Models of trilingual education for ethnic minorities in China

China: Trilingualism Putonghua English Minority language

Trilingualism in education • No coherent planned policy (three separate strands) • No official models • Very little research

155 autonomous areas in 64% of national territory 55 ethnic minority groups 106 million people (8.49% of population) Mainly border areas, rural, underdeveloped

Context of ethnic minorities

Our findings came from the first study of trilingualism in education in China: Four models of trilingual education (two strong, two weak)

Strong Models

Found in just a few schools in Yanji City, NE China and in rural Inner Mongolia Very rare! We also researched the factors supporting these models

Knowledge Transfer We have established teacher development programmes in various provinces More than 1600 senior teachers have been trained in the strong models since 2012 Around 880,000 primary school pupils have been affected by the research KT through the teacher development in Yunnan, Qinghai, Jilin, Inner Mongolia and Guizhou

Knowledge Transfer We have also • Developed a teachers’ resource centre in Qinghai • Written policy briefs for national and provincial level

• Been commissioned by the Ministry of Education to write a book in Chinese on policy and implementation • Developed a project website

Knowledge Transfer

We have established the International Association for Multilingual Education and

the Chinese Society for Multilingualism and Multilingual Education

Knowledge Transfer • Held seven annual symposia for researchers, policymakers, teacher educators and teachers (Hong Kong, Kunming, Chongqing, Chengdu, Yanji, Ningbo, Xining) • Produced a large number of journal articles, book chapters, technical papers, etc. • Presented our findings at national and international conferences • Influenced language policy implementation in HKIEd!

• I was given the Kunlun Expert Award by Qinghai Province for my contributions. I have given more than ten lectures and written two reports (in Chinese) for policymakers in Qinghai • I have been named Honorary Professor by Yunnan Normal U, Yanbian U, Qinghai University for Minorities and Qujing Normal U • We have established a group of more than 10 doctoral students to carry out further research in Qinghai, Yunnan, Sichuan and Jilin

• Elected Hon. Secretary, International Association of Multilingual Education, 2014• Elected member, Standing Committee on Teacher Education and Professional Development, National Association of Foreign Language Education of the People’s Republic of China, 2013 (First foreigner) • Named as a Consultant, Office for Poverty Alleviation, Tsinghua University, PRC, 2014 • Editor, Journal of Multilingual Education, 2011-2016 • Visiting Professor, Queens University, Kingston, Ontario, Canada, 23-27 November, 2015

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Feng, A.W. & Adamson, B. (Eds.) (2015). Trilingualism in education in China: models and challenges. Dordrecht: Springer. http://dx.doi.org/10.1007/978-94-017-9352-0 Yi, Y. & Adamson, B. (forthcoming). Life in a trilingual school: perspectives from Inner Mongolia. In Maclean, R. & Myhill, M. (Eds.), Life in classrooms, past, present and future. Dordrecht: Springer. Yi, Y. & Adamson, B. (forthcoming). Trilingual education in the Inner Mongolia Autonomous Region: Challenges and threats for Mongolian identity. In Reid, C. & Major, J. (Eds.) Education dialogues with/in the Global South. London & New York: Palgrave Macmillan. Johnson, E, Ma, F. & Adamson, B. (2016). Developing trilingual education in Western China. In Lee, C.K.J., Yu, Z.Y., Huang, X.H., & Law, H.F.E. (Eds.) Educational Development in Western China: Towards quality and equity (pp.177-190). Rotterdam: Sense. Adamson, B. & Yi, Y. (2015). Trilingual education in Inner Mongolia—signposts for the future of English in Asia? In O’Sullivan, M., Huddart, D. & Lee, C. (Eds.) The future of English in Asia: Perspectives on language and literature (pp.193-206). Abingdon, UK: Routledge. Feng, A.W. & Adamson, B. (2015). Contested notions of bilingualism and trilingualism in the People’s Republic of China. In Wright, W.E., Boun, S. & Garcia, O. (Eds.) Handbook of bilingual & multilingual education (pp.484-494). Oxford: Wiley-Blackwell. Adamson, B. (2015). China’s English: lessons for Asian literacy. In Halse, C. (Ed.), Asia literate schooling in the Asian Century (pp.119-132). Abingdon, UK: Routledge. Adamson, B., Feng, A.W., Liu, Q. & Li, Q. (2013). Ethnic minorities and trilingual education policies. In Besharov, D.J. & Baehler, K. (Eds.) Chinese social policy in a time of transition (pp.180-195). Oxford: Oxford University Press. http://dx.doi.org/10.1093/acprof:oso/9780199 990313.003.0010

