Macau’s Languages in Society and Education: Planning in a Multilingual Ecology (Multilingual Education, 39)

This book examines the role of English within education and society in the quickly changing city of Macau. Macau’s multilingual language ecology offers the unique opportunity to examine language planning and policy issues within a small speech community. The languages within the ecology include several Chinese varieties, such as Cantonese, Putonghua and Hokkien, European languages like Portuguese and English, and a number of Asian languages that include, among others, Burmese, Filipino languages, Japanese, Timorese, etc. As the smallest city in South China's Pearl River Delta, Macau has sought to maintain cultural and linguistic independence from its larger neighbours, and independence has been built upon an historic commitment to multilingualism and cultural plurality. As economic development and globalisation offer new opportunities to a growing middle class, the sociolinguistics of a small society constrain and influence the language policies that the territory seeks to implement. Macau's multilingual and pluralistic response to language needs within the territory echoes historical responses to similar challenges and suggests that small communities function sociolinguistically in ways that differ from larger communities. Acknowledgements Contents Abbreviations List of Figures List of Tables 1 The Linguistic Ecology of Multilingual Communities 1.1 Introduction 1.2 Language Ecology and History in the Definition of National Languages 1.2.1 Multilingualism 1.2.2 Language Ecology 1.2.3 Standard Languages in Multilingual Societies 1.2.4 The Standard Language Ideology (SLI) in Multilingual Societies 1.3 Ideologies of Language and Cultural Contact 1.4 Conclusion References 2 The Sociolinguistics of Size: How Multilingualism in a Small Society Differs from a Large One 2.1 Introduction 2.2 Defining Macau 2.2.1 Naming Macau 2.2.2 Administration of Macau 2.2.3 Macau’s Economy 2.3 Sociolinguistic, Socio-Economic and Historical Factors Related to Macau’s Linguistic Ecology 2.4 Conclusion References 3 Historical Contexts of Multilingualism: Chinese Languages of Macau (1500–1999) 3.1 Introduction 3.2 The Official Status of Chinese in Macau 3.3 Cantonese 3.4 Hokkien 3.5 Other Chinese Languages 3.5.1 Chiu Chau 3.5.2 Hakka 3.6 Putonghua 3.6.1 Standardisation of Putonghua (Spoken Standard) 3.6.2 Standardisation of Standard Written Chinese 3.7 Conclusion References 4 Historical Contexts of Multilingualism: Non-Chinese Languages of Macau (1500–1999) 4.1 Introduction 4.2 Colonial Languages 4.2.1 Portuguese 4.2.2 English 4.2.3 Spanish, Dutch and Others 4.3 Regional Non-Chinese Languages 4.3.1 Japanese 4.3.2 Malay 4.3.3 Konkani and Hindi 4.3.4 Burmese 4.3.5 Timorese and Other South East Asian Languages 4.4 Contact Languages 4.4.1 Makista 4.4.2 Chinese Pidgin English 4.5 Conclusion References 5 Overview of Social and Educational Changes to Macau: Twenty Years After the 1999 Handover 5.1 Introduction 5.2 Macau Society Since 1999 5.2.1 Population and Demographic Changes 5.2.2 Economic and Social Developments 5.2.3 Educational Development 5.3 Linguistic Ecology 5.3.1 Official Language Policy 5.3.2 Chinese: Cantonese, Putonghua and Other Chinese Languages 5.3.3 Portuguese 5.3.4 English 5.4 Educational Languages and Language Policy 5.4.1 Discourse of Integration 5.4.2 Discourse of Autonomy 5.4.3 Merging the Discourses of Integration and Autonomy 5.5 Conclusion References 6 Language and Educational Language Policy in Childhood Education: Pre-primary and Primary Education 6.1 Introduction 6.2 Languages and Language Ecology 6.3 Pre-Primary Schools and Mediums of Instruction 6.4 Primary Schools and Mediums of Instruction 6.5 Language Curriculum and Language Policy 6.5.1 Pre-Primary Curriculum 6.5.2 Primary Curriculum 6.6 Conclusion References 7 Language and Educational Language Policy in Youth Education: Junior and Senior Secondary Education 7.1 Introduction 7.2 Language Ecology 7.3 Secondary Schools and Mediums of Instruction 7.3.1 Junior Secondary Schools 7.3.2 Senior Secondary Schools 7.4 Language Curriculum and Language Policy 7.4.1 Junior Secondary Curriculum 7.4.2 Senior Secondary Curriculum 7.5 Conclusion References 8 Language in Higher Education: Local Needs and Global Desires 8.1 Introduction 8.2 Language Ecology 8.3 Economic Development and Growth of Higher Education 8.4 Overview of Higher Education Institutions 8.4.1 Public Institutions of Higher Education 8.4.2 Private Institutions of Higher Education 8.5 Chinese in Higher Education 8.6 English in Higher Education 8.6.1 University of East Asia (UEA) and the Origins of EMI Higher Education 8.6.2 University of Macau 8.7 Portuguese in Higher Education 8.8 Conclusion References 9 Future Directions and Prospects for the Macau Language Ecology 9.1 Introduction 9.2 Chinese 9.3 English 9.4 Portuguese 9.5 Other Languages 9.6 Conclusion References