DOCSLIB.ORG

The Adoption and Use of English Names by Young Taiwanese Adults

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Adoption and Use of English Names by Young Taiwanese Adults social sciences $€ £ ¥ Article Going by an English Name: The Adoption and Use of English Names by Young Taiwanese Adults Ivona Baresova 1,* and Marcel Pikhart 2,* 1 Department of Asian Studies, Palacky University in Olomouc, 771 47 Olomouc, Czech Republic 2 Department of Applied Linguistics, University of Hradec Kralove, 500 03 Hradec Králové, Czech Republic * Correspondence: [email protected] (I.B.); [email protected] (M.P.) Received: 1 April 2020; Accepted: 23 April 2020; Published: 24 April 2020 Abstract: It is easy to understand why Taiwanese students play the part of the name assigned to them in English class, but why do so many of them continue to use this name long after their school years? A survey of young Taiwanese adults, with follow-up interviews, investigated how and why they acquire and use an English name. The results mirror previously reported tendencies and suggest some new insights into the motivation and functionality of this practice. The data show that self-identification with their Western name offers pragmatic social and cultural advantages, including international identity, escape from rigid cultural formalities impeding social advances, establishing friendliness without getting too close, as well as self-expression. As concerns the often discussed nature of English names, the results indicate that the selection of an English name is influenced by Chinese name selection practice, the tendency to make the name unique or somehow related to the Chinese name, and especially by its intended role. As in previous studies, we found some unusual names, but these were used mainly as a nickname in communication with peers. Keywords: English name; Chinese name; Taiwan; pragmalinguistics; sociolinguistics; naming practices; identity; nickname 1. Introduction In recent years, it has been increasingly common to hear Asian people introduce themselves under their “English name”, although only a fraction of them were born in a western country or into an international marriage. This trend of using English, or more precisely, foreign names, can be observed especially among ethnic Chinese in Hong Kong (e.g., Mathews 1996; Li 1997), Singapore (Tan 2001), Macau (Cheang 2008), Taiwan (Liao 2000; Chen 2015), and also mainland China (Lee 2001; Edwards 2006; Henry 2012). While the practice of acquiring and using an English name can be at least partially ascribed to the challenging pronunciation of Chinese names and specific Chinese naming practices (e.g., Jones 1997; Li 1997; Louie 1998; Liao 2000; Chen 2016; Guccini 2017, etc.), including the relative flexibility of having multiple names in traditional Chinese culture, it may vary in some local aspects, having arisen under different historical circumstances and pursuing various aims. Cheang(2008, p. 197), researching the use of English names by the Macanese, noted that in many countries with a colonial past, it is not uncommon for people to receive a name in other than their native language. Mathews(1996, p. 404), who studied the use of English names by ethnic Chinese in Hong Kong, pointed out that western names are convenient especially in educational and commercial settings for being perceived neither as formal as full Chinese names or intimate as Chinese given names. According to Li(1997), the Hongkongers who have adopted an English name are called by their Chinese name much less frequently. Other research into the use of English names by Chinese learners of English from the Chinese mainland (Edwards 2006) has indicated that English names can be imposed by teachers of English (cf. Sercombe et al. 2014), and that the widespread practice of adopting Soc. Sci. 2020, 9, 60; doi:10.3390/socsci9040060 www.mdpi.com/journal/socsci Soc. Sci. 2020, 9, 60 2 of 11 English or anglicized names reveals the users’ attitudes, both positive and negative, to British culture and learning English. Chien(2012) found that using English names positively influences the English learning attitude of Taiwanese elementary school children. A number of studies discuss the nature of English names adopted by ethnic Chinese (e.g., Lee 2001; Liao 2000; Heffernan 2010), pointing out that many of these names significantly differ from names typically used in English-speaking countries, and attribute this difference primarily to the influence of Chinese naming practices. However, it remains unclear in what situations such unusual names are actually used. The above-mentioned papers address the issue of the adoption of English names by ethnic Chinese from various perspectives, and with the focus on various target groups, including, for example, ethnic Chinese students staying abroad (Heffernan 2010; Chen 2016; Guccini 2017; Schmitt 2019). This paper explores the practice of acquiring an English name among the Taiwanese, and the functions that these names are seen to fulfill outside of English class, in their adult life, not only when communicating in English, but also in Chinese. While it is expected that most adults in their 20s and 30s have acquired an English name, as the acquisition seems closely connected with the Taiwan’s education system, the aim of this research is to provide insights into the motivations for its continuous use in their adult life. The research also investigates the perception of the relative importance of their English name, and from this perspective considers their particular name choices as well as the manner and circumstances in which they use their name. Furthermore, we question to what extent the adoption and use of their foreign name outside of English class has become an integral part of Taiwanese culture. 