Language Log

[This is a guest post by Greg Pringle, in response to questions I posed regarding the photograph at the top of this post from yesterday, mainly: 


What does the Mongolian script say?  Does it match the Chinese*?  Are there any mistakes in it?

*The Chinese is short for "in color with Doppler ultrasound".]

The Mongolian says önggöt – het dolgion – zurag (ᠥᠩᠭᠡᠲᠦ ᠬᠡᠲᠦ ᠳᠣᠯᠭᠢᠶᠠᠨ ᠵᠢᠷᠤᠭ). It literally means "coloured ultra-wave picture" or, as Google Translate has it, "colour ultrasound imaging”. My Inner Mongolian dictionaries confirm that önggöt het dolgion zurag means literally “彩色超声波图” in Chinese and it is found on the Internet with that meaning.

You quote Diana Shuheng Zhang as saying the Chinese means "Color Doppler Ultrasound". I did find önggöt doppler zuraglal (Өнгөт Допплер зураглал) "coloured Doppler sketch” in Mongolian-language pages on the Russian Internet, and Jichang Lulu found a couple of sources from Mongolia.

Rather than continue confirming what you already know, I think it fair to bring up the issue of terminology.

When I was a little boy, among the gifts from my parents that I treasured most were science kits that allowed me to construct my own instrumentation and use it for various experiments and observations, e.g., microscopes, radios and other electronic circuitry, chemistry sets, ingenious language games, and so on.  (This was in the late 40s and 50s in rural Stark County, northeast Ohio, mind you, when I was between the ages of about 5 and 15.)  But my favorite of all was a box full of materials for computer construction.  It consisted of a peg board, switches, wires, screws, small nuts and bolts, metal bands and clips, batteries, little light bulbs, etc.  Please remember that this was long before personal computers were invented.

"Rules for teaching grammar in schools", The Economist 3/12/2022 ("It may not make children better writers. But it is valuable all the same"):

Absence of evidence is not, as the saying goes, the same thing as evidence of absence. But if you continue looking for something intently, and keep failing to find it, you can be forgiven for starting to worry. And so it is with the vexed—and in Britain, highly politicised—subject of explicit grammar teaching in schools, and its link or otherwise with improved writing ability.

Another study, in this case a large randomised controlled trial, has recently been added to the expansive literature on the subject. Like nearly all its predecessors, it found that teaching kids how to label the bits and pieces in a sentence does not make them better writers.

[…]

In retrospect it scarcely seems surprising that learning to underline a modal verb, such as “can”, “should” and “may”, does little to help students use them effectively in their own writing. These words are anyway grasped by tiny children without the need to know what they are called. This may tempt the conclusion that the teaching of grammar should be shelved altogether. But there are reasons to reform it rather than scrap it.

Understanding of language is part of a wider education in what makes human beings human.

Judging from this article and other news I've been receiving on this subject in recent days, this is one more piece of evidence that Taiwan is serious about supporting languages and topolects other than MSM (Modern Standard Mandarin):

Taiwan university offers raises to encourage faculty to teach in native tongues

Instructors eligible for 50% hourly wage hike for conducting classes in Indigenous languages, Taiwanese, Hakka, Taiwan Sign Language, or Matsu dialect

By George Liao, Taiwan News (1/3/22)

The article is short but sweet:

National Taiwan Normal University (NTNU) recently passed a national language development measure that encourages full-time faculty to teach courses in the country's native languages by raising their pay.

These languages include Taiwanese, Hakka, Indigenous tongues, the Matsu dialect, and Taiwan Sign Language, CNA reported.

In Asian Review of Books (10/20/21), Peter Gordon reviews James Griffiths' Speak Not: Empire, Identity and the Politics of Language (Bloomsbury, October 2021).  Although the book touches upon many other languages, its main focus is on Welsh, Hawaiian, and Cantonese.

…

That Speak Not is more politics than linguistics is telegraphed by the title. For Griffiths, language is the single most important aspect of group identity, both as marker and glue: that what makes the Welsh Welsh or Hawaiians Hawaiian is primarily the language, rather than lineage, culture, belief systems or lifestyles. While some might debate this, governments have all too often taken aim at minority languages with precisely this rationale in the name of national unity.

Article by Colm Keena in The Irish Times (8/2/21):

"Decision on Mandarin Leaving Cert exam ‘outrages’ Chinese communities:
Exam subject that students can sit from 2022 will only allow for simplified Chinese script"

Here are the first four paragraphs of the article:

Tweet from Bryan Van Norden:

My sense is that most doctoral programs in philosophy in the US have abandoned language requirements. This reflects the mistaken beliefs that the history of philosophy and contemporary philosophy outside the Anglophone world are worthless. https://t.co/hX8uIyQHXj

— Bryan W. Van Norden (@BryanVanNorden) July 11, 2021

Like the previous post (7/7/21) on gender-inclusive French, it is difficult to refrain from quoting the bulk of this thought-provoking article by John McWhorter in The Atlantic (7/4/21) — "Even Trigger Warning is Now Off Limits":

The “Oppressive Language List” at Brandeis University could have come from countless other colleges, advocacy groups, or human-resources offices.

—–

Thirty years ago, someone taught me to say actor rather than actress and chairperson rather than chairman, to discourage our thinking of occupational performance as elementally distinct depending on sex. I understood. Language does not shape thought as much as is often supposed. But words can nudge concepts in certain directions if the connection between the word and the concept is clear enough; the compound of chair and the gender-neutral person hints that, for most purposes, the listener doesn’t need to know whether the individual running a meeting was male or female.

In the same vein, I heartily approve of the modern usage of they (Roberta is getting a haircut; they’ll be here in a little while). I also like the call to replace slave with enslaved person. Slave can indeed imply a certain essence, as if it were a status inherent to some people. Enslaved person points up that the slavery is an imposed condition. The distinction matters given how central, sensitive, and urgent the discussion of slavery is in today’s America.

But according to counsel from Brandeis University’s Prevention, Advocacy & Resource Center, or PARC, considerate people must go further: Apparently, we must retire victim, survivor, trigger warning, and African-American too. We must do so, that is, if we seek to ignore some linguistic fundamentals while also engaging in distinctly callow sociological calisthenics. When we are to even “consider” avoiding the word prisoner (try person who was incarcerated) or walk-in (because not all people can walk) and the phrase everything going on right now (I’ll leave you to find out what’s wrong with that one), we are being preached to by people on a quest to change reality through the performative policing of manners.

A graduate student from the PRC told me that the situation regarding instruction in Hanyu Pinyin has become quite chaotic in recent years in China.  Hànyǔ Pīnyīn 汉语拼音 ("Sinitic Spelling"), or Pīnyīn 拼音 ("Spelling") for short, is the official PRC Romanization of Modern Standard Mandarin (MSM), i.e., Pǔtōnghuà 普通话.

For many decades, it used to be that all students — beginning in first grade of elementary school — learned to read and write via Pinyin.  Indeed, under the program known as "Zhùyīn shìzì, tíqián dú xiě 注音识字，提前读写" ("Phonetically Annotated Character Recognition Speeds Up Reading and Writing"), or "Z.T." for short, which actively encouraged children to use Pinyin Romanization for characters they were unable to write, the promotion of Pinyin continued well into upper grades. See "How to learn to read Chinese" (5/25/08).  In the last few years, however, it seems that instruction in Pinyin — at least in some schools — has become "optional".  Some teachers are simply not teaching the basics of pinyin.  As a result, many students are no longer competent in it, so that when they get to the dreaded gaokao (National College Entrance Examination [NCEE]), where mastery of pinyin is required, they're not prepared for that part of the exams.  Parents are complaining.

Latest chapter of the perpetual litany against the epidemic of nearsightedness in the homeland of sinograms:

"China rolls out mandatory national standards to prevent myopia among students", Zhang Jinruo, People's Daily (3/16/21)

The abnormally high incidence of myopia among Chinese children has been noted and bemoaned for decades. Governments have repeatedly declared war on nearsightedness.  Here's today's installment:

A set of mandatory national standards on juvenile myopia prevention was put into practice in China since March 1, requiring all school supplies to meet myopia prevention criterions, from paper materials such as text books, to classroom lighting and multimedia teaching systems.

Opinion article in SCMP (2/26/21), by Brian Chan, Kevin Hsu, and Jamie Tam:

Why Stanford University must strengthen, rather than cut, its Cantonese courses
The plan damages the university’s global reputation and undermines its self-professed commitment to diversity
As the most widely-spoken Sinitic language other than Mandarin, Cantonese offers a more pluralistic understanding of China

The article is accompanied by this intriguing photograph (credited to AFP):

This semester, I'm teaching an advanced graduate seminar on Dunhuangology.  Below, I will explain what that means, but first let me post photographs of one of the manuscripts from Dunhuang that we will be studying in the class: