CROSS-CULTURAL LEARNERS’MAGAZINE 匯文子集 ISSN 2521-4160 (Online) c/o Centre for Advancement of Chinese Language Education and Research (CACLER), Faculty of Education Rooms 608-613, Meng Wah Complex The University of Hong Kong +852 3917 4772 Enquiries and submissions can be sent to the Editorial Board at lcwtam@hku.hk
ADVISORY BOARD
EDITORIAL BOARD
Chairperson
Dr. Elizabeth K. Y. LOH
羅嘉怡博士 (Principal Investigator, PoCSL Project)
Members
Dr. W. W. KI
祁永華博士 (Founder, Cross-Cultural Learners' Magazine)
Dr. Mark S. K. SHUM
岑紹基博士 (Co-Investigator, PoCSL Project)
Editor-in-Chief
Dr. Loretta C. W. TAM
譚宗穎博士
Managing Editor
Ivy M. H. FUNG
馮苗馨
Art Director & Head Reporter
Thomas N. H. NG
伍諾熙
Bilingual Editors
Bonnie KWONG
鄺宝宜
Reetu RAJBHANDARI
慧桃
Marketing Executive
Crystal T. W. CHEUNG
張芷穎
Contributing Writers
Dr. Elizabeth HO RAZVI
何劍翹博士
Mr. Joe C. Y. TSUI
徐焯賢先生
Ms. Teresinha RIBEIRO TAM
SPECIAL ACKNOWLEDGEMENTS
•
Delia Memorial School (Broadway) and Students
•
Kwai Chung Methodist College and Student Creative
•
Pak Kau College and Student Writers
•
Student Support Programme on Chinese Language for Non-Chinese Speaking Students (SSP Project), CACLER, Faculty of Education, The University of Hong Kong and Student Writers
•
Ricci Hall Archives Conservation and Acquisition Project (RHACAP), HKU
•
Dr. Kwokchang LAU
•
Reetu + Sumi
*This online student magazine is a school community activity of the“Supporting the Learning and Teaching of Chinese Language for Non-Chinese Speaking Students in Secondary Schools” (PoCSL Project) | Sponsored by the Standing Committee on Language Education and Research [SCOLAR], HKSAR Government
A WORD FROM THE EDITOR-IN-CHIEF
HAVE YOUR SAY IN A DIFFERENT WAY
Dear readers, Welcome to Revamped Issue 1 “Hong Kong: A Home Away From Home” of Cross-Cultural Learners’ Magazine (CCLM)! Due to unforeseen technical issues, it’s been quite a while since our last update. You may notice that CCLM, or《匯 文子集》(wui6 man4 zi2 zaap6 in Cantonese / hui4 wen2 zi3 ji2 in Mandarin), has undergone a major facelift. Back in those days when CCLM was first founded by Dr. W. W. Ki and his team in 2013, it was one of the learning outcomes of an Independent Enquiry Study (IES) project that encouraged secondary school students from different ethnic backgrounds to collaborate with their undergraduate mentors. Now, four years after the magazine’s launch, we are moving to the state-of-the-art online publishing platform, issuu, to bring brand new experiences to our long-missed readers. Bilingual, printer-friendly, and interactive, the revamped CCLM aims to share stories about people from all walks of life who strive to live fruitfully in the culturally diverse Hong Kong. Our focus is on teens and youth, yet we are not tied down to certain age groups. We talk to students, teachers, parents, and community members, and report on their views towards current issues about society and culture. We have lined up a number of authors, too, for existing columns on Chinese language learning, local food, and ethnic groups in Hong Kong. There will be more of them in the forthcoming issues, but, most importantly, we need your submissions! Writings in Chinese or English, paintings, photographs (with captions), image showcases of 3D artwork, and multimedia productions (e.g. video-recorded standup shows, singing performances, or anything you created that went viral in your school) are welcomed. I sincerely invite you to go to the “Submissions” (學生投稿) section in this issue, and see what your fellow students have already turned in that made them some of the best young creatives in town. Last but not least, I would like to thank our funding body, advisors, contributing writers, interviewees, and members of the Editorial Board who made this revamped series possible. As a magazine by students for students, our multicultural team of editors are mostly HKU undergraduates, who have taken up this great challenge of succeeding the success from the IES era while accommodating to the ever-evolving digital world. My special gratitude goes to Thomas Ng (BA 3), Ivy Fung (BA 2), Bonnie Kwong (BA 2), Reetu Rajbhandari (BSc [SPEECH] 2), and Crystal Cheung (BA 2), who have devoted so much of their time and effort in restructuring this space for nurturing creativity, intercultural sensitivity, and second language proficiency among our readers. This issue and your creative stamina should keep you busy this summer. I look forward to hearing back from you. Enjoy your exploration of CCLM, as well as the idea of “home” through the lens of the ethnic minority experience!
Dr. Loretta Tam Editor-in-Chief
HONG KONG: A HOME AWAY FROM HOME
「同為少數族裔的我們都希望，終有一天能成功融入香港的生活圈子。」 —— 恆恆、雅珊、瑪莉、妮美亞 “As members of ethnic minority, we all hope that one day, we will succeed in fitting in the local social circle.” —— Rithika, Afsa, Sukhpreet, and Nimrah
目錄 Table of Contents
專題 Feature
2
若是不曾走過，何以懂得快樂：專訪地利亞修女紀念學校(百老匯)學生 Happiness Is Found in Certain Paths: An Interview with Students from Delia Memorial School (Broadway)
16 他鄕的「爾客」：與尼泊爾裔港人對話 Locals from Afar: Hong Kong Citizens of Nepalese Descent 學生投稿 24 伯裘書院、葵涌循道中學（見封底內頁）、香港大學非華語學生中文學習支援計劃九龍中心 Submissions
Pak Kau College, Kwai Chung Methodist College (See Inner Back Cover), HKU SSP Project
專欄 28 學好中文 Chinese Is Not That Hard: Columns
學中文，難不難？Is Chinese Difficult? 32 徐園食單 Food Journey with Joe Tsui: 吃邊 For the Love of "Heels" 34 歲月回望 Looking Back At Our Own History: Sons of Hong Kong: The Contribution of Eurasians on the Verge of Japanese Occupation in 1941 38 一期一問 Humans of PoCSL Schools: 快樂是甚麼？Humans of Delia Broadway: Happiness
專 題 ／ F E A T U R E
中文撰稿、攝影：伍諾熙 英文翻譯：馮苗馨、慧桃（Reetu Rajbhandari） Chinese Text and Photographs by Thomas Ng English Adaptation by Ivy Fung and Reetu Rajbhandari
2
