Multilingual Education in China

Feng, Anwei

doi:10.1002/9781405198431.wbeal0784

Cited by 6 publications

(3 citation statements)

References 15 publications

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“…Opponents argue that languages are fundamental resources for both cultural and identity production. Linguists in China have long been concerned that Mandarin promotion has typically been associated with cultural and ethnic assimilation (Feng 2012, Gong et al 2011). However, findings from this study suggest that proficiency in Mandarin could significantly increase individual's consumption expenditure.…”

Section: Discussionmentioning

confidence: 99%

Language and consumption

Wang

Cheng

Smyth

2016

China Economic Review

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We examine the relationship between proficiency in Mandarin and consumption in China. We find that proficiency in Mandarin has a positive effect on an individual's total consumption expenditure as well as most categories of consumption expenditure. We also find considerable heterogeneity in the effects of Mandarin proficiency on consumption across subsamples. In addition, we find that proficiency in Mandarin has a positive effect on relative consumption, irrespective of the manner in which the reference group is defined. Our results have important policy implications for debates on the promotion of a national language and, in particular, recent debate about the promotion of speaking Mandarin in China.

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Section: Discussionmentioning

confidence: 99%

Language and consumption

Wang

Cheng

Smyth

2016

China Economic Review

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“…When considering the above facts, we cannot stop but question why the regional language committee does not adopt a similar approach. What is pursued in Xinjiang is also completely different from the bilingual system carried out in Yanbian Korean Autonomous Prefecture, which is said to be a successful example by Feng (2005Feng ( , 2010Feng ( , 2012, Feng and Sunuodula (2009) and Feng and Adamson (2011). This maintenanceoriented type of LRs enables the maintenance of Korean being used by the inhabitants of the area, where the Mandarin Chinese is also successfully promoted.…”

Section: International Journal Of Bilingual Education and Bilingualismentioning

confidence: 97%

“…Suggestion: focusing on language ecology by legally binding LRs Feng (2012) illustrates the focal point that this kind of contention has both political and cultural consequences. Tsung gathered another set of data by carrying out interviews and group discussions in one urban joint Han and Uyghur schools and in a pure Uyghur rural primary school.…”

Section: When Lrs Are Challenged What Role Have the Conventions Played?mentioning

confidence: 99%

Assessment on language rights in education domain: shift-oriented, maintenance-oriented or something else?

Wang

2014

International Journal of Bilingual Education and Bilingualism

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Trilingual education in China: perspectives from a university programme for minority students

Liu

Edwards

2017

International Journal of Multilingualism

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Attention to trilingual education programmes in China has tended to focus on basic education; there had been little attention to date on the higher education sector. This paper will attempt to bridge this gap by exploring a Yi-English-Chinese trilingual education programme through case studies of three Yi students, using the 'River of Life' constructivist techniquewhere participants map turns on a river to represent critical incidents in their life historiesto promote reflection. The findings focus on life events, such as family relocation and change of schools, which steered students to the trilingual Yi-English-Chinese programme; the different ways in which students position themselves in relation to the three languages; and the implications of mixed ability classes, limited teaching resources and the absence of appropriate pedagogies.While the delivery of the programme presents serious challenges and the learning outcomes are often disappointing, the pragmatic gains associated with the programme are substantial in terms of students' access to employment in their home region and opportunities for further study.

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Multilingual Education in China

Abstract: China has been experiencing a linguistic situation that is far more complex than it used to be a decade ago with regard to both language use and language education for both the majority Han and the 55 officially recognized indigenous minority groups.

Cited by 6 publications

References 15 publications

Language and consumption

Language and consumption

Assessment on language rights in education domain: shift-oriented, maintenance-oriented or something else?

Trilingual education in China: perspectives from a university programme for minority students

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