A Bilingual Education Professional Development Project for Primary Tibetan Teachers in China: The Experience and Lessons Learned

Autor/in	Gouleta, Eirini
Titel	A Bilingual Education Professional Development Project for Primary Tibetan Teachers in China: The Experience and Lessons Learned
Quelle	In: International Journal of Bilingual Education and Bilingualism, 15 (2012) 3, S.295-313 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2011.628005
Schlagwörter	Bilingual Education; Foreign Countries; Politics of Education; Bilingual Teachers; Professional Development; Bilingualism; Elementary School Teachers; Educational Policy; Political Influences; Sino Tibetan Languages; Academic Aspiration; Teacher Education Programs; International Cooperation; Language Minorities; China + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Ausland; Educational policy; Bildungspolitik; Bilingualismus; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Politics of education; Political influence; Politischer Einfluss; Internationale Kooperation; Internationale Zusammenarbeit; Sprachminderheit
Abstract	This paper examines bilingual education policies and practices in China and the interconnection and influences of the west in the new developments in bilingual education in this country. It focuses on bilingual education in Tibetan areas considering the sociopolitical context, the Tibetan tradition, and the current developments and new knowledge in the area of bilingual education. It discusses the challenges and limitations that Tibetan teachers and students face today as well as their strengths and aspirations for an improved bilingual education system through which teachers can teach better, students can learn faster, achieve higher, and consequently communities can prosper. It presents the experience and lessons learned from the Gannan Tibetan Bilingual Education Project in Gansu Province, a bilingual teacher training project for Tibetan primary teachers, supported by the UK Department for International Development in China in collaboration with the Gansu Provincial Department of Education. This experience can provide insight and useful information for educators, policy-makers, and governments in the design and implementation of similar bilingual teacher professional development projects in countries where minority and indigenous people live. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10