Development of English Language Education in Ethnic Minority Schools in Inner Mongolia Autonomous Region

Youhan (Goihan), Gao
December 2011
Intercultural Communication Studies;2011, Vol. 20 Issue 2, p148
Academic Journal
Since the establishment of the People's Republic, China has undergone various changes in language policy, both in standardization of indigenous languages of ethnic minority groups and enhancement of foreign language education. Until 2001, bilingual education through Mandarin Chinese and Mongolian had been the main focus of language education in Inner Mongolia Autonomous Region. However, following the introduction of compulsory English Language Education in all the regions of the nation in 2001, little attention has been given to the issue of foreign language and trilingual education within ethnic minority schools in China. First of all, this paper is aimed at reviewing the existing policy of ethnic minority language education and the English language policy in China. Second, an analysis of a questionnaire survey will show the actual situation and the problems arising in English Language Education in Inner Mongolia. Third, an overburden in language education, the unsatisfactory educational materials and learner's preference for mother tongue use in the English class will be observed. Ultimately, the author suggests that a more interventionist language policy remains essential to overcome the major issues encountered in language education in China's ethnic minority schools.


Related Articles

  • Linguistic minorities in upper secondary education in Norway. Overgaard, Tomas // European Education;Summer95, Vol. 27 Issue 2, p111 

    Presents results of a study on the educational achievements of pupils belonging to linguistic minorities in Norway. Unequal opportunities in terms of upper secondary education; Indication that almost no pupils of African or South American origin have been able to complete vocational training;...

  • China's Bilingual Education Policy and Current Use of Miao in Schools. Shuang Zhang // Chinese Education & Society;Nov/Dec2008, Vol. 41 Issue 6, p28 

    The article discusses problems associated with China's policies for minority-language teaching in ethnically diverse communities based on the survey of the current state of the use of Miao written language in teaching. It stresses that the means to address these problems include level-by-level...

  • A Theoretical Study on English Teaching in Chinese Ethnic Minority Regions. Huang Jian // English Language Teaching;Jul2013, Vol. 6 Issue 7, p168 

    From an investigation about the factors influencing the trilingual education in Chinese ethnic minority regions, the author find out that the minority students are incompetent in English learning. Inappropriate teaching strategies, learning materials as well as language policy hinder the...

  • Promoting the Māori language to non-Māori: evaluating the New Zealand government's approach. Bres, Julia // Language Policy;Nov2011, Vol. 10 Issue 4, p361 

    New Zealand's two main government Māori language planning agencies, the Māori Language Commission and the Ministry of Māori Development, have engaged for some time in language planning targeting the attitudes and behaviours of non-Māori New Zealanders towards the Māori language....

  • Interpreting and minority language planning and policy: Galician as a case study. Baxter, Robert Neal // Language Problems & Language Planning;Fall2013, Vol. 37 Issue 3, p227 

    With potential applications for other minority languages, this paper discusses the implications of interpreting to and from Galician, starting with an overview of the current sociolinguistic situation, and the interpreting and translation market in Galicia in the light of political changes....

  • Motives for Chinese script simplification. Xiaxing Pan; Huiyuan Jin; Haitao Liu // Language Problems & Language Planning;2015, Vol. 39 Issue 1, p1 

    The Chinese script simplification movement originated from the debates about Chinese script (hànzì) in the late 19th and early 20th centuries. This movement was once the dominant part of language planning and language policy in China. The article describes the three major stages of Chinese...

  • Languages of French overseas territories and the French educational system. Launey, Michel // Sociolinguistic Studies;2013, Vol. 7 Issue 1/2, p97 

    This article deals with the Regional Languages issue in French overseas territories, and how it is met by the educational system. It shows that the national framework, with French as the only teaching language in schools, as well as a very restrictive law about regional languages, works in an...

  • The efficacy of unitary and polynomic models of codification in minority language contexts: ideological, pragmatic and pedagogical issues in the codification of Irish. Ó Murchadha, Noel P. // Journal of Multilingual & Multicultural Development;Feb2016, Vol. 37 Issue 2, p199 

    Although traditional, unitary models of language standardisation have been prominent in minority languages, it is contended that this approach reproduces dominant language hierarchies and hegemonies, diminishes linguistic diversity and marginalises speakers who do not conform to prestige models....

  • Humankind's Three Major Language Topics Today and the State of China's Linguistic Life. Li Yuming // Chinese Education & Society;Nov/Dec2008, Vol. 41 Issue 6, p15 

    The article discusses three main language planning topics, which include language problems, linguistic resources and language rights, as well as issues about the Chinese government conducting a survey of its languages and the current duties of the country's State Language Commission. It mentions...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics