云南少数民族三语教育2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载

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Chapter 1 Introduction1

1.0 Introduction1

1.1 Rationale,Purpose and Background of the Study2

1.1.1 Rationale of the Study2

1.1.2 Purpose of the Study3

1.1.3 Background of the Study4

1.2 Profiles of Yunnan and Xishuangbanna5

1.2.1 Yunnan5

1.2.2 Xishuangbanna6

1.3 The Dai Nationality and Aini People8

1.3.1 The Dai Nationality8

1.3.2 The Aini People11

1.4 Terms and Abbreviations Used in the Study13

1.4.1 Chinese Language/Putonghua/Mandarin/Han Language13

1.4.2 Ethnic Minority Identities14

1.4.3 Minority Education14

1.4.4 Bilingual Education for Minorities16

1.4.5 Abbreviations16

1.5 Chapter Summary17

Chapter 2 Literature Review18

2.0 Introduction18

2.1 Language Learning Theories Concerning Bilingualism and Trilingualism18

2.1.1 Theories about Bilingualism and Trilingualism18

2.1.2 Advantages and Disadvantages of Bilingualism and Trilingualism24

2.2 Practices of Bilingualism and Trilingualism in Some Countries30

2.2.1 Universal Issues Concerning Ethnic Minority Language Learning30

2.2.1.1 Ethnic Minority Cultures30

2.2.1.2 Teaching Materials and Staff31

2.2.1.3 Psychological Factors33

2.2.1.4 Societal Factors34

2.2.2 Practices of Bilingual and Trilingual/English Education35

2.2.2.1 Practices of Bilingual Education35

2.2.2.2 Practices of English Education39

2.3 Bilingual and Trilingual/English Education in China42

2.3.1 Definition of Terms42

2.3.2 Ethnic Minority Population and Identity43

2.3.3 Origins of Ethnic Minority Education44

2.3.4 Modern Ethnic Minority Education46

2.3.5 Bilingual and Trilingual/English Education of Ethnic Minorities48

2.3.6 English Teacher Training and Teaching Materials54

2.4 Bilingual and Trilingual Education in Yunnan56

2.4.1 Bilingual and English Education in Yunnan56

2.4.2 Language and Culture Maintenance in Yunnan57

2.4.3 Provision of English Teachers59

2.5 Bilingual and Trilingual/English Educational Situations of the Dai and Aini in Xishuangbanna61

2.5.1 Situation of the Dai Nationality62

2.5.1.1 The Dai Temple Education63

2.5.1.2 The Dai School Education64

2.5.2 Situation of the Aini People68

2.5.2.1 Traditions of the Aini68

2.5.2.2 The Aini School Education70

2.5.3 The Dai and Aini Indigenous Languages71

2.5.3.1 The Dai Indigenous Language71

2.5.3.2 The Aini Indigenous Language75

2.5.4 Educational Issues for the Dai and Aini79

2.5.4.1 Problems of Teaching Materials79

2.5.4.2 Educational Implications from Local Social Activities81

2.6 Research Questions83

2.7 Chapter Summary89

Chapter 3 Research Design and Methodology90

3.0 Introduction90

3.1 Research Design90

3.2 Sampling91

3.2.1 Samples of In-service Teacher Trainees91

3.2.2 Samples of School Students93

3.3 Data Collection Instruments94

3.3.1 Research Instruments94

3.3.2 Rationale for Interview Questions95

3.3.2.1 Interviewees'English Learning Experiences96

3.3.2.2 Interviewees'L1 and Ethnicity97

3.3.2.3 Pre-/In-service Teaching Experiences98

3.3.2.4 In-service Teacher Feedback on Students98

3.3.2.5 Summary of Interview Questions98

3.3.3 Rationale for Questionnaire99

3.3.3.1 Early Bilingualism and Monolingualism100

3.3.3.2 Language/Cultural Maintenance and Modernization101

3.3.3.3 English Learning Activities101

3.3.3.4 Language Transfer and Learning Strategies103

3.4 Pilot Study105

3.5 Data Collection Procedures106

3.5.1 Interviewing107

3.5.2 Questionnaire Distribution and Collection108

3.6 Data Coding109

3.6.1 Data Processing Framework109

3.6.2 Interview Transcription110

