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By Anwei Feng

This paintings compares and contrasts strands of bilingualism in China, one for minority nationality teams, the opposite for majority. It examines the background, coverage, philosophy, politics, provision and perform in bilingual, trilingual or multilingual schooling concerning Mandarin chinese language, English, and minority languages. This quantity brings a combined crew of researchers jointly to debate matters in bilingual or trilingual schooling for almost all and minority nationality teams in China and to discover the connection among the 2. Articles diversity from reviews of bilingual or trilingual schooling initiatives in distant minority areas to discussions approximately Chinese-English bilingual schooling in significant monetary centres.

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So I feel my language can cross national boundaries. (Lam, 2005: 160) Mei’s success is what most educators would like to see. She manages to learn the dominant language (Chinese) well and also retains the use of her minority language, largely learnt through informal interaction at home and in the community, though her minority language was used as a medium of instruction for some subjects in primary school. The fact that she learnt the written form of the Yao language only after she started working is particularly encouraging in that even at such a late stage, it is possible to become literate in a language if a learner already knows the oral form, provided of course that there is sufficient motivation.

The ‘radical’ current predominated during the Great Leap Forward (1958–1959) and the Cultural Revolution (1966–1976). The ‘reform’ current had its origins in the early sixties and became dominant when Deng Xiaoping’s modernisation drive gained momentum from the eighties onward. Sautman’s identification of the bureaucratic trend is useful for the present study, as the work of the PEP is essentially bureaucratic, with a long-standing objective of balancing the competing political, economic and educational pressures when developing the English curriculum (Adamson, 2004).

1, which also shows (for reference and comparison) a periodisation of the English curriculum (Adamson, 2004) that links changes in the curriculum to socio-political shifts. 1 Views of shifts in socio-political climate and general education policy in the PRC and the English curriculum P1: OTE/SPH MMBK003-Feng P2: OTE April 7, 2007 19:2 Depoliticisation in the English Curriculum 37 and economic development; the ‘radical’ current, which promotes hyperpoliticisation at the expense of all other goals of education and the ‘reform’ current, which seeks depoliticisation in favour of the goals of economic development.

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