Trilingualism in Education in China: Models and Challenges

ISBN-13: 9789402408003 / Angielski / Miękka / 2016 / 258 str.

Anwei Feng; Bob Adamson

Opis

Special attention is given to the study of the vitality of the minority home language in each region and issues relating to and the effects of the teaching and learning of the minority home language on minority students' acquisition of Mandarin Chinese and English and on their school performance in general.

Spis treści

Preface By Jasone Cenoz.- 1. Researching Trilingualism and Trilingual Education in China.- By Anwei Feng and Bob Adamson Part 1: Meng-Chao-Xin.- 2. Four Models of Mongolian Nationality Schools in the Inner Mongolian Autonomous Region By Dong Fang, Narisu, Gou Yanhui, Wang Xinggang and Qiu Jia.- 3.Trilingual Education in China’s Korean Communities By Zhen’ai Zhang, Liting Wen and Guanghe Li.- 4. Language Learning and Empowerment: Languages in Education for Uyghurs in Xinjiang By Mamtimyn Sunuodula and Yu Cao.- Part 2: Qing-Zang-Chuan.- 5. Ethnolinguistic Vitality, Language Attitudes and Language Education in Tibetan Schools in Qinghai By Ma Fu and Renzeng.- 6. When English Meets Chinese in Tibetan Schools: Towards an Understanding of Multilingual Education in Tibet By ZhiMin Xiao and Steve Higgin.- 7. A Multi-case Investigation into Trilingualism and Trilingual Education in Liangshan Yi Autonomous Prefecture By Chengyu Liu, Hongdi Ding, Hong Wang, Lijuan Yu and Mingzhong Yang.- Part 3: Yun-Gui-Yue.- 8. A Survey Report on Trilingualism and Trilingual Education in Yunnan By Yuan Yichuan, Hu Deying, Li Peng, Zhu Honghua, Wang Jinjun, Shang Yun and Ba Hongbin.- 9.  Emerging Trilingualism among the Dong Minority in Guizhou Province By Jacob E. Finifrock and Doerthe Schilken.- 10. Language Attitudes of Secondary School Students in Guangdong By Qiyun Zhu.- 11. Trilingualism in Education: Models and Challenges By Bob Adamson and Anwei Feng

Blurb

This book examines language policies and practices in schools in regions of China populated by indigenous minority groups. It focuses on models of trilingual education, i.e. education in the home language, Putonghua (Mandarin Chinese, the national language), and English (the main foreign language). Special attention is given to the study of the vitality of the minority home language in each region and issues relating to and the effects of the teaching and learning of the minority home language on minority students’ acquisition of Mandarin Chinese and English and on their school performance in general. The book also examines the case of Cantonese in Guangdong, where the local Chinese ‘dialect’ is strong but distant from the mainstream language, Putonghua.  It takes a new approach to researching sociolinguistic phenomena, and presents a new methodology that emerged from studies of bi/trilingualism in European societies and was then tailored to the trilingual context in China. The methodology encompasses policy analysis and community language profiles, as well as school-based fieldwork, and provides rich data that facilitate multilevel analysis of policy-in-context.