Trilingual education in the Inner Mongolia autonomous region: Challenges and threats for Mongolian identity

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Multilingualism is a growing trend globally, as local languages are complemented by national, regional, and international languages in education systems. Without careful sustenance, local identity can suffer under the hegemony of powerful languages and cultures. This chapter analyses the models of trilingual education implemented in three primary schools in the Inner Mongolian Autonomous Region (IMAR) in the People's Republic of China. These schools aim to maintain the linguistic heritage of the Mongolians while preparing students to participate in the social, economic, and political activities of the country through Chinese and English. The chapter uses a southern knowledge perspective to identify the factors influencing the choice of models of trilingual education in the schools and the challenges for the sustainability of the Mongolian language and identity. Copyright © 2017 The Author(s).
Original languageEnglish
Title of host publicationGlobal teaching: Southern perspectives on teachers working with diversity
EditorsCarol REID, Jae MAJOR
Place of PublicationNew York
PublisherPalgrave Macmillan
Pages145-163
ISBN (Print)9781137532145, 9781137525260
DOIs
Publication statusPublished - 2017

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Mongolia
threat
language
education
political activity
multilingualism
hegemony
social economics
school
education system
primary school
sustainability
linguistics
China
trend
student

Citation

Yi, Y., & Bob, A. (2017). Trilingual education in the Inner Mongolia autonomous region: Challenges and threats for Mongolian identity. In C. Reid & J. Major (Eds.), Global teaching: Southern perspectives on teachers working with diversity (pp. 145-163). New York: Palgrave Macmillan.