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Language Use and Language Behaviour LANGUAGE USE AND LANGUAGE BEHAVIOUR OF HONG KONG CHINESE STUDENTS IN TORONTO EVELYN YEE-FUN MAN A thesis submitted in conforrnity with the requirements for the Degree of Doctor of Philosophy, Graduate Department of Education, University of Toronto Copyright O Evelyn Yee-Fun Man 1997 National Library Bibliothèque nationale 1*1 of Canada du Canada Acquisitions and Acquisitions et Bibliographie Services services bibliographiques 395 Wellington Street 395. nie Wellington Ottawa ON KI A ON4 OttawaON K1AON4 Canada Canada The author has granted a non- L'auteur a accordé une licence non exclusive licence allowing the exclusive permettant à la National Library of Canada to Bibliothèque nationale du Canada de reproduce, loan, distribute or seil reproduire, prêter, distribuer ou copies of this thesis in microform, vendre des copies de cette thèse sous paper or electronic formats. la fonne de microfiche/fiIm, de reproduction sur papier ou sur format électronique. The author retains ownership of the L'auteur conserve la propriété du copyright in ths thesis. Neither the droit d'auteur qui protège cette thèse. thesis nor substantial extracts fiom it Ni la thèse ni des extraits substantiels may be printed or othenirise de celle-ci ne doivent être imprimés reproduced without the author's ou autrement reproduits sans son permission. autorisation. LANGUAGE USE AND LANGUAGE BEHAVIOUR OF HONG KONG CHINESE STUDENTS IN TORONTO Eveiyo YecFun Man, OISE, Graduate Department of Education, Univenity of Toronto, Ph.D., 1997 This study examines the relationship between language use and behaviour and their broader sociolinguistic and sociocultural environment. It explores first language use and behaviour of Hong Kong Chinese students in relation to the ethnolinguistic vitality of the Chinese comunity in Toronto. The thesis presents a bilingual, bicultud Chinese Canadian's view of Linguistic changes and the effects on one of the kgest linguistic minority groups in Toronto; it relates students' Iinguistic experiences to individual and social-environmental factors that affect the relationship between a minorïty and a majority group in a culhually diverse setting. The midy seeks to iden* the relevant sociological, socio-psychologicd and psychological variables that facilitate students' first language use and behaviour. It looks at whether students' positive or negative perceptions of the ethnolinguistic vitality of their ethnic group, th& socio- psychological attitudes about the role and value of their language and culture, and their subjective etholinguistic vitality beliefs, are related to the variables. A total of 1 15 Chinese students mostly of Hong Kong origin; median age 13 yean; 64% fernales; from two heritage language schools in different locations in Toronto, completed a questionnaire. in-depth follow-up interviews were mnducted with 12 students who volunteered. Two theoretical models of ethnolinguistic vitality were appiied to the Chinese situation in Toronto, iinlang sociosmictural variables wit h students' subjective perceptions and et hnolinguistic identity and betiefs. The study investigated the role and extent of the first language (Cantonese) in students' ddy Me, and found evidence that there were plentifid opportmities for first language use, close linguistic and cultural contact with Chinese speakers, strong contact with the Chinese media, high motivation to learn and use the first language, positive attitude towards heritage language and cultural maintenance, and high ethnolinguiaic vitality of the Chinese group. Since a myriad of factors are associated with minority shidents' fkst language use and behaviour in a multilingd and multiculturai environment, it was shown that Chinese students' positive attitude towards factors at the sociological, socio-psychologicai and psychological levels al1 help to facilitate students' first-language use and behaviour. Not only was the comrnunity vitdity of the Chinese group in Toronto found to be hi& but students' individual perception of that vitality was also high, fostering high first language vitaiity. A majority of the students also showed a balanced bicultural identity, and viewed themselves as equaily Chinese and Canadian. Given strong first language use and behaviour, favourable conditions for heritage language and cultural maintenance, and the growing economic and politid influence of the large Chinese minonty group, issues are raid about how this group fits into the pluralist Canadian rnosaic, and what present imergroup relations mean for rnultidturalism in Canada. Consideing the relationship between a minority and majority group of different and changing societal power relations, the author highlights implications for both the Chinese as well as the larger Canadian comrnunity . ACKNOWEDGEMENTS My doctorate could not have been compleîed without the support and assistance of many people in mixent capacities, and I would W<e to express my sincere gratitude to them. It has been a privilege to work with Dr. Jim Cummhs, rny supervisor. Always helpfùl and understanding, he opened my eyes to a mdticuitural view of the world udamiliar to me before. His ideas challenged my thinking and understanding of the world, and showed me what it meant to fight for those who rnay not have the means to fight for themselves. The knowledge and experience of other thesis cornmittee members also benefitted me greatiy. 