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El. knyga: Pains and Gains of Ethnic Multilingual Learners in China: An Ethnographic Case Study

4.33/5 (12 ratings by Goodreads)
  • Formatas: PDF+DRM
  • Serija: Multilingual Education 17
  • Išleidimo metai: 18-Apr-2016
  • Leidėjas: Springer Verlag, Singapore
  • Kalba: eng
  • ISBN-13: 9789811006616
Kitos knygos pagal šią temą:
Pains and Gains of Ethnic Multilingual Learners in China: An Ethnographic Case StudyDidesnis paveikslėlis
  • Formatas: PDF+DRM
  • Serija: Multilingual Education 17
  • Išleidimo metai: 18-Apr-2016
  • Leidėjas: Springer Verlag, Singapore
  • Kalba: eng
  • ISBN-13: 9789811006616
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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.      


Recenzijos

This detailed and illuminating ethnography of two students at the Yunnan University of the Nationalities examines the obstacles, identity tensions, and learning challenges that they face when in contact with national and university-level norms and policies. Wang sheds much-needed light on the educational struggles of Chinese ethnic multilingual learners, with the hope of informing future policy direction and further research. (Nina Cross, Journal of Multilingual and Multicultural Development, March, 2019)

1 The Odyssey
1(8)
1.1 Journey of Self-Discovery
1(2)
1.2 Previous Professional and Academic Experience
3(1)
1.3 The Choice of the Topic for This Study
4(1)
1.4 Research Design
5(2)
1.5 Summary
7(2)
References
7(2)
2 Reconceptualizing Ethnic Multilingual Learners in China
9(18)
2.1 Ethnic Multilingual Education in China and Yunnan
9(1)
2.2 Multilingual Education Policies in China
10(1)
2.3 Demographic Features and Language Policies in Yunnan
11(3)
2.4 Challenges for Ethnic Minority Higher Education
14(4)
2.5 Policies, Curriculum, and Power Relationships: A Discussion of the Paradox
18(5)
2.6 Summary
23(4)
References
24(3)
3 The Study of Multilingual Learners
27(42)
3.1 Multiculturalism: A Social Trend Around the World
27(4)
3.1.1 Strategies of Multiculturalism
29(1)
3.1.2 Assimilation
29(1)
3.1.3 Integration
30(1)
3.1.4 Acculturation and Enculturation
30(1)
3.1.5 Four Acculturation Strategies
30(1)
3.2 Multicultural Education: A Notion of the Twenty-First Century
31(7)
3.2.1 Multicultural Education in the West
33(2)
3.2.2 The Configuration of Duoyuan Yiti in China
35(3)
3.3 The Study of Multilingual Acquisition
38(9)
3.3.1 The Psychological/Cognitive Approach
38(1)
3.3.2 The Sociocultural Approach
39(2)
3.3.3 The Post-structuralist Approach
41(6)
3.4 The Study of the Identity of Multilingual Learners
47(6)
3.4.1 The Sociocultural Paradigm and Identity Studies
47(3)
3.4.2 The Post-Structuralist Paradigm to Identities of Multilingual Learners
50(3)
3.5 The Conceptual Framework of This Study
53(4)
3.6 Summary
57(12)
References
57(12)
4 The Profile of Yunnan University of Nationalities and Methodology
69(24)
4.1 YUN History
69(2)
4.2 The History of the School of Foreign Languages
71(1)
4.3 YUN and SFL Curriculum
72(2)
4.4 Implications of the SFL Curriculum
74(3)
4.5 Views of Some SFL Administrators and Teachers
77(6)
4.6 The Process of Data Collection
83(4)
4.7 The Choice of the Two Major Informants
87(4)
4.7.1 The Selection of Mammuts
87(1)
4.7.2 The Selection of Noma
88(1)
4.7.3 Data Analysis
89(2)
4.8 Summary
91(2)
References
91(2)
5 The Case of Mammuts
93(34)
5.1 The Sociocultural Context of the Naxi
94(3)
5.1.1 Demographic Features of the Naxi
94(1)
5.1.2 The Naxi Language and Culture
94(2)
