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Minority Education in ChinaBalancing Unity and Diversity in an Era of Critical Pluralism$
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James Leibold and Yangbin Chen

Print publication date: 2013

Print ISBN-13: 9789888208135

Published to Hong Kong Scholarship Online: May 2014

DOI: 10.5790/hongkong/9789888208135.001.0001

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Trilingual Education and School Practice in Xinjiang

Trilingual Education and School Practice in Xinjiang

Chapter:
(p.161) 7 Trilingual Education and School Practice in Xinjiang
Source:
Minority Education in China
Author(s):

Linda Tsung

Publisher:
Hong Kong University Press
DOI:10.5790/hongkong/9789888208135.003.0008

In her chapter, Linda Tsung draws on her fieldwork in primary schools in southern Xinjiang, and asks the question of what happens to educational outcomes when English is introduced into a bilingual curriculum in the XUAR. She concludes that due to poor teaching materials, inadequate teacher training, and limited resources, Uyghur students struggle to keep up with their Han peers in this sort of trilingual environment, and the end result is poor academic achievement, and increased disparity between Uyghur and Han students. This situation is further exasperated by the gap between urban and rural schools, with urban schools and students better equipped for bilingual and trilingual education, while rural Uyghur students fall further and further behind. Finally, in her opinion, the government-backed merge of schools in Xinjiang has largely failed to address these inequalities, with significant barriers remaining in place (linguistic, cultural and institutional), which prevent any meaningful interaction either inside the classroom or on the playgrounds

Keywords:   Xinjiang Uyghur Autonomous Region, Bilingualism, Multilingual education, Trilingualism, Ethnicity, Minority education, Multicultural education, Chinese minorities

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