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Discourse, Social Scales, and Epiphenomenality of Language Policy: a Case Study of a Local, Hong Kong NGO Discourse, Social Scales, and Epiphenomenality of Language Policy: A Case Study of a Local, Hong Kong NGO Item Type text; Electronic Dissertation Authors Tso, Elizabeth Ann Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 27/09/2021 12:25:43 Link to Item http://hdl.handle.net/10150/623063 DISCOURSE, SOCIAL SCALES, AND EPIPHENOMENALITY OF LANGUAGE POLICY: A CASE STUDY OF A LOCAL, HONG KONG NGO by Elizabeth Ann Tso __________________________ Copyright © Elizabeth Ann Tso 2017 A Dissertation Submitted to the Faculty of the GRADUATE INTERDISCIPLINARY PROGRAM IN SECOND LANGUAGE ACQUISITION AND TEACHING In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY In the Graduate College THE UNIVERSITY OF ARIZONA 2017 2 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Dissertation Committee, we certify that we have read the dissertation prepared by Elizabeth Tso, titled Discourse, Social Scales, and Epiphenomenality of Language Policy: A Case Study of a Local, Hong Kong NGO, and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy. _______________________________________________ Date: (January 13, 2017) Perry Gilmore _______________________________________________ Date: (January 13, 2017) Wenhao Diao _______________________________________________ Date: (January 13, 2017) Sheilah Nicholas Final approval and acceptance of this dissertation is contingent upon the candidate’s submission of the final copies of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation requirement. _______________________________________________ Date: (January 13, 2017) Dissertation Director: Perry Gilmore 3 STATEMENT BY AUTHOR This dissertation has been submitted in partial fulfillment of the requirements for an advanced degree at the University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library. Brief quotations from this dissertation are allowable without special permission, provided that an accurate acknowledgement of the source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the copyright holder. SIGNED: Elizabeth Ann Tso 4 ACKNOWLEDGEMENTS “Speak up for those who have no voice, for the justice of all who are dispossessed. Speak up, judge righteously, and defend the cause of the oppressed and needy” (Proverbs 31:8-9 New Living Translation). Completing this dissertation has only resulted because of the overwhelming support from mentors, friends, and family. First, a remarkable dissertation committee has encouraged my research. Each member has been exceptionally supportive towards my work, encouraging me with each conversation and interaction to pursue academic excellence. Perry Gilmore, the chair of my dissertation, has been both a friend and a mentor. She embodies what it means to be a scholar, and I am forever thankful for the boundless faith she has had in my work and abilities. I am also thankful for her friendship and support in graciously taking over the role of my dissertation chair when my former chair, Richard Ruiz, unexpectedly passed away. In this transition she helped me to not only honor Richard’s legacy of scholarship, but also to emotionally grapple with this loss through long conversations in her office and on Skype. In addition, her scholarship and personal accounts in her recently published book, Kisisi (Our Language): The Story of Colin and Sadiki, have inspired me to combine beauty, passion, and the pursuit of justice into my own academic work. Her advice, example, and research have been invaluable at every stage of this study. I am thankful for her willingness to accommodate her students, especially as I left the country to begin an adventure on another continent in the middle of the dissertation process. To Sheilah Nicholas: I am thankful in particular for her example as a teacher and an academic. Her course on language, culture, and education continues to raise many questions for me. I greatly value her thoughtful questions, as she has helped me consider how populations experience minoritization. I also greatly appreciate her willingness to share her personal story of relearning the Hopi language and battling the remnants of colonialism in the United States. Her love for educating students on these important issues and sharing her experiences is an inspiration that I will take with me in the future. Also, to Wenhao Diao: I am extremely grateful for her willingness to push me to explore new concepts. During my comprehensive exams, Wenhao gave me various chapters and articles on neoliberalism and globalization. At first, these economic and political concepts seemed very distanced from the study of language. As I continued to read and explore more, I became thankful that she has such breadth in her scholarship. Wenhao was instrumental in helping me continue to expand my knowledge by studying a variety of authors and subjects and understand their larger link to language policy and language ideologies. Her recommendations have been valuable in this research as I consider the multifaceted and complex relationships in the Hong Kong language policy context. This dissertation is also the result of the enduring legacy and influence of Richard Ruiz. Richard and I shared many similarities in our passion for social justice, dedication to our faith, and somewhat awkward and introverted nature in large social gatherings. I am in debt to his ponderings on the epiphenomenal nature of language. These musings have shaped my work and inspired me to continue to explore the intersections with language, culture, and society. During 5 our meetings in his office while discussing what courses to take to focus specifically on the study language policy, or what readings to develop for my comprehensive exams, Richard and I would share life outside of the academic world. Dr. Ruiz not only shared his M&Ms, but he shared his experiences as a professor attempting to make a difference on the ground with local populations. One week, I came to share my frustrations with academia after reading the book Ecclesiastes. Like the author of that book, I questioned if my PhD was meaningless. Richard, understanding my desire and passion to make a difference, began discussing the potential avenues I could take and how I could use my education to serve God and others. His love and passion for his students have impacted my life, and I will forever be grateful for his presence in my life. I often told my family that Dr. Ruiz was my “PhD grandpa”—and indeed he was. I can only hope that his influence is present in this dissertation. I have also benefited from the support of various colleagues and professors at The University of Arizona. In particular, I thank Trudie McEvoy, Bonnie Holmes, and Heather Smyser for their support, insight, feedback, and encouragement throughout my dissertation process. They have attended my research presentations, encouraged me through messages on Facebook, and helped provide comments and critiques during the writing process. I am also thankful for the support of Dr. Mary Carol Combs. Mary Carol attended my conference presentations, provided feedback, and encouraged me through her shared love for Richard Ruiz’s work. Overall, the Second Language Acquisition and Teaching program at The University of Arizona has provided invaluable support. This program allowed me to engage in interdisciplinary research and provided a vibrant intellectual environment. I am grateful to have been a student in this program. Colleagues from other universities have also assisted with my research. I am thankful to my colleagues from my master’s program at The University of Texas at San Antonio (UTSA). In particular, JoyLynn Nesbitt, Susan Rice, and Diana Camps, encouraged me to apply for PhD programs. Their support has been priceless, and I am thankful for their friendship throughout the years. I am also grateful for the mentors and professors around the globe that have contributed to my research. In particular, Dr. Francis Hult (Lund University) was the first person to expose me to the field of language policy and planning. After receiving an introduction to this field, I began reading countless books and articles, and my academic interests took off running! In addition, Francis has attended my conference presentations in Texas, Portland, and Hong Kong, graciously providing feedback and insight on the research process. He has further provided advice on avenues for publication, helped tailoring my presentation skills, and shared his thoughts on language planning orientations. I am also grateful for my initial exposure to issues of minoritization through second language assessment courses taught by Dr. Wayne Wright during my studies at UTSA. Wayne has previously worked on exposing issues for English language learners in Arizona, and inspired me to consider the ramifications of decisions for minority communities. I also received beneficial training from the international summer school course offered at
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