2. Methodology The initial data for this study were collected through a survey questionnaire (Google Forms, English and Chinese versions) (Please see English version in Supplementary Materials) filled out by 76 respondents, 61 females and 15 males, age 18–41. Since the goal of the research was to understand the motivations for the continued use of English names by young Taiwanese adults, which is a qualitative question, we chose a smaller sample size questionnaire complemented by follow-up interviews, rather than a sample size sufficient to support statistical analysis, although noticeable trends were pointed out in the paper. The questionnaire survey was conducted in the autumn of 2019, shortly after 40 of the respondents had arrived at the Faculty of Informatics and Management of the University of Hradec Kralove, Czech Republic. They came for one semester from various study fields from several different Taiwanese universities. Three respondents worked as teaching assistants at the Department of Asian Studies at Palacky University, Czech Republic, and the remaining respondents were in Taiwan, reached through one of the teaching assistants. The gender imbalance was caused primarily by the predominance of women at the universities. However, there was no indication that gender was a significant factor among our respondents, so no attempt was made to seek gender balance or to divide the respondents into two groups by gender. Questions raised by the responses to this initial survey were further investigated for more in-depth information during interviews with 11 respondents at the University of Hradec Kralove, who either expressed interest in the research or were asked to clarify some answers, and, additionally, the 3 respondents at Palacky University. The mother tongue of the respondents was mostly Mandarin, in a few cases Taiwan Southern Min or Taiwan Hakka, but all of them were fluent users of Mandarin. English was their first foreign language, which they had studied for at least 10 years, and most of them enjoyed using it. With regard to their education, they either were enrolled in or had graduated from at least a bachelor’s degree, and most had experience studying, or at least traveling abroad. Soc. Sci. 2020, 9, 60 3 of 11 The structure of the questionnaire, which consisted mostly of open-ended questions, was as follows: The first part solicited the abovementioned background information. The second part inquired about the circumstances under which the respondents acquired their first English name, who had given it to them and when, and how many times they had changed their name. We sought more detailed information concerning their currently used name, including why they selected it, their satisfaction with it, and its perception in respect to their Chinese name. The last set of questions focused on how and why the respondent uses their current name in interaction with foreigners, and with other Taiwanese. The follow-up interviews followed the structure of the questionnaire and were used to clarify the meaning of some responses and elicit more detailed information concerning issues raised by the survey. Additionally, the respondents were free to express their feelings and viewpoints, which exposed further aspects not included in the original questionnaire. The comments by the respondents cited in the following section to illustrate the various points under discussion come from the questionnaires. Those written in Chinese are presented in English translation. The research was conducted with a limited number of respondents who might well be better educated and more global than their peers, although, as explained above, the respondents staying in the Czech Republic had just arrived and it was, in most cases, their first stay abroad. Thus, their stay in Europe might influence their future use of their English name but not so much their responses to the questionnaire. 3. Results 3.1. Acquisition of an English Name as an Established Practice within Taiwan’s Education System Heffernan(2010, p. 33) noted that the English names of Hong Kong respondents in his survey tended to be chosen by a family member, but not so in Taiwan, the Mainland or Korea. Although some of our respondents stated they had received their English name from their parents, at birth, or a few years later, the majority received their first English name from their first teacher of English at an educational institution, most of them during either pre-school education or elementary school education, the rest when in high school.
