LEADER 03852nam 22005895 450 001 9910254972403321 005 20230811001645.0 010 $a981-10-0661-X 024 7 $a10.1007/978-981-10-0661-6 035 $a(CKB)3710000000649507 035 $a(EBL)4509045 035 $a(DE-He213)978-981-10-0661-6 035 $a(MiAaPQ)EBC4509045 035 $a(EXLCZ)993710000000649507 100 $a20160418d2016 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aPains and Gains of Ethnic Multilingual Learners in China $eAn Ethnographic Case Study /$fby Ge Wang 205 $a1st ed. 2016. 210 1$aSingapore :$cSpringer Nature Singapore :$cImprint: Springer,$d2016. 215 $a1 online resource (216 p.) 225 1 $aMultilingual Education,$x2213-3216 ;$v17 300 $aDescription based upon print version of record. 311 $a981-10-0659-8 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aPreface -- Foreword -- Acknowledgment -- Contents -- list of Tables -- List of Figures -- List of Pictures -- Abbreviations -- Chapter 1 The Odyssey -- Chapter 2 Conceptualizing Ethnic Multilingual learners in China -- Chapter 3 The Study of Multilingual learners -- Chapter 4 The Profile of Yunnan University of Nationalities and Methodology -- Chapter 5 The Case of Conclusion -- References -- Appendices -- Appendix A -- Survey Questions for the Study -- Appendix B -- Learning History -- Appendix C -- Interview questions. 330 $aThis book introduces an ethnographic case study of two English majors of ethnic minority at YUN, a local university of nationalities in southwest China. Drawing on the theories of post-structuralism and critical multiculturalism, this book mainly studies two female multilingual individuals in Yunnan, China. By scrutinizing university policies, curriculum, personal learning histories, and by discussing the unequal power relationship between national policies, school curricula, and ethnic multilingual learners?this book provides information at a micro-level on how the two ethnic minority students, who have acquired three languages (L1-native, L2-Mandarin Chinese, and L3-English), successfully navigate the Chinese higher education system as multilingual learners despite various tensions, difficulties, and challenges. How these students construct their multiple identities as well as significant factors affecting such identity construction is also discussed. This book will contribute to the scholarship of policy and practice in ethnic multilingual education in China by addressing the challenges for tertiary institutions and ethnic multilingual learners. The author also points out that multiculturalism as a discourse of education might help ease the tension of being an ethnic minority and a Chinese national, and reduce the danger of being assimilated or being marginalized. . 410 0$aMultilingual Education,$x2213-3216 ;$v17 606 $aLanguage and languages$xStudy and teaching 606 $aApplied linguistics 606 $aAnthropology 606 $aLanguage Education 606 $aApplied Linguistics 606 $aAnthropology 615 0$aLanguage and languages$xStudy and teaching. 615 0$aApplied linguistics. 615 0$aAnthropology. 615 14$aLanguage Education. 615 24$aApplied Linguistics. 615 24$aAnthropology. 676 $a371.82900951 700 $aWang$b Ge$4aut$4http://id.loc.gov/vocabulary/relators/aut$01060146 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910254972403321 996 $aPains and Gains of Ethnic Multilingual Learners in China$92511383 997 $aUNINA