Language Policies and Sociolinguistic Domains in the Context of Minority Groups in China

Autor/inn/en	Feng, Anwei; Adamson, Bob
Titel	Language Policies and Sociolinguistic Domains in the Context of Minority Groups in China
Quelle	In: Journal of Multilingual and Multicultural Development, 39 (2018) 2, S.169-180 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2017.1340478
Schlagwörter	Language Minorities; Language Planning; Foreign Countries; Multilingualism; Second Language Learning; Ethnic Groups; Native Language; Mandarin Chinese; Educational Policy; Affective Behavior; Outcomes of Education; Bilingual Education; English (Second Language); Language Attitudes; Policy Formation; Elementary Secondary Education; Language of Instruction; Student Needs; Minority Group Students; China + Suchen Sie Ihr Suchwort? Sprachminderheit; Sprachwechsel; Ausland; Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Ethnie; Politics of education; Bildungspolitik; Affective disturbance; Active behaviour; Affektive Störung; Lernleistung; Schulerfolg; Bilingual teaching; Bilingualer Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachverhalten; Politische Betätigung; Teaching language; Unterrichtssprache
Abstract	In mainland China, most ethnic minority students today face the challenge of learning three languages in schools, namely, their home language (L1), Mandarin Chinese (L2) and a foreign language, usually English (L3). Research into trilingual education for minority groups has been most active since the turn of the twenty-first century. This paper offers an overview of recent research, depicting major models adopted by minority schools and the contextual factors leading to the models in various minority regions in China. The paper begins with an account of "state" policies relevant to language provision for minority groups in China, which is followed by a discussion of the outcomes and models of trilingual education. A critical analysis is then made of contextual factors such as ethnolinguistic vitality, history, economy, geopolitics and the changing status of the three languages that affect trilingual education for minority groups. The paper argues that language policymaking in different domains including "families, schools, regions and the state" should be informed by research evidence on practical models that are effective in meeting the cognitive and affective needs of children from ethnic minority backgrounds. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01