若 是何 不以 曾懂 走得 過快 樂
Happiness Is Found in Certain Paths: An Interview with Students from Delia Memorial School (Broadway)
專訪地利亞修女紀念學校（百老匯）學生
印象中的美孚新邨是個很安靜的地 方：樓與樓之間的平台很大，讓人 可以靜靜地坐上一天。好像還有兩
生的畫作，在道道欄杆阻擋之下， 顯得不太起眼。
三個水池，不時傳來潺潺水聲。樓
My impression of Mei Foo Sun
七十歲，悠閒地過著小日子。地利
place -- the platform that stretches
宇看起來有點歷史，居民大多都六 亞修女紀念學校（百老匯）正正坐 落於此。它的門口挺隱閉，平常人 大概不會刻意往裏面瞧，充滿神秘 感；門前還有一大幅視覺藝術科學
Chuen is that it is a very quiet between buildings is spacious enough that it allows people to sit in tranquility for a day. There seemed to be a few ponds from
3
4
where the sounds of ripples could be heard. In the buildings with their aged facades, people who are in their 60s or 70s reside. The location for the interview, Delia Memorial School (Broadway) sits in their proximity. The main entrance is situated in a very narrow space, one most people would not spot at first glance, which created a faint this sense of mystery. In front of the entrance was a large painting by some Visual Arts students, but the railings blocking made it less noticeable. 踏入正門的一刻，卻彷彿到了另一個世界，溫暖而 耀眼。入口旁是一個大大的獎盃櫃、一份門口告示 密密麻麻地寫著被哪位老師預訂好的會議室，還有 個看起來小小的體育室，裡面有很多同學，好像在 上體育課。下課鐘聲響起，緊隨的是兩三道老師廣 播，還有絡繹不絕的身影。屈指一數，真的想不起 到底自己有多久沒有踏入過這麼熱鬧的校園。這裏 的學生們，放學後似乎不會馬上回家，卻三五成群 地擠在那彈丸般的校門，要嘛逗留片刻，要嘛找找 同學聊聊功課，享受那教我羨慕非常的課後時光。 沒多久，同學們到了。
The moment I stepped through the main entrance, it felt like an entirely different world, one that was warm and dazzling. Next to the entrance was a large cabinet of cups and trophies, and on one door was written, to the point where the space was all filled, which teachers had booked the conference room. There was also what seemed to be a small sports hall with a lot of students inside, probably having their PE lesson. The dismissal bell rang, closely followed by two or three announcements,
5
and it was an endless stream of figures leaving the school. I tried counting, but I could not recall how long it had been since I had set foot in a campus as bustling as this one. It seemed these students did not choose to head home immediately after school, and were huddled in small groups at the tiny entrance area. They stayed a while, looked around
for
their
classmates
and discussed the homework, enjoying that after school time that I can only envy. Soon, my interviewees arrived. 瑪莉、雅珊和恆恆都是地利亞（ 百老匯）的中六學生。也許因為 我們第一次見面，她們都很正式 地用中文介紹自己。對我來說這 很有趣，因為本地華人學生反而 不習慣使用中文名，反而習慣別 人以英文名、甚至綽號來稱呼自 己。然而，這幾位同學都自信十 足地使用她們的中文名。第一眼 看見她們，我還以為她們的廣東 話未必流利，誰知道她們的中文 甚至比我更好，還一直在訪問期 間，指出我筆記上的錯字。幾番 寒暄過後，才發現原來她們都在 香港出世，但各人的背景不同，
6
走過的路也各異。 Gill Sukhpreet Kaur, Afsa Fatima and Sharma Rithika are Secondary six students from Delia Memorial School (Broadway). Perhaps due to me being a stranger, I recall that at the beginning of the interview, they gave me a formal introduction of themselves in Chinese. This was very interesting to me because we tend to address ourselves with anything but our Chinese names: we refer to ourselves in English, or sometimes with a nickname. Unlike us, they announced their names in Chinese with great confidence. At first I thought their Cantonese would not be fluent, but they took me by surprise. I dare say their Chinese was even better than mine, because during our
interview, they managed to point out characters that I had written wrongly on my notes. After a brief exchange of pleasantries, it came to my attention that despite the fact that they were all born in Hong Kong, they were from different backgrounds and had taken correspondingly different life journeys. 第一位開腔的是雅珊，巴基斯坦裔，十七歲。 她言談有趣，看似相當外向。這種天真活潑的
群體。小學時大家都習慣自備午 餐，因為宗教文化的關係，雅珊 的家人會為她準備薄餅。天性開 朗的她，午餐時會與身邊的朋友 分享食物，於是慢慢地學會與其 他人相處。直到現在，她自信已 經完全適應以中文溝通，還身兼 地利亞學校聯會的要職，協助統 籌地利亞五校的聯辦活動。
性格，應該跟她生活背景相關吧。她的家人不
Afsa,
時候雅珊在本地主流小學讀書，家人都說她不
speak. She had quite a fun-
懂中文，因此學習上她往往需要努力自學。小 懂跟別的孩子相處。因為中文不好，她剛到學 校的時候並沒甚麼朋友，甚至需要重讀一年。 「慢慢地靠自己努力，就適應過來了。」雅珊 告訴我。除了語言，她還嘗試努力融入身邊的
a
Pakistani,
seventeen-year-old was
the
first
to
loving persona -- her outgoing personality was fully evident during
our
conversation,
a
trait that I could only assume was the collective result of all the interactions she had had, day in and day out. Having lived in Hong Kong without a family proficient in Cantonese, she learnt to be self-reliant. At the local primary school she attended as a child, her family felt that she did not get along well with her peers. When she first started attending DMS, her weak foundation in Chinese meant that she did not make many friends and even had to repeat a year. “With effort, I
7
gradually adapted” said Afsa. Apart from working on her Chinese, her efforts also included other ways of integrating herself. In primary school, where students often brought their own lunchboxes,
Afsa’s parents
packed roti for her to accommodate the dietary restrictions of her religion. Being as sociable as she was, Afsa would offer to share her lunch with her friends, and gradually, she learnt to get along with those around her. Now, she can confidently say that she is comfortable speaking Chinese, and even took up a key role in a joint Delia Schools association, in which she assisted in organizing events among five Delia counterparts. 「現在⋯⋯我很幸福啊！」說後還
帶有半點害羞，接連是幾道清脆的笑 聲。這是瑪莉，印度裔，十七歲，給
8
人樂天知命的印象。一路走來，瑪莉得
到身邊很多人的幫忙，對此她十分感 恩。畢業於中文小學的她，小學時是班 上唯一的少數族裔學生，同學和老師會 為她翻譯功課，在樓下公園玩樂時，鄰 居又會跟她聊天，平日身邊的人也主動 關心她。透過日常生活的溝通，今時今 日的瑪莉，已能說得一口流利的中文，
可以自信地說一句「比之前明白更多 了」，還能教弟弟功課，與雅珊一起籌 辦聯校活動。
“At the moment, I feel blessed!” said Sukhpreet, with a hint of shyness, which was followed by blissful laughter in the room. She is a seventeen-yearold Indian having all the signs of a carefree soul. Perhaps because she would not have gotten by without the help of others, I felt that she had an overwhelming sense of gratitude in life. In her days at a Chinese primary
school, she was the only ethnic minority
student
in
her
school.
