Bilingual Education in Shaanxi Province of China: a Critical Analysis of the Educational Policy in Practice
Journal: Journal of Higher Education Research DOI: 10.32629/jher.v3i3.881
Abstract
The development of bilingual education model has been influenced by the emergence of bilingualism and bilingual education. This paper analyzes and explains the relationship between bilingual education model, language policy and school practice from multiple perspectives. The focus of this article is to study the bilingual education model in Shaanxi Province, China, to analyze the types of bilingual education in Shaanxi and the advantages and disadvantages of applying this model. Based on the national conditions of our country, the promulgation of language policies, and the differences and problems in school practice, we will critically discuss and put forward some feasible suggestions on these problems.
Keywords
bilingual education, bilingual education model, language policy, school practice
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[3]Blommaert, J. & Maly, I. (2014). Ethnographic Linguistic Landscape Analysis and Social Change: A Case Study. Tilburg Papers in Cultural Studies, 100.
[4]Baker, C. (2001). Foundations of Bilingual Education and Bilingualism. Third edn. Multilingual Matters, Clevedon. First edn. 1993; second edn. 1996; fourth edn. 2006.
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[6]Baker, C. (2011) Foundations of Bilingual Education and Bilingualism (5th ed.) Bristol: Multilingual Matters
[7]Cummins, J. (1981). The Role of Primary Language Development in Promoting Educational Success for Language Minority Students. In California State Department of Education (Ed.), Schooling and language minority students: A theoretical framework (pp.3-49). Los Angeles: Evaluation, Dissemination, and Assessment Center, California State University.
[8]Cooper, Robert L. (1989). Language planning and social change. Cambridge: Cambridge University Press.
[9]Creese, A. & Blackledge, A. (2011). Separate and Flexible Bilingualism in Complementary Schools: Multiple Language Practices in Interrelationship. Journal of Pragmatics, 43, 5: 1196-1208
[10]Fishman, J. A. (1967). Bilingualism With and Without Diglossia; Diglossia With and Without Bilingualism. Journal of Social Issues, 23, 2.
[11]Fishman, Joshua A. (2001). Why is it so hard to save a threatened language? In Joshua A. Fishman (ed.) Can Threatened Languages Be Saved? Clevedon, U.K.: Multilingual Matters: 1–22.
[12]Gill, S. K. (2005). Language Policy in Malaysia: Reversing Direction. Language Policy, 4, 3: 241-260.
[13]García, O. (2009). Bilingual Education in the 21st Century: A Global Perspective. Oxford: Wiley-Blackwell
[14]Gregory, E., Choudhury, H., Ilankuberan, I., Amoafi Kwapong, A. & Woodham-Practice, M. (2013). Performance, and Perfection: Learning Sacred Texts in Four Faith Communities in London. International Journal of the Sociology of Language, 220: 27– 48
[15]Halliday, M. A. K. (1990). New ways of meaning: A challenge to applied linguistics. Journal of Applied Linguistics, 6, 7-36.
[16]Krauss, M. (1992). The World's Languages in Crisis. Language, 68(1), 4-10.
[17]Kaplan, R. & Baldauf, R. (1997). Language Planning from Practice to Theory. Bristol: Multilingual Matters.
[18]Kaplan, Robert R. & Baldauf, Richard B. (1997). Language planning: From practice to theory. Clevedon: Multilingual Matters.
[19]Kavanagh, L., and T. Hickey. (2013). You’re Looking at this Different Language and It Freezes You Out Straight Away: Identifying Challenges to Parental Involvement among Immersion Parents. Language and Education 27 (5): 432–450. doi:10.1080/09500782.2012.714388.
[20]King, K., and L. Fogle. (2006). Bilingual Parenting as Good Parenting: Parents’ Perspectives on Family Language Policy for Additive Bilingualism. International Journal of Bilingual Education and Bilingualism 9 (6): 695–712. doi:10.2167/beb362.0.
[21]Lewis, E.G. (1977). Bilingualism and Bilingual Education- The Ancient World to the Renaissance. In B. Spolsky and R.L. Cooper (eds.). Frontiers of Bilingual Education. Newbury House, Rowley, MA.
[22]Lewis, P. M. & and Simons, G. F. (2010). Assessing Endangerment: Expanding Fishman's GIDS. Revue Roumaine de Linguistique, 2: 103-120.
[23]Milroy, L. and Milroy, J. (1992) Social Network and Social Class: Toward an Integrated Sociolinguistic Model. Language in Society, 21, 1: 1-26
[24]Martel, A. (2001). When Does Knowledge Have a National Language? Language Policy-Making for Science and Technology. In Ulrich Ammon (Ed.), The Dominance of English as a Language of Science (pp. 27-57). Berlin: Mouton de Gruyter. Pennycook, Alastair. (2007). Global Englishes and Transcultural Flows. London/New York: Routledge.
[25]Moses, Rajan March 27 (2004). Bank Negara Projects Rise in Nation’s Economic Growth. New Straits Times, 1.
[26]Puroila, A., E. Estola, and L. Syrjälä. (2012). “Having, Loving, and Being: Children’s Narrated Well-being in Finnish Day Care Centers.” Early Child Development and Care 182 (3–4): 345–362. doi:10.1080/03004430.2011.646726.
[27]Roberts, C., A. (1995). Bilingual education program models: a framework for understanding. The Bilingual Research Journal, 19, 369–378.
[28]Swain, Merrill & Lapkin, Sharon. (1989). Canadian Immersion and Adult Second Language Teaching: What's the Connection? Modern Language Journal, 73(2), 150–59.
[29]Skutnabb-Kangas, T. (2000). Linguistic genocide in education—or world-wide diversity and human rights? New York: Routledge.
[30]Sankoff, D., Cedergren, H., Kemp, W., Thibault, P., & Vincent, D. (1989). Montreal French: Language, Class, and Ideology. In W. Fasold & D. Schiffrin (eds.), Language change and variation. Amsterdam: John Benjamins. 107-18.
[31]Spolsky, Bernard (2004). Language policy: Key topics in Sociolinguistics. Cambridge: Cambridge University Press.
[32]Schwartz M., Palviainen. (2016). Twenty-first-century preschool bilingual education: Facing advantages and challenges in cross-cultural contexts. International Journal of Bilingual Education and Bilingualism, 19(6), 603-613.
[33]Watson-Gegeo, K.A. (1988). Ethnography in ESL: Defining the Essentials. TESOL Quarterly, 22, 4: 575-592.
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