By Anwei Feng

ISBN-10: 1853599921

ISBN-13: 9781853599927

This paintings compares and contrasts strands of bilingualism in China, one for minority nationality teams, the opposite for majority. It examines the historical past, coverage, philosophy, politics, provision and perform in bilingual, trilingual or multilingual schooling related to Mandarin chinese language, English, and minority languages. This quantity brings a combined crew of researchers jointly to debate matters in bilingual or trilingual schooling for almost all and minority nationality teams in China and to discover the connection among the 2. Articles diversity from experiences of bilingual or trilingual schooling initiatives in distant minority areas to discussions approximately Chinese-English bilingual schooling in significant monetary centres.

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This could partly be due to the increase in awareness that foreign language learning requires learners to invest learning time and energy beyond the classroom setting. In their interviews, many learners from both groups mentioned how they tried to listen to broadcasts or campus radio, speak P1: OTE/SPH MMBK003-Feng P2: OTE April 7, 2007 8:12 Policy and Learner Experience 25 to each other in English in the university dormitory at certain times, go to the English Corner (usually an open space on campus where learners can gather informally on Friday nights to talk to others in English), memorize sentences from books, and so forth.

State Language Commission (1995) Yuyan Wenzi Gongzuo Baiti [100 Questions in Language Orthography Work]. Beijing: Yuwen Chubanshe. Veit, W. (1992) ‘In Australia, we read it differently . . ’: Interculturality and the theory of literary criticism. In S. O. Longley (eds) Striking Chords: Multicultural Literary Interpretations (pp. 129–145). Sydney: Allen & Unwin. -F. L. (2006) The English language curriculum for secondary school in China from 1949. Manuscript in preparation. Wright, S. ) (1994) Ethnicity in Eastern Europe: Questions of Migration, Language Rights and Education.

The language was perceived as a valuable conduit for accessing technological information. There was also an element of political will, as China’s foreign policy shifted towards a state of d´etente with the West and with non-aligned nations in Asia. From 1956, English was introduced in the curriculum of secondary schools in major cities, such as Beijing, Shanghai and Tianjin, where resources permitted (Tang, 1983). The textbooks were heavily influenced by Russian approaches to pedagogy (often teacher-centred mastery of a defined body of linguistic knowledge) and contained a significant proportion of political texts, many denouncing the foreign policy and internal social injustices of United States and Britain.

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Bilingual Education in China: Practices, Policies and Concepts (Bilingual Education and Bilingualism) by Anwei Feng

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