Load more

Recommended publications
  • SF424 Discretionary V2.1 Instructions
    Grants.gov Form Instructions Form Identifiers Information Agency Owner Grants.gov Form Name Application for Federal Assistance (SF-424) V2.1 OMB Number 4040-0004 OMB Expiration Date 10/31/2019 Form Field Instructions Field Field Name Required or Information Number Optional 1. Type of Required Select one type of submission in Submission: accordance with agency instructions. Pre-application Application Changed/Corrected Application - Check if this submission is to change or correct a previously submitted application. Unless requested by the agency, applicants may not use this form to submit changes after the closing date. OMB Number: 4040-0004 1 OMB Expiration Date: 10/31/2019 Field Field Name Required or Information Number Optional 2. Type of Application Required Select one type of application in accordance with agency instructions. New - An application that is being submitted to an agency for the first time. Continuation - An extension for an additional funding/budget period for a project with a projected completion date. This can include renewals. Revision - Any change in the federal government's financial obligation or contingent liability from an existing obligation. If a revision, enter the appropriate letter(s). More than one may be selected. A: Increase Award B: Decrease Award C: Increase Duration D: Decrease Duration E: Other (specify) AC: Increase Award, Increase Duration AD: Increase Award, Decrease Duration BC: Decrease Award, Increase Duration BD: Decrease Award, Decrease Duration 3. Date Received: Required Enter date if form is submitted through other means as instructed by the Federal agency. The date received is completed electronically if submitted via Grants.gov. 4.
    [Show full text]
  • The Adoption of Non-Chinese Names As Identity Markers of Chinese International Students in Japan: a Case Study at a Japanese Comprehensive Research University
    The Adoption of non-Chinese Names as Identity Markers of Chinese International Students in Japan: A Case Study at a Japanese Comprehensive Research University Jinyan Chen Kyushu University, Fukuoka, JAPAN ans-names.pitt.edu ISSN: 0027-7738 (print) 1756-2279 (web) Vol. 69, Issue 2, Spring 2021 DOI 10.5195/names.2021.2239 Articles in this journal are licensed under a Creative Commons Attribution 4.0 International License. This journal is published by the University Library System of the University of Pittsburgh as part of its D-Scribe Digital Publishing Program and is cosponsored by the University of Pittsburgh Press. 12 NAMES: A JOURNAL OF ONOMASTICS Jinyan Chen Abstract This study explores naming practices among Chinese international students and their relation to personal identity during their sojourn in Japan. Although previous studies have reported that some Chinese international students in English-speaking countries adopt names of Western origin (Cotterill 2020; Diao 2014; Edwards 2006), participants in this study were found to exhibit different naming practices: either adopting names of Japanese or Western origin; or retaining both Western and Japanese names. Drawing on fifteen semi-structured interviews with Mainland Han Chinese students, this investigation examines their motivations for adopting non- Chinese names and determines how personal identities are presented through them. The qualitative analysis reveals that the practice of adopting non-Chinese names is influenced by teacher-student power relations, Chinese conventions for terms of address, pronunciation, and context-sensitivity of personal names. As will be shown in this article, through the respondents’ years of self- exploration, their self-adopted non-Chinese names gradually became internalized personal identity markers that allow the bearers to explore and exhibit personality traits, which might not have been as easily displayed via their Chinese given names.
    [Show full text]
  • HUI LIAO Management and Organization Department Phone: 301-405-9274 (O) Robert H
    HUI LIAO Management and Organization Department Phone: 301-405-9274 (o) Robert H. Smith School of Business Fax: 301-214-8787 4506 Van Munching Hall E-mail: [email protected] College Park, MD 20742 http://www.rhsmith.umd.edu/directory/hui-liao EDUCATION_________________________________________________________________ July 2002 Ph.D. Carlson School of Management, University of Minnesota Organizational Behavior & Human Resources July 1997 B.A. Renmin University of China International Economics ACADEMIC/PROFESSIONAL APPOINTMENTS__________________________________ December 2012 – Present Smith Dean’s Professor in Leadership and Management Robert H. Smith School of Business, University of Maryland May 2012 – Present Professor Management and Organization Department Robert H. Smith School of Business, University of Maryland Jan 2010 – Dec 2012 Research Director Center for Excellence in Service Robert H. Smith School of Business, University of Maryland July 2008 – April 2012 Associate Professor (with Tenure) Management and Organization Department Robert H. Smith School of Business, University of Maryland July 2007 – June 2008 Associate Professor (with Tenure) School of Management and Labor Relations Rutgers, The State University of New Jersey July 2003 – June 2007 Assistant Professor School of Management and Labor Relations Rutgers, The State University of New Jersey July 2002 – June 2003 Assistant Professor Institute of Labor and Industrial Relations University of Illinois at Urbana-Champaign PRIMARY RESEARCH INTERESTS____________________________________________ . Leadership . Service Quality/ Creativity . Strategic Human Resource Management . Cross-cultural Management 1 MAJOR SCHOLARLY AWARDS AND HONORS__________________________________ . 2012, Named an endowed professorship – Smith Dean’s Professor in Leadership and Management, Robert H. Smith School of Business, University of Maryland . 2012, Cummings Scholarly Achievement Award, OB Division, Academy of Management .
