Pains And Gains Of Ethnic Multilingual Learners In China: An Ethnographic Case Study (multilingual Education)
by Ge Wang /
2016 / English / PDF
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This book introduces an ethnographic case study of two English
majors of ethnic minority at YUN, a local university of
nationalities in southwest China. Drawing on the theories of
post-structuralism and critical multiculturalism, this book mainly
studies two female multilingual individuals in Yunnan, China. By
scrutinizing university policies, curriculum, personal learning
histories, and by discussing the unequal power relationship between
national policies, school curricula, and ethnic multilingual
learners,this book provides information at a micro-level on how the
two ethnic minority students, who have acquired three languages
(L1-native, L2-Mandarin Chinese, and L3-English), successfully
navigate the Chinese higher education system as multilingual
learners despite various tensions, difficulties, and challenges.
How these students construct their multiple identities as well as
significant factors affecting such identity construction is also
discussed. This book will contribute to the scholarship of policy
and practice in ethnic multilingual education in China by
addressing the challenges for tertiary institutions and ethnic
multilingual learners. The author also points out that
multiculturalism as a discourse of education might help ease the
tension of being an ethnic minority and a Chinese national, and
reduce the danger of being assimilated or being marginalized.
This book introduces an ethnographic case study of two English
majors of ethnic minority at YUN, a local university of
nationalities in southwest China. Drawing on the theories of
post-structuralism and critical multiculturalism, this book mainly
studies two female multilingual individuals in Yunnan, China. By
scrutinizing university policies, curriculum, personal learning
histories, and by discussing the unequal power relationship between
national policies, school curricula, and ethnic multilingual
learners,this book provides information at a micro-level on how the
two ethnic minority students, who have acquired three languages
(L1-native, L2-Mandarin Chinese, and L3-English), successfully
navigate the Chinese higher education system as multilingual
learners despite various tensions, difficulties, and challenges.
How these students construct their multiple identities as well as
significant factors affecting such identity construction is also
discussed. This book will contribute to the scholarship of policy
and practice in ethnic multilingual education in China by
addressing the challenges for tertiary institutions and ethnic
multilingual learners. The author also points out that
multiculturalism as a discourse of education might help ease the
tension of being an ethnic minority and a Chinese national, and
reduce the danger of being assimilated or being marginalized.