Trilingualism in Education in China: Models and Challenges

1. Front Matter

   Pages i-xvii

   PDF

2. Researching Trilingualism and Trilingual Education in China

   • Anwei Feng, Bob Adamson

   Pages 1-21

3. Meng-Chao-Xin

   1. Front Matter

      Pages 23-24

      PDF

   2. Four Models of Mongolian Nationality Schools in the Inner Mongolian Autonomous Region

      • Fang Dong, Narisu, Yanhui Gou, Xinggang Wang, Jia Qiu

      Pages 25-45

   3. Trilingual Education in China’s Korean Communities

      • Zhen’ai Zhang, Liting Wen, Guanghe Li

      Pages 47-64

   4. Language Learning and Empowerment: Languages in Education for Uyghurs in Xinjiang

      • Mamtimyn Sunuodula, Yu Cao

      Pages 65-99

4. Qing-Zang-Chuan

   1. Front Matter

      Pages 101-102

      PDF

   2. Ethnolinguistic Vitality, Language Attitudes and Language Education in Tibetan Schools in Qinghai

      • Fu Ma, Renzeng

      Pages 103-115

   3. When English Meets Chinese in Tibetan Schools: Towards an Understanding of Multilingual Education in Tibet

      • ZhiMin Xiao, Steve Higgins

      Pages 117-140

   4. A Multi-case Investigation into Trilingualism and Trilingual Education in Liangshan Yi Autonomous Prefecture

      • Chengyu Liu, Hongdi Ding, Hong Wang, Lijuan Yu, Mingzhong Yang

      Pages 141-171

5. Yun-Gui-Yue

   1. Front Matter

      Pages 173-174

      PDF

   2. A Survey Report on Trilingualism and Trilingual Education in Yunnan

      • Yichuan Yuan, Deying Hu, Peng Li, Honghua Zhu, Jinjun Wang, Yun Shang et al.

      Pages 175-198

   3. Emerging Trilingualism among the Dong Minority in Guizhou Province

      • Jacob E. Finifrock, Doerthe Schilken

      Pages 199-221

   4. Language Attitudes of Secondary School Students in Guangdong

      • Qiyun Zhu

      Pages 223-241

   5. Trilingualism in Education: Models and Challenges

      • Bob Adamson, Anwei Feng

      Pages 243-258

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.

• Education in Tibetan Schools in Qinghai
• Indigenous education
• L2 Mandarin and Chinese
• Language Education in Tibetan Schools in Qinghai
• Language policy
• Minority home language
• Mongolian Nationality Schools
• Trilingual Education in China
• Trilingual Education in China’s Korean Communities
• Trilingualism among the Dong Minority in Guizhou Province

• Faculty of Arts & Education, University of Nottingham Ningbo, China, Ningbo, China

  Anwei Feng

• Dept. of Int'l Edu & Lifelong Learning, Hong Kong Institute of Education, Tai Po, Hong Kong SAR

  Bob Adamson

Policies and ethics