Bilingual Education and Beyond: How School Settings Shape the Chinese Yi Minority's Socio-Cultural Attachments

Autor/inn/en	Wang, Lijuan; Lehtomäki, Elina
Titel	Bilingual Education and Beyond: How School Settings Shape the Chinese Yi Minority's Socio-Cultural Attachments
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 6, S.2256-2268 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Lijuan) ORCID (Lehtomäki, Elina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2021.1905602
Schlagwörter	Bilingual Education; Educational Policy; Cultural Maintenance; Language Minorities; Native Language; Second Language Learning; Bilingual Schools; Correlation; Social Systems; Student Attitudes; Socioeconomic Status; Family Characteristics; School Choice; Academic Achievement; Occupational Aspiration; Foreign Countries; Sino Tibetan Languages; Minority Group Students; Mandarin Chinese; Attachment Behavior; Ethnic Groups; Junior High School Students; Educational Environment; China + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Politics of education; Bildungspolitik; Sprachminderheit; Zweitsprachenerwerb; Bilingual scholl; Bilinguale Schule; Korrelation; Social system; Soziales System; Schülerverhalten; Socio-economic status; Sozioökonomischer Status; Choice of school; Schulwahl; Schulleistung; Berufsneigung; Berufsziel; Ausland; Attachment; Bindungsverhalten; Ethnie; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Bilingual education policy in Liangshan, China, has been implemented since the end of the 1970s using two bilingual school models. This study examines how mainstream and bilingual education are correlated with the Yi population's social attachment to the larger social system, and their cultural attachment to ethnocultural maintenance. The student-reported survey data collected from ten junior high schools in Liangshan were analysed using a multinomial logistic regression model that produced three findings. Firstly, family socioeconomic status is determinant in the Yi minority's school setting choices. Secondly, school settings are significantly associated with Yi students' educational achievements and occupational expectations. Lastly, Yi minority's cultural attachments to their mother tongue has become significantly reduced among those attending Chinese-only schools, yet no significant discrepancy has been noted among students attending schools with two models of bilingual education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01