LEADER 04323nam 22006615 450 001 9910483804703321 005 20240702102751.0 010 $a9789401793520 010 $a9401793522 024 7 $a10.1007/978-94-017-9352-0 035 $a(CKB)3710000000249147 035 $a(EBL)1968673 035 $a(OCoLC)892613501 035 $a(SSID)ssj0001354332 035 $a(PQKBManifestationID)11768829 035 $a(PQKBTitleCode)TC0001354332 035 $a(PQKBWorkID)11323562 035 $a(PQKB)10357790 035 $a(DE-He213)978-94-017-9352-0 035 $a(MiAaPQ)EBC1968673 035 $a(PPN)181350394 035 $a(EXLCZ)993710000000249147 100 $a20140926d2015 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aTrilingualism in Education in China: Models and Challenges /$fedited by Anwei Feng, Bob Adamson 205 $a1st ed. 2015. 210 1$aDordrecht :$cSpringer Netherlands :$cImprint: Springer,$d2015. 215 $a1 online resource (267 p.) 225 1 $aMultilingual Education,$x2213-3216 ;$v12 300 $aDescription based upon print version of record. 311 08$a9789401793513 311 08$a9401793514 320 $aIncludes bibliographical references at the end of each chapters. 327 $aPreface -- 1. Researching Trilingualism and Trilingual Education in China -- Part 1: Meng-Chao-Xin -- 2. Four Models of Mongolian Nationality Schools in the Inner Mongolian Autonomous Region -- 3.Trilingual Education in China?s Korean Communities -- 4. Language Learning and Empowerment: Languages in Education for Uyghurs in Xinjiang -- Part 2: Qing-Zang-Chuan -- 5. Ethnolinguistic Vitality, Language Attitudes and Language Education in Tibetan Schools in Qinghai -- 6. When English Meets Chinese in Tibetan Schools: Towards an Understanding of Multilingual Education in Tibet -- 7. A Multi-case Investigation into Trilingualism and Trilingual Education in Liangshan Yi Autonomous Prefecture -- Part 3: Yun-Gui-Yue -- 8. A Survey Report on Trilingualism and Trilingual Education in Yunnan -- 9. Emerging Trilingualism among the Dong Minority in Guizhou Province -- 10. Language Attitudes of Secondary School Students in Guangdong -- 11. Trilingualism in Education: Models and Challenges. 330 $aThis book examines language policies and practices in schools in regions of China populated by indigenous minority groups. It focuses on models of trilingual education, i.e. education in the home language, Putonghua (Mandarin Chinese, the national language), and English (the main foreign language). Special attention is given to the study of the vitality of the minority home language in each region and issues relating to and the effects of the teaching and learning of the minority home language on minority students? acquisition of Mandarin Chinese and English and on their school performance in general. The book also examines the case of Cantonese in Guangdong, where the local Chinese ?dialect? is strong but distant from the mainstream language, Putonghua.  It takes a new approach to researching sociolinguistic phenomena, and presents a new methodology that emerged from studies of bi/trilingualism in European societies and was then tailored to the trilingual context in China. The methodology encompasses policy analysis and community language profiles, as well as school-based fieldwork, and provides rich data that facilitate multilevel analysis of policy-in-context. 410 0$aMultilingual Education,$x2213-3216 ;$v12 606 $aLanguage and languages$xStudy and teaching 606 $aApplied linguistics 606 $aLanguage Education 606 $aApplied Linguistics 615 0$aLanguage and languages$xStudy and teaching. 615 0$aApplied linguistics. 615 14$aLanguage Education. 615 24$aApplied Linguistics. 676 $a306.446 702 $aFeng$b Anwei$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aAdamson$b Bob$4edt$4http://id.loc.gov/vocabulary/relators/edt 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910483804703321 996 $aTrilingualism in Education in China: Models and Challenges$92849991 997 $aUNINA