Linguistic Schoolscapes of an Ethnic Minority Region in the PRC: A University Case Study

Autor/inn/en	Wu, Ying; Silver, Rita Elaine; Zhang, Hui
Titel	Linguistic Schoolscapes of an Ethnic Minority Region in the PRC: A University Case Study
Quelle	In: International Journal of Multilingualism, 20 (2023) 3, S.825-849 (25 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wu, Ying) ORCID (Silver, Rita Elaine) ORCID (Zhang, Hui)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-0718
DOI	10.1080/14790718.2021.1962326
Schlagwörter	Foreign Countries; Language Minorities; Institutional Characteristics; International Education; Asian Culture; Multilingualism; Ethnic Groups; Case Studies; Educational Quality; Geographic Regions; Language Maintenance; Second Language Learning; Language Usage; Bilingualism; Chinese; English (Second Language); Political Attitudes; Semiotics; Teacher Student Relationship; Bilingual Education; Language of Instruction; Second Language Instruction; China + Suchen Sie Ihr Suchwort? Ausland; Sprachminderheit; Internationale Erziehung; Mehrsprachigkeit; Multilingualismus; Ethnie; Case study; Fallstudie; Case Study; Quality of education; Bildungsqualität; Sprachpflege; Zweitsprachenerwerb; Sprachgebrauch; Bilingualismus; China; Chinesen; English as second language; English; Second Language; Englisch als Zweitsprache; Political attitude; Politische Einstellung; Semiotik; Teacher student relationships; Lehrer-Schüler-Beziehung; Bilingual teaching; Bilingualer Unterricht; Teaching language; Unterrichtssprache; Fremdsprachenunterricht
Abstract	Linguistic schoolscapes (LS), according to Brown ([2012]. The linguistic landscape of educational spaces: Language revitalization and schools in southeastern Estonia. In D. Gorter, H. F. Marten, & L. Van Mensel (Eds.), Minority languages in the linguistic landscape (pp. 281--298). Palgrave-Macmillan., can represent the identity and image of educational institutions in linguistic landscapes as semi-public contexts which emphasise education and learning. In this article, we explore institutional identity as cultural and educational, looking specifically at LS to represent an image of internationalisation while maintaining a Chinese culture and as space for minority language education. We take a geosemiotic perspective (Scollon & Scollon, 2003) which emphasises the social meaning of the schoolscapes examined. The case study explores the LS of three universities in one ethnic minority region of the PRC -- Guangxi Zhuang Autonomous Region. The analyses suggest that the universities use LS to present an image of quality education and internationalisation while allowing a smaller, symbolic function to the minority language. Pedagogical opportunities for multilingual education via LS are limited, especially for minority ethnic language education, resulting in a weak environment for Zhuang vitality. As we seek to understand how language is located in the LS of these universities, we also seek to understand the social meanings in the LS and to recommend ways forward in support of the minority language and multilingualism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01