Trilingual Education and Mongolian Ethnicity

Autor/inn/en	Bilik, Naran; Erdene, Has
Titel	Trilingual Education and Mongolian Ethnicity
Quelle	In: Frontiers of Education in China, 11 (2016) 4, S.435-454 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1673-341X
Schlagwörter	Foreign Countries; Ethnicity; Multilingualism; Chinese; English (Second Language); Ideology; Educational Policy; Educational Practices; Language Maintenance; Language Skill Attrition; Psycholinguistics; Traditionalism; Native Language Instruction; Teaching Methods; Mongolia; China + Suchen Sie Ihr Suchwort? Ausland; Ethnizität; Mehrsprachigkeit; Multilingualismus; China; Chinesen; English as second language; English; Second Language; Englisch als Zweitsprache; Ideologie; Politics of education; Bildungspolitik; Bildungspraxis; Sprachpflege; Sprachverfall; Psycholinguistik; Traditionalismus; Native language education; Muttersprachlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Mongolei
Abstract	Anxieties about Chinese-Mongolian-English trilingual program in Inner Mongolia reflect three linguistic ideologies, that is, the instrumental and the essentialist among Mongolian elites and the assimilationist among Han elites. Mongolian ethnicity is on trial in front of an upsurge of Chinese nationalism. Both pro and con trilingual education elites agree that the Mongolian language should be maintained, but they differ over the ways it is taught. In China, the nationwide drive to go back to "basics" has also encouraged national minorities to keep their traditional culture alive. Such surviving efforts demand a great measure of artful negotiating skills, necessary compromise, and strategic thinking. The trilingual education program in Inner Mongolia serves as a platform on which contending linguistic ideologies confront each other. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01