    [Show full text]
  • Christian Women and the Making of a Modern Chinese Family: an Exploration of Nü Duo 女鐸, 1912–1951
    Christian Women and the Making of a Modern Chinese Family: an Exploration of Nü duo 女鐸, 1912–1951 Zhou Yun A thesis submitted for the degree of Doctor of Philosophy of The Australian National University February 2019 © Copyright by Zhou Yun 2019 All Rights Reserved Except where otherwise acknowledged, this thesis is my own original work. Acknowledgements I would like to express my deep gratitude to my supervisor Dr. Benjamin Penny for his valuable suggestions and constant patience throughout my five years at The Australian National University (ANU). His invitation to study for a Doctorate at Australian Centre on China in the World (CIW) not only made this project possible but also kindled my academic pursuit of the history of Christianity. Coming from a research background of contemporary Christian movements among diaspora Chinese, I realise that an appreciation of the present cannot be fully achieved without a thorough study of the past. I was very grateful to be given the opportunity to research the Republican era and in particular the development of Christianity among Chinese women. I wish to thank my two co-advisers—Dr. Wei Shuge and Dr. Zhu Yujie—for their time and guidance. Shuge’s advice has been especially helpful in the development of my thesis. Her honest critiques and insightful suggestions demonstrated how to conduct conscientious scholarship. I would also like to extend my thanks to friends and colleagues who helped me with my research in various ways. Special thanks to Dr. Caroline Stevenson for her great proof reading skills and Dr. Paul Farrelly for his time in checking the revised parts of my thesis.
    [Show full text]
  • Choice of Foreign Names As a Strategy for Identity Management
    Intercultural Communication Studies XVII: 2 2008 Cheang Choice of Foreign Names as a Strategy for Identity Management Justina Cheang, University of Macau Regardless of the fact that Macau’s dominating population are Chinese, English names, or to be more exact, foreign names, are favored and widely used, be it in the businesses, the government, or education institutions. Though Chinese (Cantonese) is spoken by most in the city, local Chinese people’s favor in the use of English/foreign names, whether they are students, civil servants, or working in the business, does reflect their taste and their desired image to be displayed to others. Interviews are conducted showing that people’s choice of English/foreign names are somehow a strategy for identity management – certain names are chosen to show a pleasant personality, or other desirable qualities that they wanted to project to others. It is interesting to note that, other than English names, people would choose Portuguese names, Japanese names, names of things (non-proper names), or even people’s own creation for use. A Chinese saying: “One does not fear if he/she has a bad fate; what one fears most is to be given a bad name.” Rather than a Chinese saying, this should also be a universal consideration when most parents all over the world are finding names for their children. Most people get their names when they are born, and very often they themselves are not involved in the decision-making. What if we get a chance to decide on our own name? To get a name by oneself is probably a very unique trend in Asia, and especially, the Chinese communities.
    [Show full text]
  • Introduction TOWARDS a THEORY of POLITICAL ONOMASTICS A
    Introduction TOWARDS A THEORY OF POLITICAL ONOMASTICS A Personal Reflection Immigrants All those names mangled on Ellis Island … … … cut, stitched, and … remade as Mann … Carpenter or Leary. … Others, more secretive or radical, made up new names … (Carole Satyamurti in Satyamurti 2005: 25) June 30, 1992. (The morning after my mother died) They took away your name at the border Forsaking borders, You gave away your names. Rebecca Rivke not yours to give Bertha not yours to take Surnames middlenames Hungarianised Jewish names Yiddishised Hungarian names Unnamed renamed remained 2 • Names and Nunavut My mother who shall remain nameless would not name my children did not know her daughter’s name mis-naming me, un-named herself. Cruel and unusual punishment inflicted on daughters grandsons granddaughter … even the chosen ones injured by unreasoned distinction child after child after child abuses of body mind trust The cycle of trust begun again in sisters sisters’ children children’s hope. What was lost: mothering and motherlove acceptance and resolution kindness and peace What we have: names our own names our owned names love and hope and children. (Valerie Alia 1996: 77) Introduction: Towards a Theory of Political Onomastics • 3 As the child of European-Jewish (Ashkenazi) immigrants to North America, I grew up hearing naming stories. I knew I was named Valerie for a place called Valeria where my parents met, and Lee to commemorate a relative named Leah. I knew I was a giver as well as a receiver of names when, at age six, my parents invited me to help name my sister.
