Trilingual Education in China: Perspectives from a University Programme for Minority Students

Autor/inn/en	Liu, Jie; Edwards, Viv
Titel	Trilingual Education in China: Perspectives from a University Programme for Minority Students
Quelle	In: International Journal of Multilingualism, 14 (2017) 1, S.38-52 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Jie) ORCID (Edwards, Viv)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-0718
DOI	10.1080/14790718.2017.1258983
Schlagwörter	Bilingual Education; Multilingualism; Higher Education; Case Studies; Chinese; Critical Incidents Method; Relocation; English (Second Language); Second Language Learning; Employment; Outcomes of Education; Program Descriptions; Asians; Foreign Countries; Language Minorities; Interviews; Focus Groups; Student Attitudes; Vignettes; Freehand Drawing; Asian Culture; Sino Tibetan Languages; Geographic Regions; College Students; Second Language Instruction; Language of Instruction; China + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Mehrsprachigkeit; Multilingualismus; Hochschulbildung; Hochschulsystem; Hochschulwesen; Case study; Fallstudie; Case Study; China; Chinesen; Umsetzung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Dienstverhältnis; Lernleistung; Schulerfolg; Asian; Asiat; Asiatin; Asiaten; Asiate; Ausland; Sprachminderheit; Interviewing; Interviewtechnik; Schülerverhalten; Drawing; Zeichnen; Collegestudent; Fremdsprachenunterricht; Teaching language; Unterrichtssprache
Abstract	Attention to trilingual education programmes in China has tended to focus on basic education; there had been little attention to date on the higher education sector. This paper will attempt to bridge this gap by exploring a Yi-English-Chinese trilingual education programme through case studies of three Yi students, using the "River of Life" constructivist technique--where participants map turns on a river to represent critical incidents in their life histories--to promote reflection. The findings focus on life events, such as family relocation and change of schools, which steered students to the trilingual Yi-English-Chinese programme; the different ways in which students position themselves in relation to the three languages; and the implications of mixed ability classes, limited teaching resources and the absence of appropriate pedagogies. While the delivery of the programme presents serious challenges and the learning outcomes are often disappointing, the pragmatic gains associated with the programme are substantial in terms of students' access to employment in their home region and opportunities for further study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01