Luckily, there were many around her who were willing to lend her a helping hand:
classmates
and
teachers
helped her translate the homework, and neighbours chatted with her when she was out playing in the park. People around her were keen to show that they cared about her by asking how she was from time to time. Through everyday interactions, Sukhpreet
developed
systematic
skills in Chinese communication, and has since learnt to speak Cantonese with fluency. Now she could proudly proclaim that she had understood a lot more than she did in the past, and was able to help her brother with his homework. With Afsa, she organized inter-school events. 第三位同學是恆恆。她是印度裔，十 七歲，自小已跟香港人住在同一個社
區，因此小學時期學習中文並沒有 太大的難度，溝通自然不成問題。然
而，後來她搬了家，面對陌生的環 境，她頓失所措。「後來轉換了環 境，幸得鄰居主動幫助我。那時候， 新的居住環境很陌生，屋苑是新落成 的，有很多成年人。我很害怕，感覺 很孤單，覺得自己大概交不到什麼朋 友了。但後來，住在對面單位的鄰居
來了，他兒子跟我同年，我就有玩伴 了。」恆恆說著，聲線突然壓得很低。 於少數族裔同學而言，要適應語言環境 早已艱難，更何況要一個剛六歲、才上 小學的孩子，要離開熟悉的地方、熟悉 的朋友？幸好，恆恆也得到身邊不少人 的幫助，例如老師、朋友，讓她可以安 心學習，也能像瑪莉一樣，在家裡擔當 起照顧弟弟的責任。
Rithika’s case is a special one. She is a seventeen year old Indian, and has lived with locals for as long as she could remember. Hence, she was not met with much difficulty in Chinese learning back in her primary school days. Logically, communication was not a challenge to her.” However, I then moved to a new environment where I felt greatly detached. Luckily, there was help from nice neighbours. Back then, I really considered this living environment
foreign,
because
the
estate was newly built, and there were a lot of adults, these were all intimidating. I felt lonely, and was anxious about making friends, until the neighbors across the aisle moved in. They had a son who was the same age as me, and his company made me feel far less lonely.” said Rithika. While she was describing her past situation, I noticed that she looked slightly saddened. It
9
is already difficult for ethnic minorities to adapt to the linguistic environment here, let alone having to experience that as a six-year-old. Luckily, Rithika had help from many, including her teachers and friends. Now, like Sukhpreet, she is able to take up the role as a home tutor to her brother. 回想起第一次接觸中文時的情境，她們都不期然 流露出一種耐人尋味的模樣。瑪莉的一句「嘩這 是什麼！」，教我出奇不已。直率的雅珊也與我 分享了讀幼稚園時看到中文的感覺。那時候，她 一想到自己「一輩子也要學這些（中文字）」
就會哭，因此經常要媽媽在學校門口等她。坦白 說，雖然中文是我的母語，我有時也覺得中文很 難學 ── 段意、意境、文言、語法⋯⋯更何況
是少數族裔學生？然而她們沒有放棄中文。恆恆 說：「只要肯學，都會做到；只要努力，一定做 到。」這聽起來是老生常談，但卻又來得如此真 實，教人難忘。這三個堅強而幸運的女孩走著走 著，一路都是倚靠身邊不同的人和事，陪伴她們 渡過艱苦的適應期。
While recalling their initial exposure to Chinese, they could not help but show an intriguing look. I was most surprised when Sukhpreet summarized the experience in one sentence: “What is this?!” Afsa, who was straightforward, shared with me her early Chinese learning experience. Back then, whenever the thought of “having to face this (Chinese) for the rest of my (her) life” crossed her mind, she could not help but cry, and so her mom had to wait at the school entrance until she stopped. Frankly
10
speaking, even as a native Chinese speaker, I find it difficult to understand concepts such as gist, imagery, old Chinese, grammar, etc. Even local Chinese students who are educated in Chinese find the language uneasy. One can only imagine how much bigger of a challenge it is for ethnic minority students. Nonetheless, the girls gritted their teeth. Rithika said something that I echoed with “If you want to learn, you’ll do it. If you work hard, you’ll do it.” Although It sounds cliché, it is evidently true. With help from those around them, the children who are persistent and blessed constantly learnt from their own experience. Eventually, they were able to make it through the difficult time. 說到與以前的情況相比，她們三位都認為現在的 本地華人比較接受少數族裔。雅珊說：「現在香 港人，都會把我們看成跟他們一樣。要是以前， 他們只會當我們是懂中文的同學。」瑪莉補充
說：「現在歧視的情況已經很少。從前，自己很 討厭坐巴士，但現在不會了。」到底是我們社會 在進步，還是我們所稱「少數族裔」的他們很努 力地融入？我猜每個人心中都有自己的答案。於 我而言，看到她們快樂無憂的樣子是很幸福的
事；同時，自己又深明三幾個成功例子並不代表 什麼。到底還有多少非華語同學，每天努力嘗試 融入香港社會？
Compared to those in the past, the three of them agreed that people nowadays are more open and accepting towards ethnic minorities. Afsa said, “Hong Kong people nowadays consider us as a part of them, whereas in the
11
past, they thought of us only as foreign
interviewee. She is a fifteen-year-old
classmates who could speak Chinese.”
Pakistani. Due to a supplementary
Sukhpreet added, “Discrimination is not
class, she came later than the other
as common. I used to hate taking the
three girls. She had with her a few
bus, but now I don't. I have had many
Chinese exam papers, and some notes
successful attempts at taking the bus.”
printed out by her teacher. I was told
Is it the society has progressed, or is
that with the encouragement from her
it the ethnic minorities have become
family, she was in fact taking a Chinese
more capable in fitting in? I suppose
course of the most advanced level.
everyone has his or her own answer
She was polite and quiet, and at first
to that. Personally speaking, while I
seemed a bit shy around strangers.
was truly touched by the smile on my
However,
interviewees’ face, I have also come
from Sukhpreet, Afsa and Rithika, she
to realize that these successful cases
shared her experience of learning
are rare and hardly representative of
Chinese. “It’s just so difficult, especially
the majority. How many are there who,
Literary (Classical) Chinese… There
unlike Sukhpreet, Afsa and Rithika, still
are always words that I can't remember,
struggle every day to integrate into this
and also my friends do not know
society?
Chinese.” Her situation is certainly
妮美亞是我們的第四位受訪者，巴基斯 坦裔，十五歲。因為補課的關係，她比 另外三人晚到。她手上拿著數份中文試 卷，還有一疊老師打印的筆記。同學們 告訴我，她在家人的鼓勵之下，毅然選 讀最高級別的中文課程。她有禮安靜，
起初看起來好像有點怕生；後來在瑪
the
encouragement
understandable, and I am glad that she had the opportunity to come to this place and meet classmates from various backgrounds, and nonetheless be in the company of, and grow up with, people who have had experiences similar to hers.
莉、雅珊和恆恆的鼓勵下，她跟我們分
這是一件相當不容易的事。就像很多香
⋯⋯文言文好難啊，有些字總會忘記
來也許很容易，但論及真正去應用，還
享了學習中文的情況：「中文好難啊 解譯，然而朋友又不懂中文。」我明白 她的處境，亦慶幸她有機會來到這間學 校，多認識不同背景的同學，好好讀書 並成長。 Khan
12
with
Nimrah
Bibi
is
the
fourth
港人都喜歡學習外語，字詞、讀音看起 要把自己的生活習慣調節為當地節奏， 的確有點難度。她們四人在學習中文的 起步比較遲，路上一直跌跌撞撞，這對 她們之後的學習影響甚深。她們付出比 本地學生更多的努力，漸漸培養出一種 華人學生當中少見的韌性，並且變得堅
毅樂天，得到身邊支持與認同，以及對 社區的歸屬感。
The task is a difficult one. Many among us in Hong Kong enjoy learning foreign languages, and though it might seem that some single words and pronunciation are easy to master, to become fully proficient in a second language is definitely not a piece of
比我自己的定位來得更肯定，早已不限
於血統、國藉或膚色。｢雖然我們各有不 同文化，但香港是個文化交匯之都，當 接觸外界比以前更多，就不會覺得自己 只屬於印度。我們在這裡出生、居住、 讀書，享受這地方的一切，是香港的一 份子。日後我們畢業，會在這裡工作， 為這地方服務，因為我們是香港社會的 一員。」瑪莉說。
cake, especially when one finds himself
I speculate the general public do not
also having to adjust to a new lifestyle.
have a deep understanding about
The four of them started learning
ethnic
Chinese later than local students, there
are brought up, we have a habit of
are not without obstacles along the
regarding them as foreigners who live
road, and admittedly long-term impacts
in Hong Kong, our mindsets may have
are caused. Having paid more effort
stopped progressing since when they
than us the local Chinese, they gradually
were still called “Ah Cha”. It is fair to
develop tenacity -- a quality lacking in
place ourselves in their shoes and to
most of the local Chinese students. They
picture ourselves migrating to another
have acquired something additionally --
country only to be placed with different
positivity, persistence, a strong network
labels and alienated by the local
of support and recognition, and a
Chinese. It would no doubt be difficult
developing sense of belonging to the
and upsetting. Yet, to my surprise,
community.
the four girls from DMS felt a strong
現時普羅大眾對少數族裔認識還是不 深。提及到少數族裔，我們都習慣把她 們當成在香港生活的外地人，思想可能 還停留在以前把他們標籤為「阿差」的 年代。設身處地去想，如果自己到其他 國家生活，卻被當地人冠上各種社會標 籤，生活一定不好過。地利亞這四位女 同學，不約而同地對「香港人」這身份 充滿歸屬感。問及她們是哪裏人，她們 都說會自稱為香港人。這種身份認同，
minorities.
Whenever
they
sense of belonging to the Hong Kong; when asked how they would describe their identity in the context of Hong Kong, they all agreed they would call themselves Hongkongers. Even I do not feel a sense of belonging as strong -- it was clearly never a question of ethnicity, nationality or the color of one’s skin. “Though we are all from different backgrounds, Hong Kong is a melting pot of different cultures. When I become
13
exposed to so much more than before, I feel like I don’t only belong to India. We were born here, we live here and we study here. We benefit from everything Hong Kong offers, and we are a part of it. In the future, we will graduate, seek jobs here, and serve this community. This makes us members of it.” said Sukhpreet. 「現在一定會，特別當我們長大後，有
「平時我會叫自己做香港人，因為相比 起印度文化，我更熟悉香港文化，家人 更為我起了『香港小姐』的綽號，弟弟 也常叫我『半個香港人』。雖然我是印 度人，但同樣是香港人。我們跟香港人 都會說中文，可以溝通，有著某些相同 的習俗或文化，所以並沒什麼分別。」 恆恆補充道。
過很多不同經歷，慢慢地就會建立起這
“Usually I’d call myself a Hongkonger.
