The Current Status of Trilingual Education in Tibetan Areas of China

In China trilingual education, as an important part of Chinese national education, is likely to be not only required, but essential. However, among the tremendous achievements, there still exist some problems, such as different standard in educational management and requirements, insufficiency of trilingual teachers and unreasonableness in teacher structure, shortage both in the number and characteristics of trilingual teaching materials, lateness in the study on TETAC and insufficiency of study result, and backwardness in teaching approaches and methods, etc.

The Significance of the Ethnic Minority’s Trilingual Education Against the Globalization Background

China is one of the multi-ethnic countries in the world.It is common for the people in the ethnic areas are using two or more different languages in their social communication.This paper discusses the characteristics and regulations of the trilingual education of the Chinese indigenous people as well as the significance of the ethnic minority’s trilingual education against the globalization background from the perspective of socio-linguistics.

A Study on the Model of Teachers’ Instructional Intervention in Trilingual Teaching Based on the Law of Mother Tongue Acquisition

The research on Trilingual Teaching Model in ethnic areas has become a hot spot.By analyzing the data of the questionnaire,this paper discusses the teachers’instructional intervention model,based on the law of mother tongue acquisition.Trilingual teachers should highlight the role of reading in vocabulary learning and even in improving reading ability.The law of mother tongue acquisition can be one of the main strategies to solve the problems in Tibetan students’English learning.

A Literature Review: The Comparison Between Bilingualism and Trilingualism in Inhibitory Control

Inhibitory control is a core component of individuals’executive function.The relationship between language acquisition and inhibitory control has been a focus of interest in researches.Still,whether the trilingual have stronger inhibitory control over the bilingual just as bilingualists outperform monolinguists in inhibitory control is a controversial issue in cognitive linguistics and psychology.After searching for the existed researches both in Chinese and English concerning this topic,the authors summarize the consensuses reached nowadays.This paper also points out three reasons explaining the existed divergences,namely task differences,a subject-enrolling paradox,and definition inconsistencies.

Review of Trilingual Education in Chinese Ethnic Minority Regions

In China,the education in minority regions has been attached more and more importance.Education in minority re-gions is called trilingual education.In this paper,it first presents the current situation on trilingual education in minority regions in China.Then it lists some problems that occur in the development of trilingual education.According to the problems,some researchers put forward some suggestions.Finally,hope that more researches to be done for the trilingual education.

Trilingual Education and Mongolian Ethnicity

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.

The Role of the First Language in Mongolian Learner's Learning of English

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.

Who is Responsible for the L3 Learning Motivation of Ethnic Minority Students？ Linguistic Distance Perspectives

This paper analyzes the research on linguistic distance and learning motivation, and proposes strategies for shortening the psychological linguistic distance of ethnic minority students, so as to stimulate and promote their learning motivation.