1 am gratefid to Dr. David Corson for his expert advice and insightful comrnents. He has been a source of intellectuai stimulation and has off& me many constructive suggestions. To Dr. Marcel Danesi, always generous in his warmth and encouragement, 1 also owe thanks. The experiise and guidance of my thesis cornmittee members throughout the dissertation process has been invaluable. 1 am gratefd to Angel Lin and Patricia Ong for assistance in school contacts. As mernbers of a cosy 'monthly discussion group', they have also been a great source of emotional and inteilectd strength, as have other members of the group: Shu-Yan Ma, Margaret Ting, Louise Tsang, Martin and Viggy Ho, Isaac and Angel Lam, Simon and Lily Wong, Lei Ying Duan and JO Chiu. This study could not have been possible without the support of principals, teachers students and parents of the participating schools. The p~cipalswere particularly helpful. Students and teachers were very co-operative7and those who took part in the interviews opened tkhearts and shared with me their innerrnost thoughts and feelings, as did many parents who welcomed me into their homes. In this regard, I would like to thank especially Samrny and June Lee, Mr. and Mn-Yu Nae-Wing, Maggie Li, Nancy Lo and Tsang Ka Tat. Alice Weinnb of the OISE Modem Langage Centre Library never hesitated to provide me references, and made what was the MLC library on the 10/F an UMting and cornfortable place for me. 1 thank her for making my rnany hours as a Graduate Assistant in the 10/F Iibrary an enjoyable experience, one which helped broaden my muid and gave me many fiends. Thanks also go to Mimi Ho of the OISE Main Library for her professional services. Fellow-students at OISE informeci my thinking and supported me in countless ways, among them Katherine Tiede, Ryuko Kubota, Hitorni Oketani, Doris Au, Susanna Lo, Anthony Tong, and Junko Tanaka. Many other fiends also encouraged me in times of stress and distress, in particdar Diana Watt, Grace Ng, Jennie Li and Yee-Wang Fung. 1 thank Ng Shun hgfor helping me transcrïbe some of the tapes, May Lai for data entry, and Hal White for overall proofreading. Ron Yeung assisteci greatly in statistical work, and the attractive tables and figures could not have been produced without his help. Board members of the Chinese Cultural Centre of Greater Toronto helped me understand the role and value of my own language and culture, and enabled me as a Chinese Canadian to contribute in a unique way to the society 1 now live in. Financial support is also greatiy appreciated, and 1 thank the Sir Robert Black Scholarship Trust Fund in Hong Kong for sponsoring part of my studies. 1 am particularly indebted to KY.,whose unwavering support and practical assistance helped me greatly to complete this project, and taught me that all things are possible in this world. To my parents, 1 shdl never be able to thank them enough. Their love and prayen have been a source of great strength and encouragement, enabhg me to pursue rny goals and redke my dreams. My brother and sisters, in particular Linda, gave me much support and tumed a difficult immigrant experience into a pleasant one. To thern all may 1 say a big thank you. CONTENTS PAGE ABSTRACT 1 ... ACKNOWLEDGEMENTS 111 TABLE OF CONTENTS v LIST OF FIGWS ix LIST OF TABLES X 1. INTRODUCTION 1 1.1. Background 1 1-2. Objectives 5 1.3. Significance 6 2. THEORETICAL BACKGROUMI 12 2.1. First Language Development, Bilingualism and Language Leamhg i 2 2.2. Cultural Interdependence Hypothesis 19 2.3. Etholinguistic Vitality, First Language Maintenance and 20 the Larger Society 2.4. Language Use 26 2.5. A Social Nerwork Perspective 29 3. LITERA'IWRE REVIEW 32 3.1. Fksî Language Development and Bilingual Proficiency 32 3.2. Atutudinal and Motiwtiond Factors in First Language Maintenance 37 3.3. Chùiese Language Use and Chinese Language Maintenance 44 3.4. Chinese Students and The Mdticultural Classroom 48 3.5. Et holinguistic Vit ality, Language Maintenance and SM 5 1 3.6. Etholinguistic Vtality Perspectives 55 3.7. Summary 57 4. SOCIOLOGICAL FACTORS AFFECTCNG LANGUAGE USE AND 59 BEHAVIOUR -- ETHNOLINGUISTIC VITALITY OF THE CHlBESE 4.1. Demopphy 59 4.1.1 Size of Community and Relliforcement by Continued Immigration 59 4.1.2 Distinctiveness of the Gmup 62 4.2. Status 65 4.2.1 Language and Ethnic Identity 65 4.2.2 Status of the Group 67 4.2.3. Status of the Language 4.2.4. Relationship between Minority and Majority Group 4.3. Mtutional Support 4.3.1 Govefnment Policy 4.3 -2 Educational and Cultural Support 4.3-3 Media support 5.
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