Power and other issues in minority language education in China
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Picus Sizhi Ding
Abstract
Bai, a Tibeto-Burman language spoken in Yunnan, is generally considered a highly siniticized minority language, although some argue that it could be a Sinitic language branching off millennia ago. As a minority nationality, the Bái enjoy the privilege of autonomous administration in DàlÇ Prefecture, but education in Bai receives little attention, since Bái intellectuals have a long history of being literate in (Classical) Chinese. This chapter discusses difficulties in providing language education in Bai, pointing out that an established tradition of education in the minority language and supportive attitudes from the language community are decisive factors in promoting bilingual education in China. The struggle of the Bai case represents the general situation of minority language education in China as a whole.
Abstract
Bai, a Tibeto-Burman language spoken in Yunnan, is generally considered a highly siniticized minority language, although some argue that it could be a Sinitic language branching off millennia ago. As a minority nationality, the Bái enjoy the privilege of autonomous administration in DàlÇ Prefecture, but education in Bai receives little attention, since Bái intellectuals have a long history of being literate in (Classical) Chinese. This chapter discusses difficulties in providing language education in Bai, pointing out that an established tradition of education in the minority language and supportive attitudes from the language community are decisive factors in promoting bilingual education in China. The struggle of the Bai case represents the general situation of minority language education in China as a whole.
Chapters in this book
- Prelim pages i
- Dedication v
- Table of contents vii
- Preface xi
- Foreword xiii
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Introduction
- The diversity of Asia-Pacific language ecologies 1
- Education, power and sociolinguistic mobility 13
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East Asia
- A Yami language teacher’s journey in Taiwan 33
- Power and other issues in minority language education in China 49
- Forming a Korean identity in Japan 65
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Southeast Asia
- Patani Malay in Thai education 91
- Language in schooling in Timor-Leste 111
- Bidayuh as a subject at pre-school and primary levels 131
- Sustaining and maintaining a minority language 153
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Oceania
- UNESCO’s action in culture and the importance of language maintenance in the Pacific 175
- State versus community approaches to language revival 185
- Vernacular education in Papua New Guinea 205
- From despised jargon to language of education 223
- Te Reo Māori – He Reo Kura? (Māori Language – A School Language?) 243
- A study of bilingual education using Samoan language in New Zealand 261
- Index 293
- Authors 289
Chapters in this book
- Prelim pages i
- Dedication v
- Table of contents vii
- Preface xi
- Foreword xiii
-
Introduction
- The diversity of Asia-Pacific language ecologies 1
- Education, power and sociolinguistic mobility 13
-
East Asia
- A Yami language teacher’s journey in Taiwan 33
- Power and other issues in minority language education in China 49
- Forming a Korean identity in Japan 65
-
Southeast Asia
- Patani Malay in Thai education 91
- Language in schooling in Timor-Leste 111
- Bidayuh as a subject at pre-school and primary levels 131
- Sustaining and maintaining a minority language 153
-
Oceania
- UNESCO’s action in culture and the importance of language maintenance in the Pacific 175
- State versus community approaches to language revival 185
- Vernacular education in Papua New Guinea 205
- From despised jargon to language of education 223
- Te Reo Māori – He Reo Kura? (Māori Language – A School Language?) 243
- A study of bilingual education using Samoan language in New Zealand 261
- Index 293
- Authors 289
