There are two opposing views on the future of the Chinese language here.
One is rather pessimistic and people who subscribe to it are convinced that the declining standard of the Chinese language cannot be reversed. As the population ages, the ability of the people to read and engage in creative writing will also fall and be confined to the use of simpler and limited vocabulary. The Chinese language and Mandarin will become mere communication tools. The former will also lose its all-important role of cultural transmission.
At the other extreme is active optimism. In the wake of China's economic might and growing international influence, the use of Mandarin has become more widespread. The big picture is one of China opening up to the world and global investment pouring into the Chinese market. Some people believe Chinese Singaporeans can be expected to recognise the importance and enormous potential of the Chinese language.
Both groups have their reasons, and are entitled to their views. In fact, even the question of whether the command of the Chinese language of young people today is a far cry from the older generation is likely to elicit different opinions.
A close scrutiny of Chinese textbooks for primary and secondary schools here will show that the standard required of students has not been lowered. In fact, the trend suggests an increasingly higher demand. Then again, what the textbooks require students to do cannot be equated with how much has been achieved. Tough textbooks and examination questions will not necessarily produce intellectuals with a good mastery of the Chinese language.
This has led to the articulation of two contrasting opinions. One blames the authorities for setting unattainable standards and sapping the energy of students who cannot cope. The other, on the contrary, voices worry that with the Chinese language fast losing ground, there will be no worthy successors in future to carry the torch.
In terms of content and the way the Chinese language is taught, the choices offered here are probably the most carefully-designed and complex among Chinese communities anywhere in the world. The objective is to cater to pupils from diverse backgrounds, with varying degrees of abilities and interests. Moreover, parents also have different demands and expectations of how well their children should learn the Chinese language. Unfortunately, such differences have also contributed to the present predicament of the Chinese language.
To a large extent, how competent Chinese here are in the Chinese language depends on government policy on it. This has led indirectly to the notion that it is the government's responsibility to promote the Chinese language. For obvious political and other practical reasons, the government, however, cannot assume too active a role. This is understandable.
And parents who over-emphasise the economic value of education and the pursuit of high grades have, in fact, made the learning of the Chinese language an even more arduous task.
Spontaneous efforts from the Chinese community itself are probably the best way to provide the impetus for the learning of the Chinese language. But to many who are used to decades of passivity, this will probably seem like a formidable and thankless job.
The Chinese in Malaysia face an environment for learning the mother tongue that is quite the direct opposite of Singapore. While the government does not emphasise it, the Chinese community does its best to protect the language. The efforts have developed into a growing and dynamic force.
Once the force to safeguard the mother tongue and traditions has found a foothold, it has been able to play an effective role. As a non-dominant power seeking survival, the community also does not risk touching a raw nerve in other ethnic groups and can thus concentrate on promoting its own culture.
In transmitting, promoting and integrating the Chinese language and culture into the mainstream of the society, the efforts of the Malaysian Chinese community have certainly paid off.
As for Singapore, besides utilitarian concerns, the historical baggage due to political reasons remains a burden. But with changes in regional politics and the rise of China as an economic powerhouse, the Chinese language and Mandarin will gradually become critical for economic and trade purposes.
Which is why a rising number of people in the West are now seriously learning the Chinese language. So long as the Chinese community here can revive its love and passion for the Chinese language and culture, I believe that the Chinese language, with its growing practical value, will get a new lease of life.
