Trilingualism in education: Models and challenges

Research output: Chapter in Book/Report/Conference proceedingChapters

Abstract

This concluding chapter discusses a number of themes emerging from the book, in order to present a consolidated view of trilingualism in education in China. It presents a detailed discussion of the four models of trilingual education identified in earlier chapters—the Accretive, Balanced, Transitional and Depreciative Models, and argues that the Accretive and Balanced Models of trilingual education possess substantial potential to foster additive trilingualism in students, thereby granting numerous social, political, economic and educational advantages to students and Chinese society. In comparison, models such as the Transitional and Depreciative Models, which promote limited trilingualism or essentially aim to achieve solely bilingualism or monolingualism, are weak. However, popularising the strong models of trilingual education requires overcoming considerable challenges, such as establishing a consensus among stakeholders, setting realistic linguistic targets, and flexibly taking local contextual factors into account when implementing the strong models. Copyright © 2015 Springer Science+Business Media Dordrecht.
Original languageEnglish
Title of host publicationTrilingualism in education in China: Models and challenges
EditorsAnwei FENG, Bob ADAMSON
Place of PublicationDordrecht
PublisherSpringer
Pages243-258
ISBN (Electronic)9789401793520
ISBN (Print)9789401793513
DOIs
Publication statusPublished - 2015

Citation

Adamson, B., & Feng, A. (2015). Trilingualism in education: Models and challenges. In A. Feng, & B. Adamson (Eds.), Trilingualism in education in China: Models and challenges (pp. 243-258). Dordrecht: Springer.

Keywords

  • Trilingualism
  • Language policy
  • China
  • Chinese
  • English
  • Ethnic minorities

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