    [Show full text]
  • Reference Guides for Registering Students with Non English Names
    Getting It Right Reference Guides for Registering Students With Non-English Names Jason Greenberg Motamedi, Ph.D. Zafreen Jaffery, Ed.D. Allyson Hagen Education Northwest June 2016 U.S. Department of Education John B. King Jr., Secretary Institute of Education Sciences Ruth Neild, Deputy Director for Policy and Research Delegated Duties of the Director National Center for Education Evaluation and Regional Assistance Joy Lesnick, Acting Commissioner Amy Johnson, Action Editor OK-Choon Park, Project Officer REL 2016-158 The National Center for Education Evaluation and Regional Assistance (NCEE) conducts unbiased large-scale evaluations of education programs and practices supported by federal funds; provides research-based technical assistance to educators and policymakers; and supports the synthesis and the widespread dissemination of the results of research and evaluation throughout the United States. JUNE 2016 This project has been funded at least in part with federal funds from the U.S. Department of Education under contract number ED‐IES‐12‐C‐0003. The content of this publication does not necessarily reflect the views or policies of the U.S. Department of Education nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. REL Northwest, operated by Education Northwest, partners with practitioners and policymakers to strengthen data and research use. As one of 10 federally funded regional educational laboratories, we conduct research studies, provide training and technical assistance, and disseminate information. Our work focuses on regional challenges such as turning around low-performing schools, improving college and career readiness, and promoting equitable and excellent outcomes for all students.
    [Show full text]
  • NIH Spanish Style Guide
    NIH Spanish Style Guide Table of Contents 1. Introduction............................................................................................................................................................... 4 Purpose ...................................................................................................................................................................... 4 Target Audiences ....................................................................................................................................................... 4 2. Names ........................................................................................................................................................................ 4 2.1. NIH, Institutes, and Centers ................................................................................................................................. 4 2.2. Names of Countries, States, and Cities ............................................................................................................... 7 2.3. Addresses............................................................................................................................................................ 8 2.4. Names of Entities and Institutions ....................................................................................................................... 8 2.5. Acronyms and Abbreviations ..............................................................................................................................
    [Show full text]
  • English Names of Taiwanese Young Adults Survey Part I Background
    Appendix A A list of questions of the questionnaire which was sent through the Google Forms to the respondents (English version) English Names of Taiwanese Young Adults Survey Dear respondent, thank you for taking the time to fill out this questionnaire. It is fully confidential, and the results will be used solely for our academic research. Please fill out as much of the survey as possible. Part I Background information 1. Age Your answer 2. Gender Male □ Female □ 3. Your Chinese given name Your answer 4. Education High school □ Undergraduate □ Graduate □ Postgraduate □ 5. Hometown Your answer 6. Nationality Taiwanese □ Other: 7. Mother tongue 8. Your second language (The language you have been learning the longest/are most proficient at) English □ Other: 9. How many years have you been learning English? Your answer 10. Do you enjoy using English? Yes □ No □ Part II The acquisition and use of your English name(s) 11. Do you have an English name? Yes □ No □ 12. If you do not have an English name, please explain why. Your answer If you do not have or use an English name, you do not need to answer the following questions. Thank you very much for your cooperation. 13. When did you get your first English name and who gave it to you? Your answer 14. What is your current English name? Your answer 15. Is your current English name your first English name, or has it been changed several times already? If it has been changed, please explain why, when and who gave you the name(s) you had before.
