been a British colony.  It is believed that the ongoing process of an “invisible” Western colonization is going to challenge them in sticking to their Chinese identity.  Good thing there is this philosophy of the yin and the yang, which would aid them in doing so.    Trade in English             The English language has been the very language used in economics, science and technology in the international arena (1997).  This is a very tangible conception.  In every international engagement that pertains to the international economy or market, e.g. Asia Pacific Economic Cooperation, World Trade Organization and European Union, the leaders or representatives of specific countries converse among each other largely in English.  Seeing this from the viewpoint of economics, English takes part in shaping the corporate and business scene within the international trade.                 Furthermore, with the dawn of the information technology, information (be it news, scholarly or scientific articles or publications, personal journals or blogs) can be easily accessed online.  Everyone gets to open their eyes and minds to the current events in the entire planet.  Therefore, more and more non-native English speaking countries are implementing different language policies to power up their population to the English language so as to get more opportunities for upgrading their economic status in the world.                Provided that there is more than one and a half billion population speaking English, this implies that it has turned out to be the international language all over the world.  And provided too the status or role of HK in the international economy, it is a must for the Chinese businesspeople in this autonomous region of China to speak in English in order to advance the economic and political interests of HK.  The case is true not only in the field of economics, but coequally with international politics or relations.     An English Formal Learning “If you can’t speak English, it’s like you’re deaf and dumb.” (-2006)               Generally speaking, the impact of globalization of the English language is that the educational institution has placed a premium on its usage as part of the curriculum.  There has been a change in the nature of the learning process.  It has shifted from the objective – to acquire knowledge of what, how, and why of every human activities and processes – to be knowledgeable and express the knowledge in English.                With regard to education, there are many notable consequences with globalization in terms of language at the backdrop.  First, to study abroad where English is the primary language is perceived as the best solution in learning and eventually speaking fluently the language.  The good side of this is that, apart from higher chances of learning and speaking fluently the English language, students are likewise able to get a better exposure to Western culture, thereby making them more competitive as they go back home (HK).  The bad side of which is that, of course, the enhancement of learning the mother tongue among the students reduces their chance to learn and use the English language in a wider range of subjects.  It is not being used in the English class.                Secondly, it has lead to a demand for native English speakers.  Most institutions are offering attractive salaries and compensations among native English speakers from the USA or in United Kingdom for them to teach the English language in HK.  The negative impact of which is that the inavailability of native English speakers-teachers and lack of oral English usage at the same time lead to “Hong Kong English”.  It is often regarded as a low standard English among the local populace due to its heavy Hong Kong accent.  Another negative impact of which is that, the Language Proficiency Assessment for Teachers serves as a pressure among English teachers who do not have English language undergraduate degrees.    Westernization             Take Popular Culture in HK as an example.  According to  (2003), , which is a rock music genre though spoken in Cantonese and sometimes interjected with a few English words or phrases, has permeated among the HK listeners   What could be the better means for reinforcement but to have a daily dose of “English” products, e.g. movies and music?  The whole process does not stop there.  As they learn the language as mediated by the movies and music, they learn too the underlying meanings as well as values.  The tendency of which is for them to adopt the Western values.  (1997) states, “…However, one does not use a language innocently.  Every language carries a freight of values, of sensibilities, of approaches to reality, all of which insinuate themselves into the consciousness of those who speak it.  It makes sense to assume that the attractiveness of English, especially in its American form, is due at least in part to its capacity to express the sensibilities of a dynamic, pluralistic, and rationally innovative world…In doing so, they may get more than they bargained for…             There is even a time when the youngsters in urban China are featured in international print news magazines exposing their consumption behavior.  They consume Western products, and adopt the Western way of living.  They wear jerseys.  They go to nightclubs and party all night.  Even in their ear of music, they have resorted to listen to what is popular in the West.  In other words, their kind of popular culture is that of the Western pop culture.  Now where have all the traditional values gone?                Corollary to that, another consequence of the globalization of the English language is that it has caused or is causing a conflict in the portrayal of identity.  Other than the displacement of language is the displacement of the identity of being the Cantonese-speaking Chinese.  Because of the assertion of a Cantonese identity, Cantonese words are frequently incorporated not only in everyday and ordinary conversations but also in formal occasions, thereby causing a difficulty in the usage of the English language.    Flourishing of the English Dialects             SIL International (1996) defines a dialect as “a regional variant of a language distinguished by minimal lexical, grammatical, or phonological (pronunciation) differences from variants of the same language”.  In other words, this means that there are different versions of the same language.  It is interesting to note that in the event of the English language’s crossing of national borders in this worldwide process of interaction, it has generated a variety of a nation’s distinct English.  There has been a flourishing of the English dialect across the globe.                             perceives translation in a manner that it is a disturbing “political and cultural crisis”.  Individuals who belong from different cultural groups result in the act of creating “a new speech” (2004).  In the view of (2006), those who are learning the English language are actually shaping it.  “Chinglish” is the term that refers to Cantonese peppered with English.  In Singapore, they refer to Mandarin peppered with English as “Singlish”.  As for the Japanese, “Japlish” refers to the Japanese language peppered with English.  For Filipinos, Tagalog (Filipino) peppered with English is “Taglish”.  Among the Hindus, it is called “Hinglish”, Hindu plus English.  These point to the idea that the flourishing of English dialect is a manifestation of clinging to one’s identity while speaking English as well for certain reasons.    COPING WITH GLOBALIZATION: ENGLISH LANGUAGE POLICY FOR HONG KONG             While the previous section has provided a strong rationale behind the need for HK to be proficient in the English language usage (despite of some dangers lurking behind), the focus of this section is to take heed of the said need.  What follows is a set of recommendations in coming up with a language policy in the context of HK.  It is going to be based on Professor  five dimensions of global cultural flows.                It would be apt to discuss briefly the concept of “language policy”.  Without further complicating the complex concept of “language policy”, it has been learned from  (2004) that either the government or certain institutions or both can implement a language policy, which looks at the natural state of the language itself and the attainment of the language itself .  And this is exactly what the report foresees in coming up with a language policy for HK in coping with globalization.  Having a language policy is deemed to attain the end-goal that the people of HK will be able to realign the English language to their context and acquire it, i.e. speak it, at the same time for their own advantages.    Brief Status of the English Language in HK             English is a required school subject in HK and the children normally learn it at the age of 4 or 5 (2003).  Furthermore, according to the HK Department of Education (1990, 1990), English lessons increase over the primary grades ( 2003).  Contradicting as it appears to be.  Despite of the fact that more time is devoted for HK children to learn English, still there is a little indication of progress.  According to  (2003), although English is a required school subject in HK, English proficiency remains to be extremely inconsistent in this Cantonese-speaking population, simply because it is not being used on a daily basis, especially spoken English .  It is not a matter of how much time is devoted for them to learn English in a formal setup, i.e. classroom, but of how much they use it in their daily living.  In the article written by (2004), what usually happens in roughly every single one primary school in HK is that Cantonese is the medium of instruction, while students learn English from being one of their subjects .  The conclusion that can be derived from these data is that the institution of Education is not enough in dealing with the lack of English proficiency.  There has to be some other means to transmit the language among the people of HK.    In Contrast to Singapore             Singapore has adopted a bilingual educational system during the 1950s.  The purpose of which is to instigate harmony among its ethnically diverse composition.  Eventually, English has become the language in carrying out every aspect of its existence – politics, education, and the media (2003,2003,).  In the speech of  (2000), English is “widely” spoken, but there is still the problem of “quality”.  Despite of the problem with “quality”, because of the need to harmonize the ethnically diverse citizens of Singapore, English has been incorporated in their daily living.  Utilizing English in basic human activities is the formula for a successful acquisition of the language.    The Language Policy’s Guiding Theory             In the theory propagated by Prof.  (2000), he has identified five dimensions in which the global culture flows    Ethnoscape refers to the flow of people, e.g. tourists, immigrants, refugees, and business travelers.  Technoscapes refers to the flow of technological devices and/or machines.  Mediascapes refer to the flow of images through the various forms of media.  Ideoscapes refer to the flow of ideas, values, beliefs, and ideologies.  Finanscapes refers to the flow of money primarily because of stock exchanges, currencies, and commodity markets.                Language is the key to one’s culture; and this idea is common among social scientists.  It is likened to a cart in which, it carries the culture of its speakers.  Prof.  is saying that people, images, media, technology, and money are the key areas by which the global culture is being transmitted.  With the predominance of the English language, it plays a significant role as the medium in the domains of travel and leisure, internet, academics, and most especially the global market economy.                The reason behind why this report has opted to utilize this theory is because it fits the landscape of HK.  The said dimensions are already flowing in HK but the problem lies in the people of HK, who are not aggressively responding to the flow by way of the English language.  They still lag in uttering the hegemonic medium of expression.  Although its young population is learning it in schools, they tend to take it for granted.  It would be impossible either for the older ones to push themselves to learn or speak it through formal instruction, as it would cost them time and effort.  As revealed in the article by (2004), the HK government has suffered from a strong contradiction when it forced its citizens to speak the language even in their homes   The Mass Media as the Driving Factor             At the back of this proposal is the primary objective – to make English as the language in operation among the people of HK, its beneficiaries.  Note however from the title, the focus is going to be on the media.   (1999) argues that the mass media, with particular reference to the television, possess a “strong reinforcing effect” on the shaping of identity and on preserving it, so long as it goes parallel with other outside factors; and the television and outside factors are directly proportional to each other   Given the oppositions from the older citizens of HK themselves, in this language policy, all the forms of media are going to be utilized in order to push them, though in a seemingly subtle manner, to put English in operation.                The media is the primary vehicle of attraction.  It actually “attracts the flow”.  People are attracted because of the images and ideas or values they see on the media, thereby enabling them to spend their money.  Other than the theory at hand, this report is likewise inspired by the guidebook on the use of standard English provided in Singapore.  The conclusion-recommendation is that the HK government therefore should collaborate with the media institutions (and/or vice versa).  The former plays a more significant role because of its legitimizing capacities, and it should really be the one to strongly initiate its governed entities to activate the use of English.                  