是巴基斯坦人呀，或者會叫自己『少數
Kong culture than Indian culture, my
種感覺。以前有人問道，我們會說自己 族裔』。由不懂學到懂，我們經歷了很
多不同的事，例如被人欺凌⋯⋯這些路 我們都一一走過，並克服了困難。我住 在這兒，以前會說『啊！有香港人！』
，但現在不會這樣想，反而是⋯⋯不會 說是一家人，但覺得自己是那社區的一 份子。」雅珊如是說。
“Now it definitely does. Especially when we’re older and experience even more -- we’ll slowly build up to that feeling. Before, when people asked, we said we were Pakistani, and we called ourselves an ethnic minority. We have learned now, when we knew nothing before; we have been through so much. Bullying, for example. We have been through it all, and we have overcome it. Living here, we used to say ‘Oh! Look at the Hongkongers!’ These days we don’t think like that. Instead… I wouldn’t say we’re family, but I do consider myself a
14
member of this community,” said Afsa.
And because I know more about Hong family dub me ‘Miss Hong Kong’, my brother even call me a ‘half Hongkonger’. Although I’m an Indian, at heart I’m a Hongkonger too. Like any other Hongkongers, we speak Cantonese, communicate in it, celebrate the same ritual and culture, so we do not differ by much” Rithika added. 離開的時候，我看到獎盃櫃上隱隱約約 寫著的，是地利亞的校訓「和而不同」 。能夠在一個如此溫暖，又帶著濃厚人
情味的校園學習，真的非常幸福。有 時我們華人會習慣把自己放在較高的位 置，以為自己在這地方土生土長，就開 始排斥外來人士。香港的情況可能已經 比其他地方好一些，政府有各項幫助少 數族裔人士融入社會的政策，又有地利 亞（百老匯）這種海納百川的學校。到 底「少數族裔」這標籤，能否讓大家正
確認識瑪莉她們這類學生？「少數族 裔」相對於「多元族裔」，我比較偏向
後者，因為她們的文化也是構成我們社
得快樂」。她們走過，所以快樂；你們
能給予她們一個公平的身份。
因為大家同是香港人。
會的重要元素；唯有這樣稱呼她們，才
走過，亦能快樂。別怕，我們在這兒，
On my way out, I vaguely saw on
Up to this point, I have doubted if it is
a trophy cabinet the motto of DMS
just my wishful thinking -- attempting
Broadway “Harmony in Diversity”. It is a
to
blessing to study at a campus with such
circumstances most of the ethnic
warmth and friendliness. We often tend
minorities are under. Whenever I think
to think highly of ourselves, as if our root
of the fact that there are many friends
entitles us to exclusivity. The situation in
beside Afsa who are neglected by the
Hong Kong may be better than some
society, I cannot help but struggle. If
other places, the government has put
you find echo here, please bear in mind
forward
different
policies
generalise
and
beautify
the
targeted
“happiness is found in certain paths”.
at helping ethnic minorities, and we
Don’t be afraid, for we are here, for we
have schools such as Delia which are
are all Hongkongers living under the
greatly accepting to various ethnicities.
same sky.
Is “ethnic minority” a correct label for people to learn of them? If we are to compare “ethnic minority” with “ethnic diversity”, I tend to prefer the latter, as we cannot be in denial that their cultures are important parts of our society. In Hong Kong, the term “minority” should no longer be legitimate, instead, the concept of diversity is what currently at play. They will only be given an equal
THOMAS NG Born and raised in Hong Kong, Thomas currently works as Head Reporter and Art Director for Cross-Cultural
Learners’ Magazine. He majors in English and Fine Arts while minoring in Journalism at HKU.
status if we consider them as a part of
IVY FUNG
our diversity.
Born and raised in Hong Kong, Ivy currently works as
寫到這兒，我有想過自己是否一廂情 願，以偏蓋全地美化大多數少數族裔的 生活環境。一想到雅珊她們身邊可能還
Managing Editor for Cross-Cultural Learners’ Magazine. She is reading English at HKU. REETU RAJBHANDARI
有很多朋友被社會忽略，內心不禁糾結
Reetu is of Nepalese descent and received most of her
鳴，請記著：「若是不曾走過，何以懂
in-training, she is fluent in English, Chinese (Cantonese and
起來。倘若各位同學看到本文並有所共
education in Hong Kong. She is currently Bilingual Editor for Cross-Cultural Learners’ Magazine. A speech therapistMandarin), as well as Nepali.
15
專 題 ／ F E A T U R E
Locals from Afar: Hong Kong Citizens of Nepalese Descent
「
「
他 鄉 的 爾 客
與尼泊爾裔港人對話 「我夢想有一天，我的四個孩子將在一個不是 以他們的膚色，而是以他們的品格優劣來評價 他們的國度裡生活。」
── 馬丁路德
“I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.” 中文撰稿、英文翻譯：馮苗馨 攝影：馮苗馨 Chinese Text and English Adaptation by Ivy Fung Image Sources: Ivy Fung, Internet
16
—— Martin Luther King Jr.
Sumi
Reetu
17
18
我成長於一個南亞裔人士為數不少的社區，卻因生活圈子不同，一直未有主動認識 他們，因此對他們的了解一直流於表面，甚至有一定程度的誤解。從前我總覺得香 港只是他們的短暫的避難所，認為他們只是居住於此的外地人。直至大學，我因學
業與工作的關係，得以對他們認識更多。Reetu 和 Sumi 是其中兩位我在校園認識 的南亞裔朋友，她們同樣來自尼泊爾，在香港已生活了超過十年。從我們三人的對 話中，我得以透過她倆少數族裔的角度，看到另一群香港人的世界。
Though I grew up in a community with a considerably large South Asian community, I did not have any South Asians in my circle and had therefore never had the opportunity to get to know anyone from that background. Consequently, my understanding of them remained rather superficial, and even misguided to some extent: I believed they came to Hong Kong merely to seek temporary refuge, and only thought of them as foreigners who happened to be living here. It was not until entering university that I gained a deeper understanding of them through assignments and work. Reetu and Sumi are two South Asian students that I got to know on campus. They are both from Nepal and have been living in Hong Kong for over ten years. In my conversations with them, I was allowed a look through the eyes of an ethnic minority into the world of a somewhat different group of Hongkongers.
