4 th International Language and Education Conference Bangkok, 6-8 November, 2013 Anwei Feng (...
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Transcript of 4 th International Language and Education Conference Bangkok, 6-8 November, 2013 Anwei Feng (...
4th International Language and Education ConferenceBangkok, 6-8 November, 2013
Anwei Feng ([email protected])
University of Nottingham, Ningbo, China
Reducing Tensions for Additive Multilingual Education through
Research
Outline in Title
Reducing Tensions for Additive Multilingual Education through Research
1. An assumption
2. A concept that begs defining
3. An argument for Additive multilingual education
Ultimately, I argue that high-quality research leads to tension reduction, which is the prerequisite of MLE.
*A research project conducted in China to be used
to illustrate the points.
1. Assumption
Tensions exist regarding MLE in all countries (Example from China) At the policy level: (the Constitution vs Regional policies
and views held by policy makers, e.g., Tsung, 2009) In the literature: while we see notions such as MLE, equality
in education and language rights, we also see ‘to develop a minority region, Chinese should come first’; ‘backward (minority) culture’; ‘resistance to otherness or to advanced Han culture’
On the ground: frequent and fervent debates; doubts of parents
Reasons Behind
‘Greater Han’ mentality (Lin, 1997) or Linguistic fusionism (Teng, 2000)
Concealed assimilation (Feng, 2007)…
Misconceptions with regard to (the value of) minority languages and bilingualism or multilingualism
2. Concept of Additive MLE
Multilingualism – refers in simplistic and general terms to competence in two or more languages. In a situation where a minority group dominates, it typically refers to competence in mother tongue language (L1), national language (L2), and a foreign language (L3).
Additive MLE – developed on the basis of Additive bilingualism to refer to teaching and learning that aim to add L2, L3, … to the linguistic repertoire of a pupil whose L1 is well maintained and developed. If the acquisition of L2, L3, … is achieved at the expense of L1, it is Subtractive.
Terminology Does Matter
MTB-MLE applies to many minority communities where people still speak a minority language as their MT.
Additive MLE applies to all, as some communities such as the Manchu, Tujia, and She are so assimilated that the vast majority speak Mandarin as L1. Attempts to teach / learn their own language are revitalisation programs.
Example of Additive MLE
Additive Trilingual Education (ATE) in many parts of China (Feng, 2013) – programs developed in minority-dominated schools that aim to nurture trilinguals who master not only oracy but also literacy in L1, strong competence in L2, given its absolute importance for life opportunities, and peer appropriate competence* in L3, usually English.
*Peer appropriate competence in L3 means oracy and literacy in L3 comparable to that of the peers of the majority Han group.
Balanced trilinguals or multilinguals are rare. Thus, additive MLE should be defined carefully in accordance with the specific context.
3. The Argument
Arguments are made from three perspectives:i) Economic perspective
Cross-border trade and career opportunities (e.g., Koreans, Russian, etc.)
Tourism that promotes ‘show culture’ (Naxi in Lijiang, Dai in Xishungbanna, Inner M., etc.)
However, economic reasoning is often weak and there is a danger behind over-emphasis on this logic. Many minority languages become endangered owing to this logic, including some with a long history and strong ethnolinguistic vitality.
More Importantly,
It is argued that for MLE for minority groups, it is crucial to go beyond economic reasoning:
ii) Correlationship between bi/multilingualism and cognition: Research in psychology, education, and linguistics has categorically shown evidence of additive bi/multilingualism for children’s cognitive development.
iii) Affective reasoning: Language is an important boundary marker and thus essential part of one’s identity, self-esteem, and human dignity. There is a strong correlation between these and suppression. With one’s confidence in claiming one’s identity etc., comes socio-political stability and ethnic harmony.
Argument in Graphics
Genuine equality, social harmony, and political stability are based on mutual respect, mutual understanding, and empathy in a culturally and linguistically diverse society!
Economic Cognitive Affective
Additive Multilingual Education
Educational and Socio-political Ideals
Questions Arise How can you convince me that there is a correlationship
between bilingualism or multilingualism and cognition in my country/region? Many people I know seem to say the opposite.
Affectively, yes, language is important as far as one’s identity and dignity are concerned. However, there is danger of inculcating Quebec-style nationalism. It seems that the more a member of a minority group is assimilated into the mainstream, the less likely he is engaged in trouble making.
They beg convincing evidence through high quality research!
4. Quality of Research
Less convincing evidence: Data focusing solely on performance in the majority
language (L2) or a foreign language (L3). Data drawn solely from results of standard assessments. Data collected through an over-simplistic (quantitative)
method without taking contextual factors into account. Research that is isolated and thus has poor
generalizability …
Better Data
Convincing data come from: Research that takes the multifaceted nature of minority
education into account: history, geography, economy, demography, political relationship with the majority, ethnolinguistic vitality, etc.
Valid and reliable methodology Ethical research Well-coordinated research projects through concerted efforts
of many teams Strategic dissemination of convincing evidence easy to
understand and overwhelming
Trilingualism-in-China Project
Questions Ethnolinguistic vitality (both objective & subjective) Language allocation in curriculum Perceptions and attitudes of stakeholders
Theoretical underpinning: Threshold hypothesis Instruments
A suite of 12 tools Execution
Field work by 11 regional teams
Vitality at a Glance
Selected regions/prefectures/communities on a continuum in terms of objective ethnolinguistic vitality
Yanbian Qinghai Yunnan Ningxia Xinjiang Liangshan Inner Mongolia Guangxi
Tibet Gansu Guizhou Hong Kong? Guangzhou?
Communities with L1 that has the most vitality
Communitieswith L1 that has the least vitality
Major Findings of Phase 1After 5 years of research, we identified 4 models
adopted in different regions Strong models – Aiming for additive trilingualism
Accretive Balanced
Less effective or weak models – aiming for limited bi- or trilingualism or monolingualism
Transition Depreciative
Revitalisation (in Type 3 communities) Laissez–faire models ‘Political’ models, such as Neidiban
Details on Website
We have set up a website for the project which contains important information for the project, such as project aims, project teams, project outcomes, technical papers, briefing papers, symposia, etc.
Let’s take a lookhttp://www.ied.edu.hk/triling/
Now in Phase 2
Types of Research Questions: What is the situation? (seeking understanding)
e.g., What are the schools really doing? Why is it so? (seeking explanation/interpretation)
e.g., The model is weak. Is it because of the local policies?
What happens when or if …? (taking action to see if the situation can be improved)
e.g., Will it help if I use Model Z in this school?
Action-Oriented Phase
First strand – To impact policy Policy-curriculum-implementation process at
macro-, meso-, and micro-levels for each region What can we do to influence policy/curriculum?
Second strand – To identify (in)effective factors in real practice Factors concerning stakeholders Factors concerning language allocation … What can we do to improve practice?
Third strand – To plan an action How can we promote strong models to promote
additive trilingualism?
Final Remarks Tensions surrounding MLE do exist and need
addressing. MLE needs to be defined very carefully on the
basis of thorough understanding of the context. High-quality research is an effective way to
address tensions at the policy level, given a politically stable environment.
There is a very successful case in China. Evidence shows MLE is most effective through both top-down and bottom-up initiatives!