Meeting the bilingual learning needs of Tibetan minority students in Qinghai Province: A multiple perspective investigation into problems and solutions

Shao, Meng; Huang, Jinyan; Guo, Lan-Ping

doi:10.3389/fpsyg.2022.937390

Cited by 3 publications

(2 citation statements)

References 52 publications

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“…Additionally, the distribution of educational resources varies significantly between different regions, especially between urban and rural areas and across different economic regions. This disparity leads to unequal distribution of bilingual educational resources, thereby affecting the quality of education and student learning outcomes (Shao et al, 2022).…”

Section: Current Status and Challenges Of Bilingual Education In Chinamentioning

confidence: 99%

Key Factors and Strategies for Promoting Bilingual Education in Chinese Children

Nyuhuan,

Wenping

2023

Int. J. Res. Publ. Rev.

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This study focuses on exploring the key factors and effective strategies driving the advancement of bilingual education for children in China. In the context of increasingly deepening globalization in education, this study emphasizes the importance of bilingual education in enhancing the cognitive abilities and cross-cultural communication skills of Chinese children. A comprehensive assessment of the current state and challenges of bilingual education in China is conducted, with a special emphasis on the applicative value of the phonics teaching method in bilingual teaching. The study finds that the allocation of educational resources, policymaking, sociocultural background, and family environment significantly impact the effectiveness of bilingual education. Based on these findings, a series of strategies are proposed, including implementing differentiated teaching, strengthening the application of the phonics teaching method, promoting the professional growth of teachers, and encouraging active participation from families and society. Additionally, the potential of online platforms and AI tools to enhance the effectiveness of bilingual education is explored. This study aims to provide theoretical and practical guidance for the language and cognitive development of Chinese children in a globalized context.

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Section: Current Status and Challenges Of Bilingual Education In Chinamentioning

confidence: 99%

Key Factors and Strategies for Promoting Bilingual Education in Chinese Children

Nyuhuan,

Wenping

2023

Int. J. Res. Publ. Rev.

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“…Given these challenges, ensuring that linguistically minoritized students are equitably served by bilingual programs requires careful attention to program implementation (Shi et al, 2022). Facilitating bilingual program implementation is no simple task, as educational leaders must consider multiple dimensions, from curriculum and instruction to educator capacity to family and community engagement (Howard et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Dimensions of bilingual education program implementation in schools serving linguistically minoritized students in the Czech-Polish border region

Hopkins,

Nowak-Żółty,

Kurowska-Pysz

et al. 2023

Front. Educ.

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IntroductionA core challenge for the implementation of bilingual programs is ensuring that linguistically minoritized students have equitable access to instruction that honors and values their linguistic and cultural assets and strengths. To understand how leaders of bilingual programs might address this challenge, this study sought to identify dimensions of program implementation in bilingual schools serving Polish minorities in the Zaolzie region on the Czech Republic side of the Czech-Polish border.MethodsEmploying a sequential explanatory mixed methods design, the research team first collected surveys from 123 teachers and used factor analytical techniques to identify key dimensions of program implementation. Then, interview and observational data were collected and analyzed using deductive coding to develop descriptions of each dimension in this specific border region.ResultsThe analysis revealed four dimensions of program implementation: (a) program structure and alignment; (b) culturally and linguistically responsive instruction; (c) staff quality and professional learning; and (d) family engagement and community support. They also showed how a network of community-based organizations partnered with schools and families in ways that supported each dimension and facilitated integration across dimensions.DiscussionThe findings have several implications for leaders and researchers in bilingual schools including the important role that community organizations and binational cooperation can play in positively contributing to the education of linguistically minoritized populations.

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Transition of medium of instruction in bilingual education in Aba Prefecture

Cuo,

Suo

2024

CLD

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The medium of instruction (MoI) in the bilingual education of Aba Tibetan and Qiang Autonomous Prefecture is regulated through two modes. The first stipulates that Putonghua should be used for most school subjects, while the second requires exclusive use of Putonghua as the MoI for all subjects. In 2023, a field trip was conducted to investigate the ongoing implementation of MoI in bilingual schools for Tibetan students in Aba Prefecture. This research initially examines the current bilingual education situation for Tibetans in two local schools, with a focus on classroom teaching supported by the first MoI mode. It reveals that translanguaging pedagogy is a primary practical strategy employed to adapt to the transition from the first MoI mode to the second. Furthermore, it scrutinises attitudes and localised strategies of teachers, students and parents towards this transitional process, aiming to provide a comprehensive understanding of the current medium of instruction for Tibetan students. The findings indicate that (1) teachers’ translanguaging practices significantly contribute across three dimensions; (2) stakeholders’ attitudes towards bilingual education transformation vary; and (3) partial national initiatives offer support to promote the transition in different ways. Finally, this paper briefly summarises existing discrepancies related to MoI transitions and translanguaging practice, and offers insights into future developments in MoI transition for minority ethnic students attending bilingual schools in China.

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Meeting the bilingual learning needs of Tibetan minority students in Qinghai Province: A multiple perspective investigation into problems and solutions

Cited by 3 publications

References 52 publications

Key Factors and Strategies for Promoting Bilingual Education in Chinese Children

Key Factors and Strategies for Promoting Bilingual Education in Chinese Children

Dimensions of bilingual education program implementation in schools serving linguistically minoritized students in the Czech-Polish border region

Transition of medium of instruction in bilingual education in Aba Prefecture

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