The suggestion will still be in line with the Bilingual Policy.  There is a need to reformat the nature of programs and advertisements that the people of HK see and hear in every form of media – television, motion pictures, radio, print, internet, billboards, etc.  Media audiences should be exposed more to the English language.  Media companies should produce more long-running programs that reinforces the use of the English language, while at the same time retains their identities as the Chinese of HK.  Speaking the language does not automatically equates with carrying the foreign values.  English is just going to be the working language, but the thought and the ideas promulgated are in Chinese.  Likewise, it is proposed herein that English alphabets and words are simultaneously made visible on every form of media – television, advertisements, motion pictures, etc.  The audience is able to see and feel that English is at work.                Flow of people, money and technology is already a fact.  The HK people are left to deal with these flows through a propagation of an image through the Mass Media that HK can powerfully manage global demands.  Thus, this language policy encourages for HK Popular Culture to be tied with English.  Films and albums are economic goods.  Conversations within the film or television programs basically have to be injected with English usage.  Individuals who have the musical passion or in the music industry are encouraged to produce songs in English.  It is believed that there is more opportunities to be found in producing these goods in English.  Because English is the global language, there is a high possibility to transmit these goods that bear the HK trademark on a global level.                HK is incontestably filled with economic opportunities, considering its economic status and/or role in the global environment.  HK is a global tourist hub. If it wants to attract more flows of people in order for money to flow at the same time, then it has to do so by way of English advertisements.  Chinese values are preserved only that it is translated in English for a wider consumption of these goods.  Going back to  (1999) idea above, this specific economic status of HK is the most important factor that is going to push its people to use the language, as it is essential in asserting their (global) economic interests and welfare.                The stance of the  (2005) on which is going to be the medium of instruction is that increasing the abilities of students in English is not the primary aim of basic education, thus the need for them to grow in the Cantonese language.  However, it has regurgitated that secondary schools, in particular, are supposed to “uphold mother-tongue teaching and enhance English proficiency concurrently”   The Education Commission is propagating the need for the young population of HK to be equally progressive in both languages.  Cantonese speaks for their identity while English speaks for their competitiveness in this globalized world.  This report deems that the best way to learn English is not solely thru formal lessons with grammar and vocabulary.  Students need more time to practice their oral skills and way of thinking so as to train up their guts and habits in English.                It would be noteworthy to cite this particular instance by  (2020).  She has found out that, “At Hong Kong universities, bilingual students by and large choose Cantonese in their classroom discussions although the medium of instruction is stipulated to be English. Because the peer pressure in the dominant Cantonese language environment restricts the use of English-language communication, Hong Kong students do not have adequate opportunity to practice and improve their English communication skills ( 1999). Lacking interactive communication competence, most Hong Kong students do not feel confident enough to use English when Cantonese is an option and thus take much longer to process and understand English-language teaching materials This goes to show that within the schools, what obstructs English usage has to deal with the social context by which these students are thriving at, though this posits another issue.  In any ways, as a resolution, this report prescribes that school instructors have to make the students learn the language by merely what is, i.e. grammar rules and words.  As  (2002) has suggested, there has to be an interactive communication among the students.  Instructors are therefore encouraged to instigate a harmonious interaction among their students.  Pushing further this idea, instructors can make use of multimedia.  They can make use of viewing films spoken in English, for instance, in honing the English skills of their students.  What is more important is that they voice out their Chinese thoughts in the English language.  Thus, their Chinese identity is retained.    CONCLUSION             Hong Kong is faced with a strong demand to respond to the global challenge, considering her active participation in the globalisation movement.  This report has identified six impacts of globalisation vis-à-vis language.  The English language has displaced the native language.  The English language is the very means to carry out one’s economic, political, technological, social or cultural interests.  Educational institutions these days are tasked to make students globally competitive, by way of being knowledgeable and proficient in English all at once.  Learning English is learning the values of its founding speakers, i,e, Western culture, thereby challenging the preservation of one’s identity.  Lastly, globalisation of English has amusingly led to its many dialects.                The language policy recommended herein, as bound by  (2000), places a premium on the media, from which people, money, ideas and technology also flow in certain ways.  Media institutions, with the aid of the government, are supposed to produce long-running programs spoken in English.  English letters and words have to be equally visible in every form of media – print, electronic, advertisements, motion pictures, and television.  Goods are likewise encouraged to manifest the English language.  Advertisements play a significant role for attracting the flow of people, money, technology, ideas, and media.  All of which serves as a strong reinforcement among every citizen of Hong Kong.  Furthermore, it is being prescribed in schools, instructors are supposed to facilitate the learning experience of the students in the English language through an interactive communication process among the students on the one hand, and employing multimedia as a source of interaction among the students on the other.  These things eventually are going to meet the objective of making English as the operational language in Hong Kong.    BIBLIOGRAPHY   Credit:ivythesis.typepad.com

Language policy in the global context

THE ENGLISH LANGUAGE IN RETROSPECT: THE CASE OF HONG KONG IN A GLOBALIZING ENVIRONMENT INTRODUCTION Hong Kong (HK) is said ...