Anxieties about Chinese-Mongolian-English trilingual program in Inner Mongolia reflect three linguistic ideologies,that is,the instrumental and the essentialist among Mongolian elites and the assimilationist among Han...Anxieties about Chinese-Mongolian-English trilingual program in Inner Mongolia reflect three linguistic ideologies,that is,the instrumental and the essentialist among Mongolian elites and the assimilationist among Han elites.Mongolian ethnicity is on trial in front of an upsurge of Chinese nationalism.Both pro and con trilingual education elites agree that the Mongolian language should be maintained,but they differ over the ways it is taught.In China,the nationwide drive to go back to“basics”has also encouraged national minorities to keep their traditional culture alive.Such surviving efforts demand a great measure of artful negotiating skills,necessary compromise,and strategic thinking.The trilingual education program in Inner Mongolia serves as a platform on which contending linguistic ideologies confront each other.展开更多
In this paper, writer endeavors to make teachers be aware of the importance of comparison and contrast between the first language (Mongolian) and foreign language (English) in the process of teaching Mongolian learner...In this paper, writer endeavors to make teachers be aware of the importance of comparison and contrast between the first language (Mongolian) and foreign language (English) in the process of teaching Mongolian learners English. It starts with a discussion on the connection between L1and L2 from two conflicting theories-the Restructuring Hypothesis and the Creative construction Hypothesis. Then it explores the similarities and differences between English and Mongolian, which is followed by some examples, for the purpose of helping Mongolian learners improve their English efficiently.展开更多
基金The authors are grateful for the general support from the research fund of the School of Social Development and Public Policy at Fudan University.This paper is supported by the funding of China Social Sciences Foundation Western Project“An Empirical Study of Readjusted School Distribution in the Urbanization Process in Pastoral Areas”(牧区城镇化进程中的学校布局调整实证研究,Ref.code:11XSH024)and is also supported by the funding of“Key Symbols of Ethnonationalities in China and Their Influence over Ethnonationality Relations”(我国各民族关键符号及其对民族关系的影响研究,Ref.code:13AZD057)and the China Social Sciences Foundation Key Project“The Identity with the State by Ethnonationalities of China”(中国各民族的国家认同研究,Ref.code:10AMZ003).
文摘Anxieties about Chinese-Mongolian-English trilingual program in Inner Mongolia reflect three linguistic ideologies,that is,the instrumental and the essentialist among Mongolian elites and the assimilationist among Han elites.Mongolian ethnicity is on trial in front of an upsurge of Chinese nationalism.Both pro and con trilingual education elites agree that the Mongolian language should be maintained,but they differ over the ways it is taught.In China,the nationwide drive to go back to“basics”has also encouraged national minorities to keep their traditional culture alive.Such surviving efforts demand a great measure of artful negotiating skills,necessary compromise,and strategic thinking.The trilingual education program in Inner Mongolia serves as a platform on which contending linguistic ideologies confront each other.
文摘In this paper, writer endeavors to make teachers be aware of the importance of comparison and contrast between the first language (Mongolian) and foreign language (English) in the process of teaching Mongolian learners English. It starts with a discussion on the connection between L1and L2 from two conflicting theories-the Restructuring Hypothesis and the Creative construction Hypothesis. Then it explores the similarities and differences between English and Mongolian, which is followed by some examples, for the purpose of helping Mongolian learners improve their English efficiently.