「父母態度和學校環境讓我快樂地學習中文 」
“My parents and school created a positive Chinese learning environment”
初與 Reetu 相識時，我已對她一口流利且標準的廣東話感到驚訝。土生土長的她， 在學習中文的路上並不盡艱辛，反而充實快樂，她把這一切歸功於父母和學校。
When I first talked to Reetu, I was surprised by how fluent her Cantonese was. She was born and raised in Hong Kong, and explained that her experience with learning Chinese, far from being unpleasant, was quite enjoyable. For this, she credited her parents and school environment. 她的父母在中國留學時相識，一九八九年移民到港，成為香港公民。他們會說普通 話，在本地社區可基本溝通。雖然他們並不精通中文，但身體力行去支持她學習中
文。每當 Reetu 在學習中文時遇上困難，他們會幫忙查字典、問朋友；她做中文功 課時，父母又在側陪伴。
19
Reetu’s parents met when they were studying in China, migrated to Hong Kong in 1989 and later became naturalized citizens. They spoke Mandarin and, with that, could handle basic communication in Hong Kong. Though they did not excel in the Chinese language themselves, they were very supportive when Reetu was learning it. They tried to help whenever she had trouble with her Chinese studies: they would look up unfamiliar words with her or consult their Chinese friends, and used to sit by her side while she completed her Chinese homework. 求職的經驗，令她的父母深明學習廣東話的重要，因此決意把 Reetu 送到雙語教育的本 地學校就讀。由於她是校內唯一的南亞裔學生，學校沒有特別班措施，對她中文程度要 求並沒有降低。此外，學校老師的鼓勵，使她力求進步，即使老師只要求寫一篇三頁長 的日記，她都會寫足五頁。
From their experiences in seeking employment, Reetu’s parents realized the importance of Cantonese proficiency in Hong Kong and opted to send her to a local school that offered a bilingual education. There, Reetu was the only South Asian student, meaning there was no special class (for non-native Chinese speakers) in which she could have been placed. Nor did the teachers lower their expectations regarding her Chinese, holding her to the same standards as her Chinese classmates. In addition, Reetu’s Chinese teachers were very encouraging, which pushed her to work harder on the subject. When she was asked to write three-page journals for homework, she insisted on filling up five pages. 「在香港不懂廣東話很難生活」
“It’s difficult to get by without Cantonese in Hong Kong” Sumiﾠ來自尼泊爾一個雪山小鎮ﾠPokhara，五歲移民到香港。由於她的父親不太喜歡哥
哥當時就讀的非主流學校，於是安排了她入讀本地學校，成為是校內寥寥可數的尼泊爾
人。由於就讀於ﾠIB(國際高中課程）法文班，她的廣東話不太流利。雖然在校內同學對她 的中文程度十分包容，但學校而外她還是難免受到不友善的對待，例如在餐廳點餐時， 侍應會表現得不耐煩。慶幸的是，她尚能以基本廣東話與雜貨店店員溝通，購買日常用 品。她坦承，廣東話不佳對她日常生活有很大影響。
20
Sumi is from Pokhara, a city by the foothills of the Himalayas. Her family migrated to Hong Kong when she was five. Because her father was unhappy with the non-traditional school her older brother was attending at the time, he enrolled Sumi in a local school instead, where she was one of a small handful of Nepalese students. However, having studied in the IB French class, she was not as proficient in Cantonese. Though her classmates were very understanding, prejudice outside of school was inevitable. For example, waiters would become impatient while taking her order. Fortunately, Sumi is able to talk to shopkeepers in basic Cantonese when purchasing daily necessities. She admitted that the language barrier has been of great inconvenience to her in her daily life. 「我有權稱自己為香港人」
“I have the right to call myself a Hongkonger” 問及兩人的身份認同，她們異口同聲地表示自己是尼泊爾裔香港人，是不折不扣的香港
特區公民。雖然尼泊爾的血統不能被遺忘，但香港所給予一切同樣重要，Reetu 與 Sumi 對香港有著強烈的歸屬感。Reetu
指雖然尼泊爾文是她的繼承語，卻不是第一語言，認
為自己稱不上是正統的尼泊爾人。說得一口流利廣東話的她，認為自己比其他在港尼泊
爾人更本土：每當被本地同學問及國籍時，她又大方承認自己尼泊爾裔的身份。Reetu 言
語間流露出到對兩地同樣的關心 ── 無論是論及尼泊爾的人才流失，還是香港的政治前 途，她都能侃侃而談，抒發己見。
When asked about their sense of identity, Reetu and Sumi both declared they were Hong Kong Nepali, and no less of a Hongkonger than anybody else. They believed that while honoring their Nepali heritage was essential, equally important was what Hong Kong had given them. They therefore felt a strong sense of belonging to the city. Reetu added that Nepali was her heritage language but not her first language, which makes her question whether she can identify as a typical Nepali. Being fluent in Cantonese, she felt she was more local than most Nepalese in Hong Kong, at the same time, when her Chinese classmates ask about her nationality, she is happy to tell them she is Nepalese. During our conversation, Reetu revealed her concern for both places -- whether it be on the brain drain in Nepal or the political future of Hong Kong, she was passionate in expressing her views on the topic.
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「我以少數族裔身份為傲」
“I am proud to be part of the ethnic minority community” Sumi能操流利尼泊爾文，訪談間甚至能教筆者以尼泊爾文自我介紹。她對自己的背景十 分感恩，她認為作為少數族裔，學會了放下對膚色的成見，待人接物時更客觀全面。同 時，她也很重視香港人的身份，她認為香港的資源令大眾生活有基本保障和尊嚴。主修 新聞學的她打算立足香港，撰稿報導身邊事物，尤其關於在港尼泊爾人的生活。
Sumi is fluent in Nepali and even taught me to introduce myself during our interview. She says she is grateful for her ethnic minority background because it has taught her to be objective when forming judgements of others by looking beyond the color of their skin. She also values her identity as a citizen of Hong Kong, saying that the city has enough resources to fulfil the basic needs of its people. Sumi is currently a journalism major and would like to be based in Hong Kong in the future. She hopes to cover stories on the lives of Nepalese in the city. 她又提及有少數族裔自我設限，害怕和華人交朋友。她鼓勵大家，爭取族裔平等不一定 要到立法會發言；對身邊的人友好包容、彼此願意互相了解，便可放下對族裔的偏見。 她以她父親為例：他積極融入本地社區，常以廣東話與鄰里溝通，主動與樓下保安用廣 東話閒聊，因此人緣甚廣。
Sumi also pointed out that some in the ethnic minority community limit themselves because they are afraid or less confident when socializing with Chinese people. She
22
encourages us all to be friendlier to those around us, reminding us that passing laws in Legco is not the only way ethnic equality and inclusion can be achieved. Rather, it is through mutual understanding that racial prejudice may be put aside. Sumi believes her father is a good example, as he is proactive in his efforts to become integrated into the community. He often talks to their neighbors and starts conversations with the security guard at their building, all in Cantonese. Because of this, he has made a lot of friends. Reetu 和 Sumi 飲水思源，並沒有因為香港的生活而摒棄尼泊爾人的身份。膚色讓她們被
釘上「異地人」的標籤，然而她們樂於接受自己的背景與文化，並擁抱香港的一切；非 華裔的她們也是香港人，跟其他族群活在同一天空下，為本地社會增添不少色彩。
Reetu and Sumi remain grateful for who they are -- living in Hong Kong has not led them to turn their backs on their Nepalese identity. While the color of their skin means that many are hasty in labelling them “foreigners”, they have readily embraced their background and heritage, as well as everything Hong Kong has to offer. Reetu and Sumi are ethnically Nepalese Hongkongers, who are becoming a young intellectual force in the society while living in harmony with other ethnicities.
IVY FUNG Born and raised in Hong Kong, Ivy currently works as Managing Editor for
Cross-Cultural Learners’ Magazine. She is reading English at HKU.