（The writer is a leader writer with Lianhe Zaobao.Translated by Yap Gee Poh.）
振興華文靠民間● 蔡深江
對(duì)本地華文未來的發(fā)展趨勢(shì),出現(xiàn)兩種全然不同的看法。一端心態(tài)消極,認(rèn)定華文水準(zhǔn)日漸低落,隨著人口老化,閱讀及創(chuàng)作水平也將日暮西山,趨向淺白通俗,華文華語(yǔ)未來明顯成為工具性用語(yǔ),口語(yǔ)普遍而文化承載的功能隱沒。
南洋小學(xué)學(xué)生在閱讀華文報(bào)。
另一端則積極樂觀,眼看華語(yǔ)日益普及,加上中國(guó)經(jīng)濟(jì)市場(chǎng)力量壯大,國(guó)際影響力顯著,在世界走向中國(guó),中國(guó)走向世界的大環(huán)境底下,新加坡華人勢(shì)必越來越重視華文的地位,未來華文鴻圖可展,行情看俏。
華文未來的一體兩面發(fā)展,各有依據(jù)。目前本地年輕人的華文程度是不是就不比當(dāng)年,也見仁見智。
如果仔細(xì)研究本地中小學(xué)華文課本,會(huì)發(fā)現(xiàn)其實(shí)對(duì)華文程度的要求并沒有下降,反而有提升的趨勢(shì)。只不過課本所反映的程度是一回事,落實(shí)語(yǔ)文水平是另一回事。難度高的課文和考試題目,不一定就轉(zhuǎn)換成一批高華文水平的知識(shí)分子。
因此,在本地也同時(shí)出現(xiàn)兩把聲音,一種埋怨*對(duì)華文的要求太高了,學(xué)生應(yīng)付不來,也耗費(fèi)了太多的心思能力；另一種聲音則怪罪語(yǔ)文程度節(jié)節(jié)敗退,擔(dān)心將來青黃不接,后繼無人。
以本地華文教學(xué)的形式和內(nèi)容看來,母語(yǔ)課程所提供的多元選擇,相信是世界華人社會(huì)中,繁復(fù)而且精心設(shè)計(jì)的,為的正是要照顧來自不同背景,不同能力和興趣的學(xué)生；更何況,家長(zhǎng)也對(duì)孩子的華文學(xué)習(xí),抱有不同要求和期待。然而,這樣的分歧,也同時(shí)造成了目前的華文困境。
本地華人的語(yǔ)文程度和能力,在相當(dāng)程度上,取決于政府對(duì)待華文的政策,間接造成國(guó)人依賴政府振興華文的心態(tài)?？墒?基于種種政治和實(shí)用的考量,政府無法在這方面扮演過于積極的角色,這是可以理解的。
倒是家長(zhǎng)過于注重教育的功利和追逐分?jǐn)?shù)的心態(tài),使華文的學(xué)習(xí)走入一個(gè)更困難的局面。民間的自發(fā)力量應(yīng)該是推動(dòng)華文學(xué)習(xí)的好動(dòng)力,可是,民間在傳統(tǒng)上相對(duì)被動(dòng)的角色,使推廣華文的努力,吃力而不見討好。
和新加坡相比,馬來西亞華人學(xué)習(xí)母語(yǔ)的處境恰好相反,政府不重視,民間極力維護(hù),反而形成一股力量,而且是逐漸扎根、茁壯成長(zhǎng)的活力。這樣一股維護(hù)母族文化和傳統(tǒng)的力量,一旦找到立足點(diǎn),就能夠在華人社會(huì)中發(fā)揮效用,也因?yàn)橐匀鮿?shì)姿態(tài)爭(zhēng)取生存空間,少了威脅其他族群的不必要敏感姿態(tài),更能放心推展。
對(duì)母族語(yǔ)文和文化的薪傳、發(fā)揚(yáng)光大,以及融入他族社會(huì)的態(tài)度,馬來西亞華社的努力,無疑是成功的。
反觀新加坡華語(yǔ)文的處境,除了實(shí)用性之外,政治上的歷史包袱仍未完全擺脫。但是,隨著區(qū)域政治局勢(shì)的改變和中國(guó)崛起為經(jīng)濟(jì)大國(guó),華語(yǔ)文將逐漸成為經(jīng)貿(mào)語(yǔ)文。
越來越多西方國(guó)家的人民開始重視華語(yǔ)文的學(xué)習(xí)正是這個(gè)原因。只要本地華社本著過去對(duì)語(yǔ)言文化那種熱情和投入的精神,我相信新加坡的華語(yǔ)文將會(huì)隨著實(shí)用價(jià)值的提高而復(fù)興。
。作者是《聯(lián)合早報(bào)》言論組評(píng)論員
One is rather pessimistic and people who subscribe to it are convinced that the declining standard of the Chinese language cannot be reversed. As the population ages, the ability of the people to read and engage in creative writing will also fall and be confined to the use of simpler and limited vocabulary. The Chinese language and Mandarin will become mere communication tools. The former will also lose its all-important role of cultural transmission.
