A Public Policy Perspective on English Medium Instruction in China

Autor/inn/en	Hu, Guangwei; Alsagoff, Lubna
Titel	A Public Policy Perspective on English Medium Instruction in China
Quelle	In: Journal of Multilingual and Multicultural Development, 31 (2010) 4, S.365-382 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
Schlagwörter	Chinese; Justice; Multilingualism; Policy Formation; Language Planning; Bilingual Education; Foreign Countries; Public Policy; Minority Groups; Educational Policy; Language of Instruction; English (Second Language); Language Minorities; China + Suchen Sie Ihr Suchwort? China; Chinesen; Gerechtigkeit; Mehrsprachigkeit; Multilingualismus; Politische Betätigung; Sprachwechsel; Bilingual teaching; Bilingualer Unterricht; Ausland; Öffentliche Ordnung; Ethnische Minderheit; Politics of education; Bildungspolitik; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachminderheit
Abstract	Language education for ethnic majority and minority students alike has recently received much policy attention in the People's Republic of China. An outcome of this policy attention is the Chinese-English bilingual education initiative which turns on the use of English as a medium of instruction for Han majority students at the primary and secondary levels of education. This paper draws on the public policy perspective on language policy formulated by Francois Grin and analyses the English medium instruction initiative in terms of four principles that can guide policy evaluations, namely normative justification, practical feasibility, allocative effectiveness and distributive justice. Implications then are derived from the analysis for a policy deliberation on the use of English as an instructional medium in trilingual provision for autochthonous ethnic minorities in China. The paper concludes by sketching a policy alternative to English medium instruction for both majority and minority students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10