    [Show full text]
  • Fedramp Master Acronym and Glossary Document
    FedRAMP Master Acronym and Glossary Version 1.6 07/23/2020 i​[email protected] fedramp.gov Master Acronyms and Glossary DOCUMENT REVISION HISTORY Date Version Page(s) Description Author 09/10/2015 1.0 All Initial issue FedRAMP PMO 04/06/2016 1.1 All Addressed minor corrections FedRAMP PMO throughout document 08/30/2016 1.2 All Added Glossary and additional FedRAMP PMO acronyms from all FedRAMP templates and documents 04/06/2017 1.2 Cover Updated FedRAMP logo FedRAMP PMO 11/10/2017 1.3 All Addressed minor corrections FedRAMP PMO throughout document 11/20/2017 1.4 All Updated to latest FedRAMP FedRAMP PMO template format 07/01/2019 1.5 All Updated Glossary and Acronyms FedRAMP PMO list to reflect current FedRAMP template and document terminology 07/01/2020 1.6 All Updated to align with terminology FedRAMP PMO found in current FedRAMP templates and documents fedramp.gov page 1 Master Acronyms and Glossary TABLE OF CONTENTS About This Document 1 Who Should Use This Document 1 How To Contact Us 1 Acronyms 1 Glossary 15 fedramp.gov page 2 Master Acronyms and Glossary About This Document This document provides a list of acronyms used in FedRAMP documents and templates, as well as a glossary. There is nothing to fill out in this document. Who Should Use This Document This document is intended to be used by individuals who use FedRAMP documents and templates. How To Contact Us Questions about FedRAMP, or this document, should be directed to ​[email protected]​. For more information about FedRAMP, visit the website at ​https://www.fedramp.gov​.
    [Show full text]
  • An Interdisciplinary Journal on Greater China
    The China Review An Interdisciplinary Journal on Greater China Volume 14 Number 2 Fall 2014 Special Issue Doing Sinology in Former Socialist States, Reflections from the Czech Republic, Mongolia, Poland, and Russia: Introduction Chih-yu Shih (Guest Editor) Beyond Academia and Politics: Understanding China and Doing Sinology in Czechoslovakia after World War II Olga Lomová and Anna Zádrapová Surging between China and Russia: Legacies, Politics, and Turns of Sinology in Contemporary Mongolia Enkhchimeg Baatarkhuyag and Chih-yu Shih Volume 14 Number 2 Fall 2014 The Study of China in Poland after World War II: Toward the “New Sinology”? Anna Rudakowska The Lifting of the “Iron Veil” by Russian Sinologists During the Soviet Period (1917–1991) Materials Valentin C. Golovachev Soviet Sinology and Two Approaches to an Understanding of Chinese History An Interdisciplinary Alexander Pisarev Uneven Development vs. Searching for Integrity: Chinese Studies in Post-Soviet Russia Journal on Alexei D. Voskressenski Copyrighted Do We Need to Rethink Sinology? Views from the Eastern Bloc Fabio Lanza Press: Greater China Other Articles Professional Commitment and Job Satisfaction: An Analysis of the Chinese Judicial Reforms from the Perspective of the Criminal Defense University Hong Lu, Bin Liang, Yudu Li, and Ni (Phil) He The Discourse of Political Constitutionalism in Contemporary China: Gao Quanxi’s Studies on China’s Political Constitution Chinese Albert H. Y. Chen The State-of-the-Field Review Special Issue Research on Chinese Investigative Journalism,
    [Show full text]
  • Name Standards User Guide
    User Guide Contents SEVIS Name Standards 1 SEVIS Name Fields 2 SEVIS Name Standards Tied to Standards for Machine-readable Passport 3 Applying the New Name Standards 3 Preparing for the New Name Standards 4 Appendix 1: Machine-readable Passport Name Standards 5 Understanding the Machine-readable Passport 5 Name Standards in the Visual Inspection Zone (VIZ) 5 Name Standards in the Machine-readable Zone (MRZ) 6 Transliteration of Names 7 Appendix 2: Comparison of Names in Standard Passports 10 Appendix 3: Exceptional Situations 12 Missing Passport MRZ 12 SEVIS Name Order 12 Unclear Name Order 14 Names-Related Resources 15 Bibliography 15 Document Revision History 15 SEVP will implement a set of standards for all nonimmigrant names entered into SEVIS. This user guide describes the new standards and their relationship to names written in passports. SEVIS Name Standards Name standards help SEVIS users: Comply with the standards governing machine-readable passports. Convert foreign names into standardized formats. Get better results when searching for names in government systems. Improve the accuracy of name matching with other government systems. Prevent the unacceptable entry of characters found in some names. SEVIS Name Standards User Guide SEVIS Name Fields SEVIS name fields will be long enough to capture the full name. Use the information entered in the Machine-Readable Zone (MRZ) of a passport as a guide when entering names in SEVIS. Field Names Standards Surname/Primary Name Surname or the primary identifier as shown in the MRZ
    [Show full text]