中国における二言語教育と少数民族集団の選択
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概要
- 論文の詳細を見る
China has been promoting bilingual education in its minority ethic regions since the 1980s. However, in practice, out of the 55 minority ethic groups in China, only 30 have been observed to be implementing bilingual education. Moreover, the ways and forms of implementing bilingual education differ among these 30 minority ethic groups. This paper attempts to analyze this bilingual education phenomenon among the minority ethic groups based on 4 factors : (1) the population size of the minority ethic groups, (2) the presence or absence of minority self-governance, (3) the presence or absence of ethic written language, and (4) whether or not the ethnic group belongs to the national academic community. Analysis results show that whether an ethic group implement bilingual education is largely determined by whether the ethic group has its own ethic written language-those having their own ethic written language are implementing bilingual education, while those without are not. On the other hand, the ways and forms of implementation are largely determined by whether or not the ethic group belongs to the national academic community. Ethic groups belonging to the national academic community employ the Chinese language (Mandarin) as the instruction medium and teach their own ethic language as an academic subject, while those not belonging to the community use their ethic language as the instruction medium and teach the Chinese language as a subject. In summary, while China has been promoting bilingual education among its minority ethic groups, whether to implement and how to implement bilingual education is a question that has led to different answers and actions are further more influenced by the specific ethic culture (language) concerned as well as the minority-majority relationship between the ethic groups and the Chinese race.
- 東京大学の論文
- 2002-02-25