At the other extreme is active optimism. In the wake of China's economic might and growing international influence, the use of Mandarin has become more widespread. The big picture is one of China opening up to the world and global investment pouring into the Chinese market. Some people believe Chinese Singaporeans can be expected to recognise the importance and enormous potential of the Chinese language.
Both groups have their reasons, and are entitled to their views. In fact, even the question of whether the command of the Chinese language of young people today is a far cry from the older generation is likely to elicit different opinions.
A close scrutiny of Chinese textbooks for primary and secondary schools here will show that the standard required of students has not been lowered. In fact, the trend suggests an increasingly higher demand. Then again, what the textbooks require students to do cannot be equated with how much has been achieved. Tough textbooks and examination questions will not necessarily produce intellectuals with a good mastery of the Chinese language.
This has led to the articulation of two contrasting opinions. One blames the authorities for setting unattainable standards and sapping the energy of students who cannot cope. The other, on the contrary, voices worry that with the Chinese language fast losing ground, there will be no worthy successors in future to carry the torch.
In terms of content and the way the Chinese language is taught, the choices offered here are probably the most carefully-designed and complex among Chinese communities anywhere in the world. The objective is to cater to pupils from diverse backgrounds, with varying degrees of abilities and interests. Moreover, parents also have different demands and expectations of how well their children should learn the Chinese language. Unfortunately, such differences have also contributed to the present predicament of the Chinese language.
To a large extent, how competent Chinese here are in the Chinese language depends on government policy on it. This has led indirectly to the notion that it is the government's responsibility to promote the Chinese language. For obvious political and other practical reasons, the government, however, cannot assume too active a role. This is understandable.
And parents who over-emphasise the economic value of education and the pursuit of high grades have, in fact, made the learning of the Chinese language an even more arduous task.
Spontaneous efforts from the Chinese community itself are probably the best way to provide the impetus for the learning of the Chinese language. But to many who are used to decades of passivity, this will probably seem like a formidable and thankless job.
The Chinese in Malaysia face an environment for learning the mother tongue that is quite the direct opposite of Singapore. While the government does not emphasise it, the Chinese community does its best to protect the language. The efforts have developed into a growing and dynamic force.
Once the force to safeguard the mother tongue and traditions has found a foothold, it has been able to play an effective role. As a non-dominant power seeking survival, the community also does not risk touching a raw nerve in other ethnic groups and can thus concentrate on promoting its own culture.
In transmitting, promoting and integrating the Chinese language and culture into the mainstream of the society, the efforts of the Malaysian Chinese community have certainly paid off.
As for Singapore, besides utilitarian concerns, the historical baggage due to political reasons remains a burden. But with changes in regional politics and the rise of China as an economic powerhouse, the Chinese language and Mandarin will gradually become critical for economic and trade purposes.
Which is why a rising number of people in the West are now seriously learning the Chinese language. So long as the Chinese community here can revive its love and passion for the Chinese language and culture, I believe that the Chinese language, with its growing practical value, will get a new lease of life.
