Bilingual Education in China: Practices, Policies and by Anwei Feng

By Anwei Feng

This paintings compares and contrasts strands of bilingualism in China, one for minority nationality teams, the opposite for majority. It examines the historical past, coverage, philosophy, politics, provision and perform in bilingual, trilingual or multilingual schooling regarding Mandarin chinese language, English, and minority languages. This quantity brings a combined crew of researchers jointly to debate matters in bilingual or trilingual schooling for almost all and minority nationality teams in China and to discover the connection among the 2. Articles variety from experiences of bilingual or trilingual schooling tasks in distant minority areas to discussions approximately Chinese-English bilingual schooling in significant fiscal centres.

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These portrayals emphasise strong linkages between the oscillations of national politics from predominantly economic orientations to predominantly political orientations, and the hegemonic role of the state in defining the nature of school curricula through its bureaucratic, centralised and power coercive mechanisms. e. e. ideologically oriented) education (Chen, 1981) or ¨ ‘moderate’ and ‘radical’ (Ruyen, 1970, cited in Lofstedt, 1984) trends. Thus, for instance, the Cultural Revolution was viewed as a period when the ‘revolutionary’ model (a primary emphasis on politics with production and development as secondary) was predominant, but the post-Mao era was characterised by the ‘academic’ model (a primary emphasis on development and modernisation with politics and ideology secondary).

Sydney: Allen & Unwin. -F. L. (2006) The English language curriculum for secondary school in China from 1949. Manuscript in preparation. Wright, S. ) (1994) Ethnicity in Eastern Europe: Questions of Migration, Language Rights and Education. Clevedon: Multilingual Matters. -L. (2003) Multilingualism in China: The Politics of Writing Reforms for Minority Languages 1949–2002. Berlin: Mouton de Gruyter. -L. (2005) Legislating literacy for linguistic and ethnic minorities in contemporary China. Current Issues in Language Planning 6(2), 102–121.

The standard dialect for oral interaction is Putonghua (common language), a northern dialect mapping well onto Baihua, the written variety of Modern Standard Chinese propagated from around 1920. 4% of the total population in China) (National Bureau of Statistics of the People’s Republic of China, 2001), 55 groups of whom are officially recognized, over 80 to 120 languages are spoken (State Language Commission, 1995: 159; Zhou, 2003: 23). To unify and modernize the nation, soon after China entered into the PRC era in 1949, it embarked on a campaign to enhance literacy.

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