1994
DOI: 10.1515/ijsl.1994.108.43
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Ethnolinguistic vitality during a period of decolonization without independence: perceived vitality in Hong Kong

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Cited by 13 publications
(10 citation statements)
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“…While I do not have the answer to that one, I wish to suggest that no "universal" concept of identity, especially one conceived in the context of less overtly heteroglossic societies, is likely to get us very far in understanding the Situation in Hong Kong. This is one basic problem with research on language attitudes in Hong Kong, including that by Pierson (1994) on "ethnolinguistic vitality," which -quelle surprise -turned up a confusing pattern. The subjects, all undergraduates at the Chinese University of Hong Kong, perceived Hong Kong identity äs more important than Chinese identity, yet also thought that English and Putonghua will be stronger than Cantonese in the future Hong Kong.…”
Section: The Hong Kong Heteroglossiamentioning
confidence: 99%
“…While I do not have the answer to that one, I wish to suggest that no "universal" concept of identity, especially one conceived in the context of less overtly heteroglossic societies, is likely to get us very far in understanding the Situation in Hong Kong. This is one basic problem with research on language attitudes in Hong Kong, including that by Pierson (1994) on "ethnolinguistic vitality," which -quelle surprise -turned up a confusing pattern. The subjects, all undergraduates at the Chinese University of Hong Kong, perceived Hong Kong identity äs more important than Chinese identity, yet also thought that English and Putonghua will be stronger than Cantonese in the future Hong Kong.…”
Section: The Hong Kong Heteroglossiamentioning
confidence: 99%
“…Hong Kong was a British colony for 155 years until its sovereignty returned to China in 1997. Before the return of sovereignty, English was used as the medium of instruction during secondary schooling (Pierson, 1994). Since then, most secondary schools have adopted 'mother tongue' instruction in HKC, although English continues to be used as the medium of instruction in about twenty percent of secondary schools (Lai, 2005).…”
Section: Introductionmentioning
confidence: 99%
“…A group of 14 soldiers (T, for trainee) selected from the outgoing troops after a year in the army; they spoke the following languages: Northern Sotho (1), Southern Sotho (2), Xhosa (2), Afrikaans (2), Swazi (1), Zulu (2), Venda (2), Ndebele (1), and Tswana (1) The use of this variety of research tools enabled the researchers to capture both objective, quantitative ethnolinguistic data and subjective, qualitative ethnolinguistic data (see Pierson 1994).…”
Section: Methodsmentioning
confidence: 99%