By Ge Wang
This booklet introduces an ethnographic case research of 2 English majors of ethnic minority at YUN, a neighborhood college of nationalities in southwest China. Drawing at the theories of post-structuralism and significant multiculturalism, this publication ordinarily reviews lady multilingual participants in Yunnan, China. by way of scrutinizing collage regulations, curriculum, own studying histories, and through discussing the unequal strength dating among nationwide rules, tuition curricula, and ethnic multilingual learners，this ebook presents details at a micro-level on how the 2 ethnic minority scholars, who've received 3 languages (L1-native, L2-Mandarin chinese language, and L3-English), effectively navigate the chinese language greater schooling approach as multilingual newbies regardless of numerous tensions, problems, and demanding situations. How those scholars build their a number of identities in addition to major elements affecting such identification development can also be mentioned. This booklet will give a contribution to the scholarship of coverage and perform in ethnic multilingual schooling in China by way of addressing the demanding situations for tertiary associations and ethnic multilingual novices. the writer additionally issues out that multiculturalism as a discourse of schooling can help ease the stress of being an ethnic minority and a chinese language nationwide, and decrease the chance of being assimilated or being marginalized.
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Extra resources for Pains and Gains of Ethnic Multilingual Learners in China: An Ethnographic Case Study
Jiang, Q. , Liu, Q. , Quan, X. , & Ma, C. Q. (2007). EFL education in ethnic minority areas in northwest China: An investigational study in Gansu Province. In A. W. ), Bilingual Education in China: Practices, policies and concepts (pp. 240–256). Clevedon; Buffalo: Multilingual Matters. References 25 Ju, J. N. (2000). An examination of the problems encountered in teaching English to beginning minority students at college. Nationalities Research in Qinghai, 11(3), 76–77. Lam, A. (2005). Language education in China: Policy and experience from 1949.
It enhances respect and support for cultural, religious and linguistic diversity. It is about Australia’s shared experience and the composition of neighborhoods. It acknowledges the beneﬁts and potential that cultural diversity brings. © Springer Science+Business Media Singapore 2016 G. 1007/978-981-10-0661-6_3 27 28 3 The Study of Multilingual Learners Australia’s multicultural policy embraces our shared values and cultural traditions. It also allows those who choose to call Australia home the right to practice and share in their cultural traditions and languages within the law and free from discrimination.
3 Demographic Features and Language Policies in Yunnan China is a country consisting of 56 ofﬁcially identiﬁed ethnic groups. Yunnan is a frontier province in Southwest China with a great diversity of language, culture, and ethnicity (see Fig. 1). 98 % of the total population of Yunnan. Now Yunnan has 8 autonomous prefectures and 29 autonomous counties. 08 % of the provincial population. Yunnan is famous for its ethnic, cultural, and linguistic diversity. The 25 ethnic minority groups in Yunnan speak 26 languages and use 22 scripts (Dao 2005).