23
學
投
生
稿
／ S U B M I S S I O N S
學 生 投 稿 Students' Submissions
團年飯，是在節日時全家人相聚在一起吃 飯的家庭活動。不同種族都有吃團年飯的 習俗， 各有特色。
韓國人就會吃米糕和米糕湯，而越南人就 會吃雜菜，炸餅，還會喝茶和汽水。尼泊 爾人和巴基斯坦人會吃一樣的食物，例如 咖哩雞丶黃豆丶烤餅丶餃子丶炒麵丶湯麵 和咖哩角等。菲律賓人會吃不同的食物， 例如雞肉和豬肉，配飯丶意粉或餅等等。
由此可見，不同的食物反映不同文化，而 各種各樣的人喜歡不同味道的食物。
團年飯 文：韓嘉欣
香港大學非華語學生
中文學習支援計劃（九龍中心)
24
今天中文班小息時，愛美和潘妮瑪分享了
對小孩子來說，玩具是生活上不可缺少的
品！
具。
她們帶來的家鄉特色小食Pakoda，實屬佳
物品，幾乎每個小孩子都擁有自己的玩
Pakoda 是一種巴基斯坦街頭小食。Pako-
玩具有各種各樣的外形。例如在顏色方
口時，你會感到又酸又辣，當你再咬多幾
同色彩；在大小方面，一些較大型的玩具
daﾠ有四種味道，十分豐富。當你咬第一 口，會嚐到既鹹又甜。
面，分別有紅色丶黃色丶紫色丶黑色等不 就像一部手提電話般大，而那些較小型的 玩具就像成人的手指一樣。玩具不只在顏
以下是做 Pakoda 的步驟：
色和大小方面不同，形狀上也不一樣。有
首先，預備洋蔥，馬鈴薯和兩至三種麵 粉。然後，清洗乾淨洋蔥和薯仔，並且把 它們切成一塊塊。接著混和那些材料。最
後，搓成一塊塊圓圓的小球，把它們炸 熟。
些玩具像動物，有些像植物，有些像文 具。
玩具也有不同的功能。除了可用作娛樂， 還可建立友誼、訓練思維和消磨時間等。
Pakoda
玩具
文：崔漢娜
文：韓嘉欣
香港大學非華語學生
中文學習支援計劃（九龍中心)
香港大學非華語學生
中文學習支援計劃（九龍中心)
25
水果 文：崔漢娜、Monima Pun 香港大學非華語學生
中文學習支援計劃（九龍中心)
石榴像紅蘋果，外殻像樹皮般皺。一小顆一小顆的果肉 外包了一層薄膜，像半透明的蜂巢，而且像一粒粒紅寶 石。它的汁液又甜又酸，味道非常豐富！
火龍果像草莓那麼紅，有一根根青綠色的手指伸出來。 果肉又柔軟又多汁，是白色的，而果核則像一粒粒的黑 芝麻。它的汁液像糖果般清甜。
書本 文：Monima Pun
香港大學非華語學生
中文學習支援計劃（九龍中心)
對學生來說，書本是生活上不可缺少的物品，幾乎每個 學生都擁有自己的書本。
書本有各種各樣的外形。例如在顏色方面，分別有藍
色、黑色、白色和紅色等不同的色彩；在大小方面，一 些較小型的課本就像一個手提電話一樣，而那些較大型 的書本就像一部電子手賬一樣。
書本也有不同的功能。除了可以用來學習新詞語， 還可
增進課外知識和用來溫習英文、中文、歷史、數學和生 物等。
總而言之，書本有不同的外形和功能，深受學生喜愛。
26
洗手 文：李家碧 伯裘書院
經過這件事後，我明白到洗手的重要性。 星期三，我放學後，小明和我踢足球。之後，我回家看桌上有四個士多啤梨 杯子蛋糕。我感到非常肚餓，所以立即吃蛋糕。正當我媽媽阻止我，並說： 「你的手很骯髒，快點去洗手！」我回答：「但我差不多吃完了。」
晚上，當我正在玩電腦遊戲時，我肚子突然十分痛，我大叫：「媽媽！媽 媽！快點來！我的肚子很痛！」母親聽到我的呼喚，很快便來到我身旁，並 安慰我說：「明天我帶你去看醫生，現在好好休息。」
第二天，媽媽帶我看醫生。醫生說：「因為你進食前沒有清潔雙手，所以現 在肚子痛。 現在你的情況需要打針。」肚痛真的折磨人！ 經過這件事，我學懂了吃東西前要好好洗手。 雪糕 文：艾李 伯裘書院
經過這件事後，我明白到不要一次過吃太多雪糕。 星期一晚上，我在電視看見了一個廣告，那個電視廣告關於雪糕，我們可以 在雪糕盒中抽中一部遊戲機，我感到很興奮。
星期二晚上，我和我的祖母一起去購物。在市場中，我看見了那款電視廣告 裏的雪糕，我嚷著要祖母買給我，希望可以抽中遊戲機，所以買了四盒。
回到家後，我一次過吃了四盒雪糕，吃到桌面一塌糊塗，被媽媽責罵。但 是，我沒有理會，一心只想抽中那部遊戲機。
星期三早上，我肚子非常痛，要不斷去洗手間，最後，我去了看醫生。我明 白了不要一次過吃太多雪糕。
27
專 欄 ／ C O L U M N S
學好中文 Chinese Is Not That Hard
學 中 文 ， 難 不 難 ？ Is Chinese Difficult? 文：何劍翹博士 英文翻譯：鄺宝宜 Chinese Text by Dr Elizabeth Ho Razvi English Adaptation by Bonnie Kwong
28
當《匯文子集》邀請我替他們寫
秀的學生，當然痛下苦功，每天
華語學生相處的情景；有些是甜
學生呢？作為非華語學生的老
文章時，腦海中閃現了很多和非 甜的，有些則是澀澀的。我想： 如何令這些甜甜的回憶變得非常 甜，而把澀澀的變得有點甜呢？
抽空努力温習。那麼成績普通的 師，我很希望幫助他們學好中 文，解決記憶生字、詞語的問 題，給他們真正需要的關懷。
When I received an invitation to
When
write an article for Cross-Cultural
public
Learners' Magazine, my mind
are undoubtedly under great
flashed back to times spent
pressure. A student who excels
with the non-Chinese speaking
in Chinese would definitely wish
students
my
to achieve an A* in the GCSE or
tutelage. Some memories were
the GCE. A mediocre student
sweet, while some were bitter.
would hope for the same when
I found myself wondering: how
fighting for the chance to attend
does one make sweet memories
university. But how can students
even sweeter, while making bitter
memorize
memories bittersweet?
many vocabulary words in the
once
under
學生面對公開考試的時候，壓力 肯定大。中文成績好的學生，
當然希望在公開試，如 GCSE 或
GCE，獲得 A* 的成績；成績中
等的同學，亦希望考取不錯的分 數，爭取進入大學。可是，中文 的生字、詞語這麼多，怎可能把 它們一下子全部牢記呢？成績優
students
face
examinations,
in
an
instant
the they
the
language? Those with excellent grades have certainly put in a lot of effort, and made sure to set aside time for revision each day. So what about those with less outstanding grades? As a teacher of non-Chinese speaking students, I wish to help them improve their Chinese, solve their
29
problems with memorizing vocabulary words, and, above all, to give them the care that they truly need.
記每一個字怎樣寫。在大部分情況下， 只要看到詞語，能說出意思便行了。
為了應付考試，同學要記的生字、詞
No matter what our mother tongue
需要牢記所有東西，才可以應付 GCSE
of the tongue” moment when writing.
語的確很多，但撫心自問，他們是否 或 GCE 中文考試呢？想要多了解閲讀
篇章的內容，詞彙固然非常重要，但寫 作呢？以非華語同學的中文程度，究竟 是否需要那麼多詞彙呢？我覺得未必。 During
preparation
for
exams,
students must memorize a lot of vocabulary words. But when we think about it, is it really necessary for them to remember everything before facing the GCSEs or the GCE Chinese examinations? In order to understand the content of a passage, one’s vocabulary bank is certainly important, but what about writing? Do non-Chinese speaking students really need that rich a vocabulary, based on their standards in Chinese? I believe it may not be so. 無論我們的母語是什麼，寫東西時候 總有「執筆忘字」的時候。解決方法 很簡單：只要用另一個詞語來代替就可 以了。但閱讀的時候，如果不明白文章 裏面的生字、詞語，雖然可根據上文下 理，猜測詞彙的意思，但成功猜中的機 會，往往只有五成。這麼說來，我們必
30
須對詞彙有一定的認識，但未必需要牢
is, we all have experienced that “slip The solution is easy: just use another word to replace the forgotten one. But when reading, it is hard to guess the true meaning of a word if you do not understand it. Of course, you could infer the meaning from the context, but the chances of getting it right are fifty-fifty. That said, we must have a certain understanding towards the vocabulary, but it may not be necessary to remember the brushstrokes of each word. Under most circumstances, it is fine as long as you are able to say the meaning of a word upon reading it. 回想還在中學教書時，我起初要求學生 們能夠默寫所有學過的詞語。但，有一 次，一位能力較弱的學生，向我大發脾 氣，説：「老師，您知道嗎？我也有用 功過，試著牢記那些詞語，但我記不了 那麼多啊！前一晚讀熟了，第二天早上 起來後，便忘記那些字怎樣寫了。我該 怎麼辦？」那時，我才明白，能夠完整 默寫中文詞彙，特別是對非華語同學來 說，並不是一件容易的事。
When I think back to my time as a
vocabulary words. For those who were
secondary school teacher, I remember
slightly less proficient, I only required
how I first required students to be able
them to be able to dictate the basic
to dictate every word they had learnt.
vocabulary words. As for the more
But once, a student who was rather
complex words, they only needed
weak in Chinese protested against
to remember the meaning, and they
this. She told me “Miss, do you know?
need not dictate the entire word. That
I have tried very hard to memorize
was why I only required my students
those words, but I can’t remember
to write out the English translation of
them all! The night before I was able to
seldom used Chinese words during
remember them, but the next morning,
Chinese dictations.