3.6.3 Questionnaire Coding112

3.7 Data Analysis114

3.7.1 Interview Data Analysis115

3.7.2 Questionnaire Data Analysis116

3.8 Limitations due to Research Design and Methodology117

3.9 Reliability and Audit Trail119

3.9.1 Reliability119

3.9.1.1 Documental Reliability120

3.9.1.2 Statistical Reliability120

3.9.2 Audit Trail122

3.10 Chapter Summary122

Chapter 4 Interview Results:Brief Case Studies124

4.0 Introduction124

4.1 Case Studies125

4.1.1 Din's Case125

4.1.2 Gui's Case128

4.1.3 Nin's Case132

4.1.4 Tan's Case135

4.1.5 Kong's Case138

4.1.6 Jun's Case145

4.1.7 Yan's Case148

4.1.8 Ren's Case152

4.1.9 Fan's Case156

4.1.10 Pin's Case158

4.1.11 San's Case161

4.1.12 Wen's Case166

4.1.13 Hong's Case169

4.1.14 Chu's Case173

4.1.15 Ben's Case176

4.2 Chapter Summary181

4.2.1 Learning Experiences181

4.2.2 Issues of Applying L1 to L3 Instructions182

4.2.3 Teaching Experiences184

4.2.4 Comments on the Students185

Chapter 5 Questionnaire Findings188

5.0 Introduction188

5.1 Students'Ethnicity and Ethnic Minority Languages188

5.1.1 General Profiles of the Subjects189

5.1.2 Gender190

5.1.3 School Level and Grade191

5.1.4 Language and Scripts192

5.1.4.1 Ethnic Minority Spoken Language192

5.1.4.2 Written Scripts194

5.1.4.3 Han Language Level197

5.1.5 Language and Culture Maintenance199

5.1.6 Comments200

5.2 Bilingual/Trilingual Education Experiences200

5.2.1 Bilingual Experiences200

5.2.2 English/Trilingual Experiences207

5.3 Students'English(L3)Learning Performance210

5.3.1 Attitudes towards English211

5.3.2 English Learning Activities214

5.4 Mono(Indigenous)-Bi-Lingual Incomes vs.English(L3)Outcomes219

5.4.1 Profile of L3 Outcomes219

5.4.2 Oral L1 vs.L3 Outcomes223

5.4.3 L2 vs.L3 Outcomes224

5.5 Students'Attitudes towards L3 vs.L3 Outcomes229

5.6 Bilingual vs.Trilingual Outcomes230

5.7 Students'Views on Bi-Trilingual Experiences232

5.7.1 Comparisons and Contrasts on L2 and L3232

5.7.2 Problems in Learning English238

5.8 Students'Suggestions to English Teachers242

5.9 Chapter Summary245

Chapter 6 Discussion and Conclusion249

6.0 Introduction249

6.1 Major Findings250

6.1.1 Bilingual Education is Insignificant to L3 Learning251

6.1.2 "Inferior"Language(s)Leads to Lack of Self-Confidence252

6.1.3 Applying L1 to L3 Instruction is Unwelcome254

6.1.4 Students'being Good at L2 does not Necessarily Lead to Students'being Good at L3257

6.1.5 English Learning Outcomes Polarize at Junior Grade Two259

6.2 Answers to the Research Questions262

6.2.1 Answers to the First Research Question263

6.2.1.1 Views of the Interviewees263

6.2.1.2 Suitable Introduction about Views of Student Factors265

6.2.1.3 Summary of Answers to the First Research Question267

6.2.2 Answers to the Second Research Question268

6.2.2.1 Problems of Teachers268

6.2.2.2 Problems of Students270

6.2.2.3 Problems of Teaching Material Disconnection272

6.2.2.4 Lack of English Learning Environment272

6.2.2.5 Summary of Answers to the Second Research Question273

6.3 Pedagogical Implications274

6.4 Limitations in the Study276

6.4.1 Subjects Chosen276

6.4.2 Question Design277

6.4.3 Data Analyses278

6.5 Recommendations for the Future Research278

6.5.1 Evidence of Teaching Material Disconnection278

6.5.2 Similarities between L1 and L3279

6.5.3 Parents Enquiry279

6.6 Conclusion280

References283

Appendix Ⅰ Interview Questions for Teachers of English from Ethnic Minority Areas305

Appendix Ⅱ Questionnaire for School Students316

Appendix Ⅲ File Information from the Question-naire Raw Data List of Variables on the Working File327

后记357