Trilingual education for ethnic minority groups in China with special reference to trilingual CLIL education in Europe: an Exploratory Study

Research output: Contribution to journalArticle

Abstract

China has long been a multiethnic and multilingual country, and the language of instruction at schools has always been of significance among all the issues concerning education for ethnic minorities. Members of each ethnic minority have to learn their minority language to maintain their culture identity, to learn the national language, Chinese, to set into the mainstream modern society and also to learn English to compete on the international stage. During last decades, the issue of trilingual education for ethnic minorities has gradually attracted the attention of policy-makers, researchers, and practitioners in China. Meanwhile, many issues and problems come along with the current implementation of trilingual education. It is suggested that it would be beneficial to find implications and solutions through the analysis of experienced and successful trilingual education system. Thus, this article aims at taking a case study of Uyghur minority trilingual education, analysing its issues and problems and generating the corresponding implications with reference to the successful minority trilingual education featured with the Content and Language Integrated Learning (CLIL) approach in the European Union.
Original languageEnglish
Pages (from-to)203–226
Number of pages24
JournalEuropean Journal of Language Policy
Volume9
Issue number2
DOIs
Publication statusPublished - 1 Oct 2017

Keywords

  • CLIL
  • European trilingual education
  • Uyghur trilingual education

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