I forgot how to write the words! What should I do?” It was then that I realized how difficult it was to dictate all of the Chinese vocabulary words, especially to non-Chinese speaking students. 有了這份理解，我終於頓悟了。從此以 後，對程度不同的學生，我便有不同的 要求。能力高的學生，我當然希望他們 能夠默寫所有學過的詞語；至於程度稍 遜的學生，我只要求他們能夠默寫基本 的詞語。比較艱深的詞語，他們只需說 出詞語的意思，不需完整默寫。因此，
在中文默書的時候，我把不常用的詞 語抽出來，讓學生用英文寫出詞語的意 思，這就可以了。
With this epiphany, I finally understood. From then on, I began to have different requirements for my students based on their ability level. With students who had a high proficiency, I hoped for them to be able to dictate all of the
各位朋友，你們覺得這個方法怎麼樣？ 有空不妨試試看，希望對你們學習中文 有幫助。
And what do you think of this method, my young friends? Give it a try if you have the time, and I hope it will help you when studying Chinese.
DR. ELIZABETH HO 何劍翹博士 Dr. Elizabeth Kam-kau Ho, lovingly known as Mrs. Razvi to her students, had seven years of teaching experience with Non-Chinese Speaking (NCS) students in Marymount Secondary School, an all-girls Catholic school in Hong Kong. In 2009, she earned her doctoral degree from the University of Hong Kong (HKU). Her research interests lie in the understanding of the cultures and emotions of NCS students.
BONNIE KWONG Bonnie currently works as Bilingual Editor for Cross-
Cultural Learners’ Magazine. She is a graduate of Marymount Secondary School and Mrs. Razvi was her assistant homeroom teacher in Form 1.
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專 欄 ／ C O L U M N S
徐園食單 Food Journey with Joe Tsui
JOE C. Y. TSUI 徐焯賢 Having graduated from the Chinese University of Hong Kong with a bachelor and a master in Anthropology, Mr. Joe Tsui has a successful writing career in various genres, including but not limited to war, detective, fantasy, sci-fi and children readers. His works often top the chart of young readers’ favourite books. He is also a frequent and reputable speaker in over two hundred talks and seminars on creative writing. Tsui is actively involved in promoting Chinese literature, and inspiring the younger generations to write.
32
吃 邊
1
文：徐焯賢
自幼愛吃香口的食物，一條長長
筲箕灣有一間以片頭河馳名 4 的麵
皮後，就開始想如何才能夠吃到
頭河顧名思義就是除了魚片外，還
約二十片的方包，吃完第一片連 最後一片也是連皮的。害怕被媽 媽責罵，從來不敢打開另一面， 只好老老實實地吃，吃到差不多 一半的時候，就伸手到末端抽出 最後一片。每次都為這「壯舉 」 2
而自豪3，殊不知卻被媽媽、弟弟 暗笑了很多遍。
長大後已經不吃那種長條型的麵 包，但沒有改變這特別的飲食習 慣──「吃邊」，現在每次到麵 檔，總愛點一碗魚片河。每次店 員放下碗子時，總急不及待看看 有沒有那種被炸得金黃、切成三 角形的魚片頭。起初以為是喜歡 它們有多面被油炸過，貪它們香 口，但後來才慢慢發現是另一回 事。
店，每次前往總愛喚一碗來吃。片 多放兩片魚片頭在上面。一碗捧出 來，金黃的片頭鋪在上面，色澤鮮 明，相當誘人，每次都把魚片頭放 到最後才吃，吃後大感滿足。
不過總想提升滿足感，曾經去過一 間賣整碗都是片頭的店子，但吃後 的滿足感不但沒有提升，反而有一 陣失落；思前想後才發現，香口或
許是其次，重點是罕有5。一碗河粉
偶爾 6 有一塊片頭，感覺是珍貴。 一整碗都是片頭的話，片頭就顯得 不珍貴。「吃邊」的可貴是因為罕 有，如果每一口都是它們的話，滿
足感並不會增強。其實道理很顯淺7 ：美味的食物不能多吃，一小片已 經很足夠。
1 吃邊：作者造詞，意指吃食物的邊，如麵包皮
2 壯舉：偉大的動作或行為
3 自豪：為某人或某事而感到光榮 4 馳名：有名氣 5 罕有：少有
6 偶爾：不太經常
7 顯淺：明顯和淺白
33
專 欄 ／ C O L U M N S
歲月回望 Looking Back At Our Own History
Sons of Hong Kong: The Contribution of Eurasians on the Verge of Japanese Occupation in 1941
Text by Teresinha Ribeiro Tam Photographs by Thomas Ng
34
“Ethnic minority� has been a buzzword for sometime in Hong Kong. In most cases, the term refers to South Asian and Southeast Asian migrants in Hong Kong, particularly the Indians, Pakistanis, Nepalese, and Filipinos. Nonetheless, such classification, at times, leaves out an important ethnic group in Hong Kong: Eurasians. Just a little bit of history here. Hong Kong, during the period 1841 to 1997, was a British colony. Due to East-West encounters and intermarriages between Europeans and Chinese, a new ethnic group, Eurasians, emerged at the turn of the 20th century. Fluent in both English and Chinese, these Eurasians acted as a bridge between the colonists and the local people, and many of them had become prominent compradors, tycoons, and politicians. Younger generations of these forefathers continued to thrive as elites of Hong Kong society before the Second World War. Nixon T. H. Leung, Founding Co-convenor
of
the
heritage
preservation
organization Ricci Hall Archives Conservation and Acquisition Project (RHACAP), The University of Hong Kong (HKU), pointed out that HKU has long been a hub of internationalization. Many top graduates of government and mission schools,
35
including Eurasians, were drawn to
from HKU in the early 1930’s.
this first (and the only in those days) university since its founding in 1911.
Born
Among them, there were two distinct
having resided in Hong Kong for a
sub-groups:
few generations, Joaquim went to
“Eurasians”,
those
of
into
after
a
Portuguese
finishing
family
mixed European (mainly British) and
HKU
Chinese ancestry, and “Portuguese”,
at St. Joseph's College. He was a
matriculation
those of mixed Portuguese and Asian
HKVDC lieutenant and took up the
ancestry with roots in Macau.
responsibility of safeguarding a key military stronghold, Mount Davis (near
Prior to the Battle of Hong Kong in
Kennedy Town). As a Portuguese
1941, Hong Kong was already facing
national, he could have retreated to
the threat of Japanese occupation.
Macau, a then Portuguese colony and
Hong Kong Volunteer Defence Corps
war-neutral zone, but he bravely stayed
(HKVDC), with a significant presence
on the frontline and fought till the end
of Eurasians and Portuguese, offered
with his company. He unfortunately fell
auxiliary support to the British Army at
into the hands of the Japanese army,
the frontiers. A quick stroll down aisles
became a Prisoner of War and died
of massive tombstones in the Stanley
painfully at the mere age of 33.
Military Cemetery on the Island side
36
revealed the huge number of tragic
Another case was Algernon Ho (Ho
casualties for the arduous defense of
Hung-ching), who was fresh out of
Hong Kong. Mr. Leung, half-kneeling
college shortly before the outbreak of
in front of a headstone inscribed with a
war. A paternal grandson of Ho Fook, a
Portuguese surname, told us the story
successful Dutch-Chinese comprador
of Joaquim J. Guterres who graduated
and philanthropist in Hong Kong, and
a member of the equally prominent
while many more moved back and
Lo (Rothwell) and Zimmern families
forth between Macau and their birth
on his mother’s side, Algernon was
place. The Eurasians, on the other
born into the local upper class and
hand, remained as an important, ever-
attended HKU in the late 1930’s. In the
dynamic ethnic group in Hong Kong
eyes of modern-day Hongkongers, he
with new additions and traditions.
might as well stay away from the war
What had led the Eurasians, including
given his background and resources.
the Portuguese, to stay and fight in the
This had never happened though
defense of Hong Kong? We couldn’t
and he actually joined the HKVDC as
help but wonder if a love for one’s
a gunner. During the Battle of Hong
birth place, a sterling character and
Kong, he was stationed at the Sai
the noble spirit of determination were
Wan Battery (in Chai Wan). After a
good answers to this decades-long
long and strenuous fight against the
mystery.
