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"Language and education -- China"
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Minority languages, education and communities in China
Thebook outlines the evolution and role of minority languages locally and nationally; it investigates current educational language policies in minority areas; and it assesses the social and economic outcomes of language change for communities in contemporary China.
eBook
Bilingual education and minority language maintenance in China : the role of schools in saving the Yi language
This book looks closely at Yi bilingual education practice in the southwest of China from an educationalist's perspective and, in doing so, provides an insight toward our understanding of minority language maintenance and bilingual education implementation in China. The book provides an overview on the Yi people since 1949, their history, society, culture, customs and languages. Adopting the theory of language ecology, data was collected among different Yi groups and case studies were focused on Yi bilingual schools. By looking into the application of the Chinese government's multilingual language and education policy over the last 30 years with its underlying language ideology and practices the book reveals the de facto language policy by analyzing the language management at school level, the linguistic landscape around the Yi community, as well as the language attitude and cultural identities held by present Yi students, teachers and parents. The book is relevant for anyone looking to more deeply understand bilingual education and language maintenance in today's global context.
Book
China's Assimilationist Language Policy
China has huge ethnic minorities - over 40 different groups with a total population of over 100 million. Over time China's policies towards minority languages have varied, changing from policies which have accommodated minority languages to policies which have encouraged integration. At present integrationist policies predominate, notably in the education system, where instruction in minority languages is being edged out in favour of instruction in Mandarin Chinese. This book assesses the current state of indigenous and minority language policy in China. It considers especially language policy in the education system, including in higher education, and provides detailed case studies of how particular ethnic minorities are being affected by the integrationist, or assimilationist, approach.
eBook
The language situation in China
China, with the world's largest population, numerous ethnic groups, and vast geographical space, is also rich in languages. Since 2006, China's State Language Commission has been publishing annual reports on \"language life\" in China. These reports cover language policy and planning, new trends in language use, and major events concerning languages in mainland China, Hong Kong, Macau, and Taiwan. Now these reports are available in English.
eBook
The Language Situation in China, Volume 1
China, with the world's largest population, numerous ethnic groups, and vast geographical space, is also rich in languages. Since 2006, China's State Language Commission has been publishing annual reports on \"language life\" in China. These reports cover language policy and planning, new trends in language use, and major events concerning languages in mainland China, Hong Kong, Macau, and Taiwan. Now these reports are available in English.
eBook
China's English
This book traces the history of English education in the People's Republic of China from 1949 to the present day. It uses the junior secondary school curriculum as the means to examine how English curriculum developers and textbook writers have confronted
eBook
Learning and Teaching in the Chinese Classroom
A major concern of all education authorities around the world is the challenge that schools face in catering for learner diversity. That this concern is shared by authorities in East Asia, including the Education Bureau (EDB) of Hong Kong, is surprising given the high academic achievement of students from this part of the world. This book helps to meet this challenge for teachers in East Asia by focusing on specific research that helps explain the basis for diversity in the Chinese learner. Although there are many textbooks that cover the basic principles of educational psychology, few do not focus on the Chinese learner. This book makes the link between the broad field of educational psychology and how these theories contribute to our understanding of the Chinese learner. This book is unique in that it draws on recent research to illustrate the application of these theories, thereby helping teachers and students in teacher education progammes understand the variability in student achievement. Our book is based on the idea that the Chinese context is in many ways different to other cultural contexts, and that teachers can make a difference to the outcomes of student learning. We also draw on our many years of experience in educating future teachers where our students want us to focus on the Chinese classroom. Our student-teachers also want to be educated by professors who are themselves researchers. In drawing on research about the Chinese learner we also bring to our student-teachers the richness and value of educational research. We also encourage our student-teachers to think of themselves as “professional researchers” in terms of developing an understanding of the research literature and in finding solutions to their classroom problems.
eBook
English Language Education in China: Policies, Progress, and Problems
English language education has been accorded much importance in the People's Republic of China in the last quarter century. This paper presents an overview of basic English language education in the Chinese education system. It is intended to serve two purposes: (1) to provide background information for situating and interpreting the findings reported by Silver and Skuja-Steele in this issue and (2) to survey progress and problems in the development of basic English language education in China. The paper is structured in three parts. The first part examines national policies on the expansion of English provision in basic education since the late 1970s. The second part focuses on policy efforts directed towards improving the quality of English instruction. The last part sketches the major progress that has been made and identifies several thorny issues in English language education that deserve serious attention from policymakers.
Journal Article
Construct and content in context: implications for language learning, teaching and assessment in China
Context is vitally important in conceptualizing the construct and specifying the content of language learning, teaching, and assessment. In a rapidly changing globalized world, it is difficult but very important to identify and capture the unique features of local contexts. In this article, the experience of China will be used to discuss the impact of contextual features on policies and practices of English language education. The features of interest to the article are China’s fast-growing economy in a globalized world and its recent dramatic progress in information and communications technology. To illustrate the importance of contextualized construct definition and content specification, I will use two cases to examine the alignment of contextual features with the aims and practices of English language education. In the first case, the development of the China's Standards of English shows that stakeholders’ conceptualization of the construct of English language proficiency interacts with the macro-level features of the context in which activities of English language learning, teaching, and assessment are taking place. In the second case, the application of modern information and communications technology to the College English Test demonstrates the need for broadening the construct of language proficiency by adopting an interactionalist approach to construct definition, and the challenges of such an innovative approach presents for language assessment practices. The article makes the case that contextual features play a mediational function in conceptualizing and operationalizing the construct of English language proficiency and influence the policies and practices of teaching, learning, and assessment. The recognition of the role of contextual mediation in language education has important implications for language policy design and implementation in a rapidly changing world.
Journal Article