top of page

Conclusion

Nowadays, most Chiu Chow families in Hong Kong, if not all, have become Cantonese speaking families. However, the Chiu Chow language is still employed in various family and church context. The sole purpose of using the Chiu Chow language was no longer for daily communication, but integration and consolidation of vernacular identity as Teochew. On top, the situation of intergenerational transmission of the language is quite optimistic, given the positive and non-forceful language attitudes towards the use of Chiu Chow among families studied. It is believed that the retention of Chiu Chow-style cuisines and its cultural habits would help to retain the Chiu Chow language. Thereby, restorative efforts should be driven by intimate families and local community levels. For instance, Clan associations can act as a platform for and provide services to Teochew in Hong Kong to preserve its unique language and vernacular ethnic and cultural identity.

 

Limitations and Suggestions

This study only provides a preliminary exploration on the language choice and relationship between language and identity within a Chiu Chow family, Chiu Chow restaurants and a Chiu Chow church in Hong Kong. There are limitations in the study. The study looked into the synchronic condition of the current use of Chiu Chow within three communities. The views collected from these limited number of informants are not representable and cannot provide a comprehensive overview of the situation in Hong Kong. Also, the code-switching situation after the shift of Chiu Chow language to Cantonese is not included. Besides, there is no historical data to look into the means of how the informants acquire the language.

 

Further research can be studied to investigate further on the followings:

  1. Compare three generations of a family on the use of Cantonese and Chiu Chow language and the pattern of language shift.

  2. With proficiencies in English and Mandarin, further studies can look into the importance between these two languages and Cantonese in a Hong Kong Chiu Chow people’s daily lives in shaping one’s language pattern.

References

 

Bauman, Richard. (2000). Language, identity, performance. Pragmatics 10(1).1-5.

 

Bucholtz, Mary, and Kira Hall. (2005). "Identity and Interaction: A Sociocultural Linguistic Approach." Discourse Studies, 585-614.

 

Cheung, Y.Y. (2006). Aspects of Language Shift in a Hong Kong Chiu Chow Family. The University of Hong Kong.

 

Fishman, Joshua A. (1972). “The link between macro- and micro-sociology in the study of who speaks what to whom and when”. In J. J. Gumperz & D. Hymes (Eds.), Directions in sociolinguistics (pp. 435-453). New York: Holt, Rinehart & Winston.

 

Fishman, Joshua. A. (1991). Reversing language shift: theoretical and empirical foundations of assistance to threatened languages. Clevedon: Multilingual Matters.

 

Gal, Susan. (1979). Language shift: Social determinants of linguistic change in bilingual Austria. New York: Academic Press.

 

Gal, Susan. (1988). Language change and its social determinants in a bilingual community. Ann Arbor, Mich.: University Microfilms International.

 

Giddens, A. (1984). The constitution of society: Outline of the theory of structuration. Berkeley, CA: University of California Press.

 

Kvale, Steinar. (1996). InterViews: An Introduction to Qualitative Research Interviewing. Thousand Oaks, California: Sage Publications.

 

Milroy, Lesley. (2002). Social networks. In J. K. Chambers, P. Trudgill & N. Schilling-Estes (Eds.), The handbook of language variation and change (pp. 549-572). Oxford: Blackwell.

 

Ochs, Elinor. (1996). “Liguistics Resources for Socializing Humanities.” In Rethinking Linguistic Relativity. edited by John Gumperz and Stephen Levinson. Cambridge University Press. 424.

 

Philipsen, Gerry. (1992). Speaking Culturally: Explorations in Social Communication. State University of New York Press.

 

Rogers, Rebecca. (2011) "Critical Approaches to Discourse Analysis in Educational Research." In An Introduction to Critical Discourse Analysis in Education, by Lawrence Erlbaum, edited by Rebecca Rogers, 1-18. New York: Routledge.

 

bottom of page