（The writer is a leader writer with Lianhe Zaobao.Translated by Yap Gee Poh.）
振興華文靠民間● 蔡深江
對(duì)本地華文未來的發(fā)展趨勢(shì),出現(xiàn)兩種全然不同的看法。一端心態(tài)消極,認(rèn)定華文水準(zhǔn)日漸低落,隨著人口老化,閱讀及創(chuàng)作水平也將日暮西山,趨向淺白通俗,華文華語(yǔ)未來明顯成為工具性用語(yǔ),口語(yǔ)普遍而文化承載的功能隱沒。
南洋小學(xué)學(xué)生在閱讀華文報(bào)。
另一端則積極樂觀,眼看華語(yǔ)日益普及,加上中國(guó)經(jīng)濟(jì)市場(chǎng)力量壯大,國(guó)際影響力顯著,在世界走向中國(guó),中國(guó)走向世界的大環(huán)境底下,新加坡華人勢(shì)必越來越重視華文的地位,未來華文鴻圖可展,行情看俏。
華文未來的一體兩面發(fā)展,各有依據(jù)。目前本地年輕人的華文程度是不是就不比當(dāng)年,也見仁見智。
如果仔細(xì)研究本地中小學(xué)華文課本,會(huì)發(fā)現(xiàn)其實(shí)對(duì)華文程度的要求并沒有下降,反而有提升的趨勢(shì)。只不過課本所反映的程度是一回事,落實(shí)語(yǔ)文水平是另一回事。難度高的課文和考試題目,不一定就轉(zhuǎn)換成一批高華文水平的知識(shí)分子。
因此,在本地也同時(shí)出現(xiàn)兩把聲音,一種埋怨*對(duì)華文的要求太高了,學(xué)生應(yīng)付不來,也耗費(fèi)了太多的心思能力；另一種聲音則怪罪語(yǔ)文程度節(jié)節(jié)敗退,擔(dān)心將來青黃不接,后繼無人。
以本地華文教學(xué)的形式和內(nèi)容看來,母語(yǔ)課程所提供的多元選擇,相信是世界華人社會(huì)中,繁復(fù)而且精心設(shè)計(jì)的,為的正是要照顧來自不同背景,不同能力和興趣的學(xué)生；更何況,家長(zhǎng)也對(duì)孩子的華文學(xué)習(xí),抱有不同要求和期待。然而,這樣的分歧,也同時(shí)造成了目前的華文困境。
本地華人的語(yǔ)文程度和能力,在相當(dāng)程度上,取決于政府對(duì)待華文的政策,間接造成國(guó)人依賴政府振興華文的心態(tài)?？墒?基于種種政治和實(shí)用的考量,政府無法在這方面扮演過于積極的角色,這是可以理解的。
倒是家長(zhǎng)過于注重教育的功利和追逐分?jǐn)?shù)的心態(tài),使華文的學(xué)習(xí)走入一個(gè)更困難的局面。民間的自發(fā)力量應(yīng)該是推動(dòng)華文學(xué)習(xí)的好動(dòng)力,可是,民間在傳統(tǒng)上相對(duì)被動(dòng)的角色,使推廣華文的努力,吃力而不見討好。
和新加坡相比,馬來西亞華人學(xué)習(xí)母語(yǔ)的處境恰好相反,政府不重視,民間極力維護(hù),反而形成一股力量,而且是逐漸扎根、茁壯成長(zhǎng)的活力。這樣一股維護(hù)母族文化和傳統(tǒng)的力量,一旦找到立足點(diǎn),就能夠在華人社會(huì)中發(fā)揮效用,也因?yàn)橐匀鮿?shì)姿態(tài)爭(zhēng)取生存空間,少了威脅其他族群的不必要敏感姿態(tài),更能放心推展。
對(duì)母族語(yǔ)文和文化的薪傳、發(fā)揚(yáng)光大,以及融入他族社會(huì)的態(tài)度,馬來西亞華社的努力,無疑是成功的。
反觀新加坡華語(yǔ)文的處境,除了實(shí)用性之外,政治上的歷史包袱仍未完全擺脫。但是,隨著區(qū)域政治局勢(shì)的改變和中國(guó)崛起為經(jīng)濟(jì)大國(guó),華語(yǔ)文將逐漸成為經(jīng)貿(mào)語(yǔ)文。
越來越多西方國(guó)家的人民開始重視華語(yǔ)文的學(xué)習(xí)正是這個(gè)原因。只要本地華社本著過去對(duì)語(yǔ)言文化那種熱情和投入的精神,我相信新加坡的華語(yǔ)文將會(huì)隨著實(shí)用價(jià)值的提高而復(fù)興。
。作者是《聯(lián)合早報(bào)》言論組評(píng)論員