The complexity and diversity of the linguistic situations, practices, policies and theories of bilingual education is widely acknowledged in a country with a population of 1.3 billion people consisting of 56 officially recognised indigenous nationalities speaking more than 80 languages. This book addresses this complexity and diversity with a comprehensive examination of issues in bilingual education for both minority and majority nationalities in China and explores the links between the two major forms of bilingual education. It includes voices that are ‘emic’ or ‘etic’, local or international, and voices that come from those who work at the forefront of bilingual education or in the development of theory. All these voices are needed as different and divergent perspectives represent a reality
Table des matières
Foreword – Colin Baker
1. Introduction – Anwei Feng
Part I: Policy, Curriculum and Ideological Orientations
2. Bilingual or Multilingual Education: Policy and Learner Experience – Agnes S. L. Lam
3. Depoliticisation in the English Curriculum – Bob Adamson
4. Language in Tibetan Education: The Case of the Neidiban – Gerard Postiglione, Ben Jiao and Manlaji
Part II: Varieties in Bilingual Education
5. Typology of Bilingualism and Bilingual Education in Chinese Minority Nationality Regions – Qingxia Dai and Yanyan Cheng
6. The Juggernaut of Chinese-English Bilingual Education – Guangwei Hu
7. Research and Practice of Tibetan-Chinese Bilingual Education – Minggang Wan and Shanxin Zhang
Part III: Practices and Underpinning Principles
8. Integrated English: A Bilingual Teaching Model in Southern China – Zengjun Feng and Jinjun Wang
9. Implementing Language Policy: Lessons from Primary School English – Ellen Yuefeng Zhang and Bob Adamson
10. Challenges and Prospects of Minority Bilingual Education: An Analysis of Four Projects – Heidi Cobbey
11. Facts and Considerations About Bilingual Education in Chinese Universities – Jiazhen Pan
Part IV: English Provision for Minority Students
12. An Empirical Study of Teachers’ Perceptions of Bilingual Teaching in Guangxi – Binlan Huang
13. EFL Education in Ethnic Minority Areas in Northwest China: An Investigational Study in Gansu Province – Qiuxia Jiang, Quanguo Liu, Xiaohui Quan and Caiqin Ma
Conclusion
14. Intercultural Space for Bilingual Education – Anwei Feng
A propos de l’auteur
Anwei Feng is Professor of Language Education at the University of Nottingham Ningbo China (UNNC). He has had teaching and research experience in many countries and regions including China, Qatar, Hong Kong, Singapore and the UK. His research areas include multilingualism, multilingual education, and intercultural studies in education.
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