Contemporary hakka language maintenance in multilingual penang, malaysia

  • Teresa Wai See Ong Griffith University

Resumo

Malaysia is a multilingual country with 146 languages widely spoken. Among the Chinese community, which is the second largest ethnic group in Malaysia, Mandarin Chinese has become the mother tongue in recent years as many claimed it represents their Chinese identity. Additionally, the influence of mass media and the use of Mandarin Chinese as the main medium of instruction in Chinese-medium primary schools have motivated parents to shift from speaking Chinese heritage languages to Mandarin Chinese to their children at home. This shift has caused sociolinguistic realignment within many Chinese families in Malaysia and, ultimately, erased various language backgrounds. Like other Chinese heritage languages in Malaysia, Hakka currently faces many challenges in terms of language maintenance. To ensure its survival in Malaysia, it is vital to examine the current linguistic situation of Hakka. Addressing this gap, this study examines language practices, ideology, and community-based initiatives to maintain Hakka in Penang and provides new insights into the process and prospects for language maintenance.

Biografia do Autor

Teresa Wai See Ong, Griffith University
Teresa Wai See Ong holds a PhD in Applied Linguistics from Griffith University, Australia. Her doctoral thesis examined language maintenance pertaining to Chinese community languages in Malaysia. In doing so, she developed an ecological framework for attaining a holistic understanding of the sociocultural role of languages. The findings have informed language policy by drawing attention to the complex social, cultural, and political issues involved in language maintenance. In addition to research in language maintenance, Ong researches and publishes in the areas of linguistic landscapes. 

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Publicado
2020-11-06
Como Citar
Wai See Ong, T. (2020). Contemporary hakka language maintenance in multilingual penang, malaysia. Revista Linguagem & Ensino, 23(4), 1349-1369. https://doi.org/10.15210/rle.v23i4.17267