Chapter 13. Learning English as a Third Language by Uyghur Students in Xinjiang: A Blessing in Disguise?

Abstract

The spread and rapid rise in status of English language in education and society across China in recent years has been widely discussed and debated by scholars as well as policy makers. More recently, the phenomena described as "English and Chinese bilingual education" has been promoted and gained currency in educational establishments in economically developed costal regions and urban centres in the country, with the ostensible aim of achieving both language proficiency and subject learning simultaneously. The term "bilingual education" has become part of the everyday vocabulary for parents, educators and policy makers alike. This article focuses on the impact of this change on the already multilingual but economically less developed linguistic minority regions, using a case study of Uyghurs in Xinjiang Uyghur Autonomous Region. Based on the empirical research, the article tries to demonstrate that foreign language, in particular English language, provision in education and society had had an empowering impact on some Uyghur students who found that they could be very successful in learning a foreign language, even without the high proficiency level in the second language, which is a prerequisite for succeeding in other areas.

Possibilities-within-Constraints: Implementing the Funds of Knowledge Concept in the People’s Republic of China

“…In contrast, the Uyghur students interviewed showed little or no motivation to learn Mandarin, despite its potential linguistic capital, as they felt they were always at a disadvantage compared to Han students' whose mother tongue was Mandarin. Given that multilingualism is now considered to be a major source of funds of knowledge (Wei, 2014), Sunuodula and Feng's (2011) results suggest that in some contexts in China English may be a more effective source of funds of knowledge than Mandarin. However, it has been noted that identity texts can lead to knowledge reproduction rather than knowledge production (Subero et al, 2016).…”

“…Identity texts could provide teachers with an effective strategy for drawing on, and valorising, minority languages and identities, which could then be used to scaffold the development of socially just literacy. For example, Sunuodula and Feng (2011) found that despite having few opportunities to learn their mother tongue, Uyghur university students were nevertheless still highly motivated to learn English as they perceived it as a form of linguistic capital with which they could compete with Han students. In contrast, the Uyghur students interviewed showed little or no motivation to learn Mandarin, despite its potential linguistic capital, as they felt they were always at a disadvantage compared to Han students' whose mother tongue was Mandarin.…”

Trilingualism in Education in China: Models and Challenges

“…This shift from bilingualism to trilingualism or multilingualism, we argue, is attributable to various forces of globalisation in the wider context which triggered the promulgation of the official documents (Ministry of Education 2001a, b, c); to promote English language education at all levels throughout the country. Some minority students at universities, who find themselves in difficulty competing academically with their Han counterparts, perceive the requirement to learn English as an opportunity to demonstrate their learning capabilities (Sunuodula and Feng 2011). Some minority students at universities, who find themselves in difficulty competing academically with their Han counterparts, perceive the requirement to learn English as an opportunity to demonstrate their learning capabilities (Sunuodula and Feng 2011).…”

“…This would actually signify setting standards for English language proficiency lower than the required levels specified in official documents issued by the Ministry of Education (2001a, b, c). Sunuodula and Feng (2011) point out that those making this suggestion seem to ignore the obvious consequences that, once such a special policy is made, minority pupils with lower standards than their majority counterparts in a school subject of ever-increasing importance will inevitably find it more difficult to compete for academic and career opportunities, and will be destined to be further marginalised.…”

“…A foreign language is not usually offered, either due to a lack of resources or due to bilingual policies which ignore foreign languages (Sunuodula and Feng 2011;Tsung 2009). However, some special arrangements have been made, often for ethnic groups from contexts that are deemed politically sensitive and the relationship with the Han has been antagonistic at times, occasionally erupting into violence.…”