Becoming Bilingual in School and Home in Tibetan Areas of China: Stories of Struggle

LaMuCuo, YiXi

doi:10.1007/978-3-030-14668-9

Cited by 4 publications

(1 citation statement)

References 28 publications

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“…In the existing literature, there has been plenty of discussions on multilingualism (and or/bilingualism). Some scholars (Li, 2008;Franceschin, 2011;Cenoz, 2013 and others) view these two concepts as synonymous, whereas others (such as LaMuCuo, 2019, De Groot, 2011) make a clear difference between them. Both multilingualism and bilingualism are usually achieved through formal education.…”

Section: Introductionmentioning

confidence: 99%

Cross-Linguistic Transfer and Language Proficiency in the Multilingual Education System of Burundi: What has the Existing Literature so far Discovered?

Nsengiyumva

Oriikiriza

kalyango

2021

ijeltal

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This paper discussed Cross-Linguistic Transfer (CLT) and Language Proficiency in multilingual education in general and highlighted samples of CLT in Burundi as the existing literature reveals. As there exist CLT on all linguistic levels, this discussion has provided examples of phonological (including phonetics), lexical and semantic, and syntactic transfer. It has been realized that there exist a limited number of publications related to CLT among languages studied in the multilingual education system of Burundi. Yet analyses of CLT would supply interesting samples of linguistic features that are likely to be transferred. This would be useful for both language curriculum designers and language policymakers in deciding which language features to supply in language curriculum materials. Furthermore, teachers would find ways of helping learners to improve their language proficiency based on samples of CLT analysis.

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Section: Introductionmentioning

confidence: 99%

Cross-Linguistic Transfer and Language Proficiency in the Multilingual Education System of Burundi: What has the Existing Literature so far Discovered?

Nsengiyumva

Oriikiriza

kalyango

2021

ijeltal

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Multilingualism in Education in the People's Republic of China

Feng,

Adamson

2024

The Encyclopedia of Applied Linguistics

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In this entry of the scholarship and practices in multilingualism in education in mainland China since the founding of the PRC, we focus our analysis on policies, models, and challenges that policymakers, researchers, and practitioners have to face in what we call the period of multilingualism in education in which multilingualism and multilingual education are most active. This entry suggests that, while the promotion of Mandarin Chinese has remained most consistent for the PRC era and is further intensified in the whole society in recent years, policies and practices concerning minority languages, varieties of Chinese ( Fangyan ), and foreign languages have fluctuated, particularly in education. In the current post‐COVID context where tensions deepen between diversity and uniformity conceptions for language education and for the society at large, how far the pendulum that shows an overall balance of the two in this period is swinging toward the latter remains to be seen.

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Mapping Knowledge Dynamics: Social Network Analysis of English as a Third Language Acquisition in Tibetan Classrooms

Danzeng

2024

J Knowl Econ

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Becoming Bilingual in School and Home in Tibetan Areas of China: Stories of Struggle

Cited by 4 publications

References 28 publications

Cross-Linguistic Transfer and Language Proficiency in the Multilingual Education System of Burundi: What has the Existing Literature so far Discovered?

Cross-Linguistic Transfer and Language Proficiency in the Multilingual Education System of Burundi: What has the Existing Literature so far Discovered?

Multilingualism in Education in the People's Republic of China

Mapping Knowledge Dynamics: Social Network Analysis of English as a Third Language Acquisition in Tibetan Classrooms

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