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What language-in-education policy models are desired for quality education of language minority students? Evidence from local stakeholder perspectives in northwest China

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Abstract:

Quality education in China requires that national curriculum be supplemented with local and school curriculum that is less “far from children’s experience”, which requires researching stakeholder perspectives on education (Yang & Zhou, 2002; Zhu, 2002). The goal of this paper is to compare findings of two recent studies of stakeholder perspectives on non-dominant languages in education in two minority districts in northwestern China, both of which depend largely on herding: first, Sunan Yughur Autonomous County, Gansu Province, a multiethnic, multilingual district, where the successful implementation of universal basic education in Chinese has also seen rapid language shift; second, Aba Tibetan Autonomous Prefecture in Sichuan province, a predominantly rural monolingual Tibetan district. The Sunan study asked students, parents, teachers and administrators in four schools “What aspects of minority knowledge, culture and language are important to learn in school as part of quality education”? The Aba study interviewed students and their parents about their career aspirations and their perspectives on language and education. Ruiz’ language orientations were used as an analytical framework in both studies. The Sunan study found broad local consensus, irrespective of ethnicity, on the equal importance of mother-tongue and Chinese proficiency, exhibiting an incipient both-and Language as Resource orientation, while the Aba study found students’ perspectives on language to be strongly influenced by their own career aspirations and their parental language perspectives and aspirations for their children’s future. Chinese was seen as useful but of lesser importance except for those who aspire to move to a city.
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Name: 55th Annual Conference of the Comparative and International Education Society
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URL: http://citation.allacademic.com/meta/p509020_index.html
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MLA Citation:

Duojie, Danzhi. and Bahry, Stephen. "What language-in-education policy models are desired for quality education of language minority students? Evidence from local stakeholder perspectives in northwest China" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p509020_index.html>

APA Citation:

Duojie, D. and Bahry, S. A. "What language-in-education policy models are desired for quality education of language minority students? Evidence from local stakeholder perspectives in northwest China" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p509020_index.html

Publication Type: Panel Paper
Abstract: Quality education in China requires that national curriculum be supplemented with local and school curriculum that is less “far from children’s experience”, which requires researching stakeholder perspectives on education (Yang & Zhou, 2002; Zhu, 2002). The goal of this paper is to compare findings of two recent studies of stakeholder perspectives on non-dominant languages in education in two minority districts in northwestern China, both of which depend largely on herding: first, Sunan Yughur Autonomous County, Gansu Province, a multiethnic, multilingual district, where the successful implementation of universal basic education in Chinese has also seen rapid language shift; second, Aba Tibetan Autonomous Prefecture in Sichuan province, a predominantly rural monolingual Tibetan district. The Sunan study asked students, parents, teachers and administrators in four schools “What aspects of minority knowledge, culture and language are important to learn in school as part of quality education”? The Aba study interviewed students and their parents about their career aspirations and their perspectives on language and education. Ruiz’ language orientations were used as an analytical framework in both studies. The Sunan study found broad local consensus, irrespective of ethnicity, on the equal importance of mother-tongue and Chinese proficiency, exhibiting an incipient both-and Language as Resource orientation, while the Aba study found students’ perspectives on language to be strongly influenced by their own career aspirations and their parental language perspectives and aspirations for their children’s future. Chinese was seen as useful but of lesser importance except for those who aspire to move to a city.


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