Overview
- The first volume to offer a holistic understanding of the language diversity in China and its implications on education that affect a minority population of 100 million
- A unique resource for information on L1 (minority home language), L2 (Mandarin Chinese) and L3 (English) use and provision for indigenous minority groups in China and the social issues that go with them
- Uses a new methodology that encompasses policy analysis, community language profiles, as well as school-based fieldwork in order to provide rich data that facilitates multilevel analysis of policy-in-context
- Includes supplementary material: sn.pub/extras
Part of the book series: Multilingual Education (MULT, volume 12)
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Keywords
- Education in Tibetan Schools in Qinghai
- Indigenous education
- L2 Mandarin and Chinese
- Language Education in Tibetan Schools in Qinghai
- Language policy
- Minority home language
- Mongolian Nationality Schools
- Trilingual Education in China
- Trilingual Education in China’s Korean Communities
- Trilingualism among the Dong Minority in Guizhou Province
Table of contents (11 chapters)
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Qing-Zang-Chuan
Editors and Affiliations
Bibliographic Information
Book Title: Trilingualism in Education in China: Models and Challenges
Editors: Anwei Feng, Bob Adamson
Series Title: Multilingual Education
DOI: https://doi.org/10.1007/978-94-017-9352-0
Publisher: Springer Dordrecht
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: Springer Science+Business Media Dordrecht 2015
Hardcover ISBN: 978-94-017-9351-3Published: 09 October 2014
Softcover ISBN: 978-94-024-0800-3Published: 11 September 2016
eBook ISBN: 978-94-017-9352-0Published: 26 September 2014
Series ISSN: 2213-3208
Series E-ISSN: 2213-3216
Edition Number: 1
Number of Pages: XVII, 258
Number of Illustrations: 11 b/w illustrations, 5 illustrations in colour
Topics: Language Education, Applied Linguistics