Bloomsbury Language, Power and Hierarchy: Multilingual Education in China

Shunning polemicism and fashioning a new agenda for a critically informed yet practically orientated approach, this book explores aspects of multilingual education in the People's Republic of China (PRC). Amongst other issues, it also looks at the challenges associated with bilingual and trilingual education in Xinjiang and Tibet as well as the mediation between religion and culture in multi-ethnic schools, covering these issues from a range of perspectives - Korean, Uyghur, Tibetan, Mongolian and Yi. The PRC promotes itself as a harmonious, stable multicultural mosaic, with over 50 distinct ethnic groups striving for common prosperity. Beneath this rhetoric, there is also inter-ethnic discord, with scenes of ethnic violence in Lhasa and Urumqi over the last few years. China has a complex system of multilingual education - with dual-pathway curricula, bilingual and trilingual instruction, specialised ethnic schools. This education system is a lynchpin in the Communist party state's efforts to keep a lid on simmering tensions and transform a rhetoric of harmony into a critical pluralistic harmonious multiculturalism. This book examines this supposed lynchpin. Review In addition to its data-rich survey of Mongolian, Uighur, Tibetan and other minority language instruction across China, Linda Tsungs brilliant new study casts new light on theoretical and practical issues surrounding multilingualism as a global phenomenon and its impact on social, cultural, social and political life in contemporary China. --Bonnie S. Mcdougall, Visiting Professor in the Department of Chinese Studies, University of Sydney, AustraliaLinda Tsung's book is a ground-breaking study of the complex issue of multilingualism in contemporary China. Backed by primary sources and years of extensive fieldwork in vast Chinese ethnic minority regions, the author reveals the challenges that all stakeholders must face in negotiating the tension among the diverse forces of globalization, nationalization, language maintenance, social development, among others. It is as theoretically fascinating for linguists as practically valuable for policy makers. --Hongyin Tao, Professor of Chinese Language and Linguistics, University of California, Los Angeles and (2014) President of the Chinese Language Teachers Association, USALinda Tsung does what few linguists do well: she takes us into a mysterious world and shows us what the sociolinguistic reality is like there. This is the first book that has empirically and systematically examined the multilingual norms and multilingual education in China, a nation now standing at the crossroads with confusion, and hesitation. --Hui Li, Associate Professor, Faculty of Education, The University of Hong Kong About the Author Linda Tsung is Senior Lecturer in the Faculty of Arts at the University of Sydney, Australia.