Onus is on the Chinese community

　　One is rather pessimistic and people who subscribe to it are convinced that the declining standard of the Chinese language cannot be reversed. As the population ages, the ability of the people to read and engage in creative writing will also fall and be confined to the use of simpler and limited vocabulary. The Chinese language and Mandarin will become mere communication tools. The former will also lose its all-important role of cultural transmission.

　　At the other extreme is active optimism. In the wake of China's economic might and growing international influence, the use of Mandarin has become more widespread. The big picture is one of China opening up to the world and global investment pouring into the Chinese market. Some people believe Chinese Singaporeans can be expected to recognise the importance and enormous potential of the Chinese language.

　　Both groups have their reasons, and are entitled to their views. In fact, even the question of whether the command of the Chinese language of young people today is a far cry from the older generation is likely to elicit different opinions.

　　A close scrutiny of Chinese textbooks for primary and secondary schools here will show that the standard required of students has not been lowered. In fact, the trend suggests an increasingly higher demand. Then again, what the textbooks require students to do cannot be equated with how much has been achieved. Tough textbooks and examination questions will not necessarily produce intellectuals with a good mastery of the Chinese language.

　　This has led to the articulation of two contrasting opinions. One blames the authorities for setting unattainable standards and sapping the energy of students who cannot cope. The other, on the contrary, voices worry that with the Chinese language fast losing ground, there will be no worthy successors in future to carry the torch.

　　In terms of content and the way the Chinese language is taught, the choices offered here are probably the most carefully-designed and complex among Chinese communities anywhere in the world. The objective is to cater to pupils from diverse backgrounds, with varying degrees of abilities and interests. Moreover, parents also have different demands and expectations of how well their children should learn the Chinese language. Unfortunately, such differences have also contributed to the present predicament of the Chinese language.

　　To a large extent, how competent Chinese here are in the Chinese language depends on government policy on it. This has led indirectly to the notion that it is the government's responsibility to promote the Chinese language. For obvious political and other practical reasons, the government, however, cannot assume too active a role. This is understandable.

　　And parents who over-emphasise the economic value of education and the pursuit of high grades have, in fact, made the learning of the Chinese language an even more arduous task.

　　Spontaneous efforts from the Chinese community itself are probably the best way to provide the impetus for the learning of the Chinese language. But to many who are used to decades of passivity, this will probably seem like a formidable and thankless job.

　　The Chinese in Malaysia face an environment for learning the mother tongue that is quite the direct opposite of Singapore. While the government does not emphasise it, the Chinese community does its best to protect the language. The efforts have developed into a growing and dynamic force.

　　Once the force to safeguard the mother tongue and traditions has found a foothold, it has been able to play an effective role. As a non-dominant power seeking survival, the community also does not risk touching a raw nerve in other ethnic groups and can thus concentrate on promoting its own culture.

　　In transmitting, promoting and integrating the Chinese language and culture into the mainstream of the society, the efforts of the Malaysian Chinese community have certainly paid off.

　　As for Singapore, besides utilitarian concerns, the historical baggage due to political reasons remains a burden. But with changes in regional politics and the rise of China as an economic powerhouse, the Chinese language and Mandarin will gradually become critical for economic and trade purposes.

　　Which is why a rising number of people in the West are now seriously learning the Chinese language. So long as the Chinese community here can revive its love and passion for the Chinese language and culture, I believe that the Chinese language, with its growing practical value, will get a new lease of life.

　　（The writer is a leader writer with Lianhe Zaobao.Translated by Yap Gee Poh.）

　　振兴华文靠民间● 蔡深江

　　对本地华文未来的发展趋势,出现两种全然不同的看法。一端心态消极,认定华文水准日渐低落,随着人口老化,阅读及创作水平也将日暮西山,趋向浅白通俗,华文华语未来明显成为工具性用语,口语普遍而文化承载的功能隐没。

　　南洋小学学生在阅读华文报。

　　另一端则积极乐观,眼看华语日益普及,加上中国经济市场力量壮大,国际影响力显著,在世界走向中国,中国走向世界的大环境底下,新加坡华人势必越来越重视华文的地位,未来华文鸿图可展,行情看俏。

　　华文未来的一体两面发展,各有依据。目前本地年轻人的华文程度是不是就不比当年,也见仁见智。

　　如果仔细研究本地中小学华文课本,会发现其实对华文程度的要求并没有下降,反而有提升的趋势。只不过课本所反映的程度是一回事,落实语文水平是另一回事。难度高的课文和考试题目,不一定就转换成一批高华文水平的知识分子。

　　因此,在本地也同时出现两把声音,一种埋怨*对华文的要求太高了,学生应付不来,也耗费了太多的心思能力；另一种声音则怪罪语文程度节节败退,担心将来青黄不接,后继无人。

　　以本地华文教学的形式和内容看来,母语课程所提供的多元选择,相信是世界华人社会中,繁复而且精心设计的,为的正是要照顾来自不同背景,不同能力和兴趣的学生；更何况,家长也对孩子的华文学习,抱有不同要求和期待。然而,这样的分歧,也同时造成了目前的华文困境。

　　本地华人的语文程度和能力,在相当程度上,取决于政府对待华文的政策,间接造成国人依赖政府振兴华文的心态。可是,基于种种政治和实用的考量,政府无法在这方面扮演过于积极的角色,这是可以理解的。

　　倒是家长过于注重教育的功利和追逐分数的心态,使华文的学习走入一个更困难的局面。民间的自发力量应该是推动华文学习的好动力,可是,民间在传统上相对被动的角色,使推广华文的努力,吃力而不见讨好。

　　和新加坡相比,马来西亚华人学习母语的处境恰好相反,政府不重视,民间极力维护,反而形成一股力量,而且是逐渐扎根、茁壮成长的活力。这样一股维护母族文化和传统的力量,一旦找到立足点,就能够在华人社会中发挥效用,也因为以弱势姿态争取生存空间,少了威胁其他族群的不必要敏感姿态,更能放心推展。

　　对母族语文和文化的薪传、发扬光大,以及融入他族社会的态度,马来西亚华社的努力,无疑是成功的。

　　反观新加坡华语文的处境,除了实用性之外,政治上的历史包袱仍未完全摆脱。但是,随着区域政治局势的改变和中国崛起为经济大国,华语文将逐渐成为经贸语文。

　　越来越多西方国家的人民开始重视华语文的学习正是这个原因。只要本地华社本着过去对语言文化那种热情和投入的精神,我相信新加坡的华语文将会随着实用价值的提高而复兴。

　　。作者是《联合早报》言论组评论员