5.1.3 Naxi Education Level and Features
96(1)
5.2 Studies of the Naxi
97(1)
5.3 Local Policy and Practice
98(1)
5.4 The Story of Mammuts
99(18)
5.4.1 Family and Childhood
99(1)
5.4.2 School Journey
100(2)
5.4.3 Language Shift Between Daily Life and Classroom
102(1)
5.4.4 Tensions with Curriculum
103(4)
5.4.5 Psychological Problems
107(1)
5.4.6 Conflict with Parents
108(1)
5.4.7 Identity Issues
109(4)
5.4.8 The Enjoyable Off-Campus Life
113(1)
5.4.9 Happy Vacations
114(1)
5.4.10 Being a TA in Shane
114(1)
5.4.11 Dae Jang Geum Club
115(1)
5.4.12 Mary Kay Implication
116(1)
5.5 Discussion and Implications
117(5)
5.5.1 Curriculum and Disempowerment
117(2)
5.5.2 Capital, Agency, and Empowerment
119(3)
5.6 Summary
122(5)
References
123(4)
6 The Case of Noma
127(38)
6.1 Sociocultural Context of the Hani
127(7)
6.1.1 Demographic Features
127(2)
6.1.2 Characteristics of the Hani People
129(1)
6.1.3 Socioeconomic Development
130(2)
6.1.4 Hani People's Perception of Education
132(1)
6.1.5 Local Policies to Promote the Education of the Hani
133(1)
6.2 The Story of Noma
134(22)
6.2.1 Family Background
134(1)
6.2.2 Financial Problems
135(2)
6.2.3 Family Influence
137(2)
6.2.4 Language Shift Between Daily Life and Classroom
139(2)
6.2.5 Learning English as the Third Language
141(1)
6.2.6 Tensions Within the Curriculum
142(2)
6.2.7 Psychological Problems
144(1)
6.2.8 Culture Shock and Reentry Shock
145(2)
6.2.9 Challenge of Being Class Monitor
147(2)
6.2.10 Thanksgiving Attitude
149(2)
6.2.11 Being Chinese with Hani Characteristics
151(3)
6.2.12 Dream of Being Noma-Amy
154(1)
6.2.13 Dream, Reality, and Conflict
155(1)
6.3 Discussion and Implications
156(6)
6.3.1 Perception, Policy, and Practice
157(1)
6.3.2 Investment, Legitimacy, and Changing Identity
158(2)
6.3.3 Cultural Heritage, Attitude, and Actions
160(2)
6.4 Summary
162(3)
References
163(2)
7 Discussion and Conclusion
165(24)
7.1 Mammuts and Noma: A Discussion of Contrast
165(11)
7.1.1 Sociocultural Background, Perception, and School Performance
165(3)
7.1.2 Cultural Awareness
168(1)
7.1.3 Preferential Education Policies
169(1)
7.1.4 Multilingual Acquisition
170(1)
7.1.5 Psychological Support
171(1)
7.1.6 Identity Issues
171(4)
7.1.7 Investment and Return
175(1)
7.2 Reflections on the Multiple Identities of Ethnic Minority Learners
176(4)
7.3 Suggestions for Further Study
180(1)
7.4 Final Remarks
181(8)
References
185(4)
Afterword 189(4)
Appendices 193(6)
Index 199
Dr. Ge Wang is the professor of applied linguistics at School of Foreign Languages, Yunnan University, China. He has been engaged in English teaching and research in multilingual education over 20 years. He obtained his PhD in English Language Education from the University of Hong Kong and was the 2014-2015 Sino-American Fulbright research visiting scholar at Graduate School of Education, the University of Pennsylvania. His research interest is in applied linguistics, bi/trilingual education, intercultural communication and educational anthropology. His major publications can be found in the internationally refereed journals such as The Journal of Asia TEFL, International Journal of Bilingual Education and Bilingualism (SSCI ), The Asia-Pacific Education Researcher (SSCI ) and book chapters published by TESOL, Routledge and John Benjamins. He is currently the deputy secretary of Yunnan Foreign Language Education Association (YFLEA) and Vice director of International Association of Multilingual Education, Yunnan Branch (IAME Yunnan Branch).  
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