Japanese, Algernon sacrificed his life on December 18, 1941, together with a number of his fellow Eurasian defenders during an attack.
TERESINHA RIBEIRO TAM Teresinha is a Hong Kong-based writer and journalist of mixed Chinese and Portuguese ancestry. She writes
There have been many changes in the once populous Eurasian community after the Second World War. On the one hand, a good number of nativeborn Portuguese had fled to migrant countries like the US, Australia and Brazil from the war-torn Hong Kong,
in English, Chinese, and French, and now covers topics in education and the arts for Cross-Cultural Learners’
Magazine.
THOMAS NG Born and raised in Hong Kong, Thomas currently works as Head Reporter and Art Director for Cross-Cultural
Learners’ Magazine. He majors in English and Fine Arts while minoring in Journalism at HKU.
37
快 樂 是 甚 麼 ？
專 欄 ／ C O L U M N S
一期一問 Humans of PoCSL Schools
Humans of Delia Broadway: Happiness 編按：自己很少把快樂與日常發生的事掛
FOREWORD | I seldom associate my
非常。或許，這就是年月在身上走過的痕
it makes one envy to see how green and
鈎，看到她們如此青澀、純真，教人羨慕 跡。我的快樂大概是種「返璞歸真」的感 覺：一個假日的下午，找片草地躺下來，
呷一口最喜愛的巧克力。天空是蔚藍色 的，片刻又吹起一陣秋風，野草隨風飄 動，輕撫肌膚。很多時候，一個空閒的下 午，一杯美味的飲料，一群常伴左右的知 己，已能帶來無窮的快樂。快樂大概就是
如斯清晰的感覺，像初春的微風沁入心 扉，又像晚秋的斜陽帶點和煦，為灰白的 生活中悄然添了道粉色的痕跡。
routined events with happiness, and so pure the DMS girls are. This is perhaps what growing up leaves us. My happiness is somewhat “a return to innocence”-spending an afternoon on a piece of open grass while sipping my favourite hot chocolate. The sky is blue as you see it, and in a moment or so, the Autumn wind gently sweeps in, leaving the wild grass in motions that softly touch the skin. Often, a leisure afternoon, a favourite drink, or a couple of bosom friends, suffices. Happiness is a feeling as such, it is simple
文：伍諾熙
38
and clear, like breezes in early spring,
Chinese Text by Thomas Ng
and like the setting sun in late autumn,
English Adaptation by
which is adorned by a tinge of warmth
Ivy Fung and Reetu Rajbhandari
subtly leaving a trace of pastels in our life.
恆恆 Rithika
“
我覺得可以融入華人生活圈，是令我感到快樂的事。跟自己種族的人在一起固然快 樂，我們擁有共同的語言，溝通並沒有什麼問題。在華人圈子生活一開始會很害怕， 害怕他們因語言障礙而拒絕與我們主動溝通。後來，有華人主動來跟我溝通我都會感 到快樂。猶記得我在外參加課後班的第一堂，大家都因為語言障礙沒有人與我溝通。 到了放學之後，我無意中聽到他們在聊有關韓國的話題，之後走過去搭話。看到他們 被我嚇到的樣子，我忽然覺得以這樣的方式帶給他們驚喜很有趣。所以，我覺得能融 入香港人的生活圈子比較快樂。
I see being able to fit in the Chinese community as something that makes me happy. Hanging out with people of my own race is definitely happy, since we have a common language, there is not much difficulty in communicating. It was intimidating to live in a Chinese community at first, I was afraid they would avoid to start a conversation with us due to our language barrier. But now, I feel happy whenever a Chinese approaches me to start a conversation. I can still recall the first lesson in an extracurricular class outside of my school, nobody talked to me because of our language barrier. When the class ended, I heard them chatting something about Korea, so I came up and joined their conversation. Watching them being surprised at my attempt, I found that interesting. So, I find fitting in the Hong Kong social circle happy.
39
瑪莉 Sukhpreet
“
快樂是令我開心的事，只要能令大家快樂我就快樂。我的生活很快樂：我令家人自豪 時的快樂，我在學習方面得到好成績的快樂，超越自己目標的快樂，還有很多其他方 面……總之令我快樂的事有很多。我現在居住的地方也令我快樂：相比以前，自己
與全部鄰居熟絡起來，甚至有些少數族裔的朋友不懂中文，他們家會主動來找我教他 們。現時中文能力比以前好，沒再被以前的溝通障礙影響。這一方面能把自己的知識 教授予他人，另一方面又可以融入社區生活，到樓下閒逛時有人主動打招呼，不開心 時又有人安慰，那就是快樂。
Happiness is what lightens me up, I feel happy as long as I make everyone happy. My life is happy: it is when I make my family proud, when I achieve something academically, or when I am able to surpass my goals, there are a lot more… All in all, there are many things that cheer me up. I am happy with where I live: I am much more acquainted with all of my neighbours than I was in the past, even for some ethnic friends who cannot read Chinese, their family come find me for help. My Chinese is better than before, I am no longer restricted by language barriers. While I am able to impart my knowledge to others, I am also fitting in the community, a greeting when I stroll in the streets, a few words of comfort when I am upset, this is what happiness means.
40
雅珊 Afsa
“
這可能是種比較主流的想法，但我認為快樂就是幫助別人後的感覺。我在社區中心當 義工，一直有去老人院探訪老人，又做很多手工送給他們。這是令人高興的事，而最 近也發生了件很高興的事。那天下午我坐巴士，到了某站有很多長者上車。長者多數 不會到上層，正當下層有很多年青人都沒有讓座的意思時，有個行動不便的婆婆上了 車。一刻，他們都把目光投射到我身上，就在我讓座的時候，我隱約聽到那婆婆不停 在讚我。還有個華人女士。那時候沒有很多人有讓座的意思，我特地帶她去找座位。 我認為讓座令我感到快樂，還有被稱讚都讓我感到快樂。
This might sound a bit ordinary but I think happiness is the feeling after I offer help to somebody. As a volunteer in a community centre, I pay regular visits to seniors in elderly homes, and make many handicrafts for them. These are all gratifying, and recently something just as pleasant happened. The other day, when I was taking the bus, at one bus stop, there boarded a lot of elderly who do not usually walk to the upper deck, and when many youngsters in the lower deck did not intend to give their seats, an elderly with physical disability got on the bus. For a moment, people projected a look at me. When I gave my seat, I vaguely heard an old lady kept praising me. And also a Chinese lady. There were not many who had the intention of giving their seats, so I deliberately led her to mine. I think offering my seat makes me happy, and being praised too.
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妮美亞 Nimrah
“
快樂就是能夠取得好成績，能夠幫到其他人，還有食物。有次試過下雨沒帶雨傘，一 個華人女生主動與我分享雨傘。這是令我快樂的事，因為自己一直幫助別人，但從未 試過其他華人幫我。我的快樂，就是快樂。
Happiness is to have good grades, to help others, and to enjoy food. There was a time I did not bring an umbrella when it rained, a Chinese girl came to me and shared her umbrella with me. This is what makes me happy, because I have always been helping Chinese people, but it has never been the other way around. My happiness is simply happiness.
THOMAS NG
REETU RAJBHANDARI
Born and raised in Hong Kong, Thomas currently works as Head
Reetu is of Nepalese descent and received most of
Reporter and Art Director for Cross-Cultural Learners’ Magazine. He
her education in Hong Kong. She is currently Bilingual
majors in English and Fine Arts while minoring in Journalism at HKU.
Editor for Cross-Cultural Learners’ Magazine. A speech therapist-in-training, she is fluent in English,
IVY FUNG Born and raised in Hong Kong, Ivy currently works as Managing Editor for Cross-Cultural Learners’ Magazine. She is reading English at HKU.
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Chinese (Cantonese and Mandarin), as well as Nepali.
Dipped in a Rainbow 彩楓
Sadiyah Khan Kwai Chung Methodist College 葵涌循道中學