Mother Tongue and Bilingual Minority Education in China

Autor/inn/en	Tsung, Linda T. H.; Cruickshank, Ken
Titel	Mother Tongue and Bilingual Minority Education in China
Quelle	In: International Journal of Bilingual Education and Bilingualism, 12 (2009) 5, S.549-563 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
Schlagwörter	Language of Instruction; Educational Objectives; Bilingual Education; Official Languages; Outcomes of Education; Foreign Countries; Minority Groups; Bilingualism; Case Studies; English (Second Language); Low Achievement; Rural Schools; Language Acquisition; Second Language Learning; Mandarin Chinese; China + Suchen Sie Ihr Suchwort? Teaching language; Unterrichtssprache; Educational objective; Bildungsziel; Erziehungsziel; Bilingual teaching; Bilingualer Unterricht; Office language; Amtssprache; Lernleistung; Schulerfolg; Ausland; Ethnische Minderheit; Bilingualismus; Case study; Fallstudie; Case Study; English as second language; English; Second Language; Englisch als Zweitsprache; Unterdurchschnittliche Leistung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Sprachaneignung; Spracherwerb; Zweitsprachenerwerb
Abstract	Mother tongue education in separate schools has been in the norm for several of China's large minorities since 1949. In recent years, however, the shift in minority parental demand, media focus on low educational outcomes of mother tongue education combined with government concerns about separatism have led to the development of mixed schools for Chinese and minority students. In China's Xinjiang Uyghur Autonomous Region (XUAR) the government plans to merge all minority mother tongue schools with Chinese schools by the end of 2008. This paper explores the reasons for this policy change and examines whether the mixed schools will address the unsatisfactory educational outcomes for minority students. It draws on data of case studies of two schools in XUAR, a rural minority primary school and an urban mixed minority/Chinese school. The study found mixed schooling does not address the disparity in educational outcomes. Minority ethnic children in both schools have insufficient access to adequate education in their mother tongue, in the national language as well as in the third language, English. It questions whether either school provides genuine bilingual education but provides an example of how bilingual education in one of the schools can address issues of educational outcomes. (Contains 8 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10