Bilingual education in China : practices, policies, and by Anwei Feng

By Anwei Feng

Compares and contrasts strands of bilingualism in China, one for minority nationality teams, the opposite for majority. This quantity examines the heritage, coverage, philosophy, politics, provision and perform in bilingual, trilingual or multilingual schooling regarding Mandarin chinese language, English, and minority languages.

content material: Foreword; Acknowledgement; The individuals; bankruptcy 1 advent; half 1 coverage, Curriculum and Ideological Orientations; bankruptcy 2 Bilingual or Multilingual schooling in China: coverage and Learner adventure; bankruptcy three Depoliticisation within the English Curriculum; bankruptcy four Language in Tibetan schooling: The Case of the Neidiban; half 2 types in Bilingual schooling; bankruptcy five Typology of Bilingualism and Bilingual schooling in chinese language Minority Nationality areas; bankruptcy 6 The Juggernaut of Chinese-English Bilingual Education.
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Compares and contrasts strands of bilingualism in China, one for minority nationality teams, the opposite for majority. This quantity examines the historical past, coverage, philosophy, politics, provision and Read more...

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English is commonly used throughout the world. A good grasp of English enables us to absorb the aspects of science and technology which will help socialist construction; to introduce our experience to friendly countries and people; to strengthen our relationship with people in different countries; and to unite people in different countries to combat imperialism. (People’s Education Press, 1963: 1, in translation) P1: OTE/SPH MMBK003-Feng 40 P2: OTE April 7, 2007 19:2 Part 1: Policy, Curriculum and Ideological Orientations According to the syllabus, reading passages should include ones about class struggle and the struggle over production in English speaking countries, the life, customs, culture and historical traditions of these countries, and there should also be some passages introducing our own country.

V. Skutnabb-Kangas, T. (2000). Linguistic Genocide in Education – or Worldwide Diversity and Human Rights? Mahweh, NJ: Lawrence Erlbaum. P1: OTE/SPH MMBK003-Feng P2: OTE April 7, 2007 8:12 Policy and Learner Experience 33 Skutnabb-Kangas, T. and Phillipson, R. (eds) (1994) Linguistic Human Rights: Overcoming Linguistic Discrimination. Berlin: Mouton de Gruyter. South China Morning Post (Daily newspaper, Hong Kong) (May 20, 2006) Vote backs English as US national language, p. A10. State Language Commission (1995) Yuyan Wenzi Gongzuo Baiti [100 Questions in Language Orthography Work].

Soviet Influence: 1949–1961 The aftermath of the Communist victory in the civil war and the founding of the PRC in 1949 was a period of state-building. In terms of language education, the initial priority was mother tongue teaching to enhance literacy rates especially amongst the peasants (who had proved the staunchest supporters of the Chinese Communist Party). This move P1: OTE/SPH MMBK003-Feng 38 P2: OTE April 7, 2007 19:2 Part 1: Policy, Curriculum and Ideological Orientations formed part of the government’s strategy as expressed in the Common Programme established in 1949, which sought to eradicate the influence of pre-revolutionary ideas and inculcate socialist ideology, as well as to provide an educated work force for national construction.

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