• Adamson, B. & Feng, A.W. (2014). Multilingual education: lessons from China. Curriculum Perspectives 34(1), 61-64. • Adamson, B. & Xia, B. (2011). A case study of the College English Test and ethnic minority university students in China: negotiating the final hurdle. Journal of Multilingual Education, 1(1). http://dx.doi.org/10.1186/2191-5059-1-1 • Feng, A.W. & Adamson, B. (2011). Trilingual education in minority regions of China. Comparative Education Bulletin, 13, 47-52. • Adamson, B. & Feng, A.W. (2009). A comparison of trilingual education policies for ethnic minorities in China. Compare, 39(3), 321-333. http://dx.doi.org/10.1080/03057920802436258 • Adamson, B. (2013). Development and minority languages. Norrag News, 49, 38-39. • Adamson, B., Feng A.W. & Yi, Y. (2013). A Framework for the Study of Policy Design and Implementation of Models of Trilingual Education. Technical Paper, Models of Trilingual Education in Ethnic Minority Regions of China Project. Hong Kong: Hong Kong Institute of Education. • Feng A.W, & Adamson, B. (2013). The Study of Ethnolinguistic Vitality. Technical Paper, Models of Trilingual Education in Ethnic Minority Regions of China Project. Hong Kong: Hong Kong Institute of Education. • Feng A.W., & Adamson, B. (2013). Ethnographic Research. Technical Paper, Models of Trilingual Education in Ethnic Minority Regions of China Project. Hong Kong: Hong Kong Institute of Education.

• Feng A.W., Adamson, B. & Dong, F. (2013). Questionnaire and Interview with Principals and Teachers. Technical Paper, Models of Trilingual Education in Ethnic Minority Regions of China Project. Hong Kong: Hong Kong Institute of Education. • Feng A.W., Adamson, B. & Dong, F. (2013). Questionnaire and Interview with Parents. Technical Paper, Models of Trilingual Education in Ethnic Minority Regions of China Project. Hong Kong: Hong Kong Institute of Education. • Feng A.W., Adamson, B. & Dong, F. (2013). Interview with Policy Makers. Technical Paper, Models of Trilingual Education in Ethnic Minority Regions of China Project. Hong Kong: Hong Kong Institute of Education. • Feng A.W., Adamson, B. & Dong, F. (2013). Questionnaire and Interview with Students. Technical Paper, Models of Trilingual Education in Ethnic Minority Regions of China Project. Hong Kong: Hong Kong Institute of Education. • Feng A.W., Adamson, B. & Dong, F. (2013). Classroom Observation Protocol. Technical Paper, Models of Trilingual Education in Ethnic Minority Regions of China Project. Hong Kong: Hong Kong Institute of Education. • Feng A., & Adamson, B. (2013). Ethics in Trilingualism-in-China Research. Technical Paper, Models of Trilingual Education in Ethnic Minority Regions of China Project. Hong Kong: Hong Kong Institute of Education. • Adamson, B. (November 2015). The future of English in China: Implications for teacher education. Keynote presentation at the Sixth National Conference on Foreign Language Teacher Education and Development, Yunnan Normal University, Chenggong, Yunnan, PRC, 12-14 November 2015.

Adamson, B. (October 2014). English and trilingual education in China. Invited paper at Yunnan Normal University, Chenggong, PR China. Adamson, B. (July 2014). Marginalized languages and marginalized identity. Invited lecture, Liverpool Hope University, UK. Adamson, B. (November 2013). Trilingual education policies and practices in Hong Kong. Invited paper, International Symposium on Multilingualism, Identity, Education – European and East Asia Perspectives, Luxembourg University, Luxembourg. Adamson, B. (October 2013). Teaching English in rural China. Invited paper at Yunnan Normal University, Chenggong, PR China. Adamson, B. (April 2013). Models of trilingual education in China—signposts for the future of English in Asia? Keynote paper at the “Future of English in Asia: Perspectives on Language and Literature” Conference, Chinese University of Hong Kong. Adamson, B. (October 2012). Teaching English in rural China. Invited paper at Yunnan Normal University, Chenggong, PR China. Adamson, B. (November 2011). A sociolinguistic study of English in China. Invited lecture, Annual Meeting of Chartered Institute of Linguists, Hong Kong Society.

Adamson, B. (January 2015). Social equity, language policies and ethnic minorities in China. Paper presented at the 13th Annual Hawaii International Conference on Education, Honolulu, Hawaii, USA.

Adamson, B. (November 2014). China’s English and Asian literacy. Paper presented at the Asia Pacific Educational Research Association International Conference, Hong Kong Institute of Education, Hong Kong. Adamson, B. & Yi, Y. (November 2013). Language-in-education policies in Inner Mongolia: Empowerment and identity. Paper presented at the CIES Western Region Annual Conference, UC Los Angeles, CA, USA. Adamson, B. (October, 2012) Ethnic minorities and trilingual education policies in China. Paper presented at the Comparative and International Education Society Western Annual Conference, Arizona State University, Phoenix AZ, USA. Adamson, B., Feng, A.W., & Dong, F. (October, 2011). Trilingual education policies for ethnic minorities in China. Paper presented at the Fourth Worldwide Forum for Comparative Education, Beijing Normal University, Beijing, China. Adamson, B. (February 2008). A comparison of trilingual language education policies for ethnic minorities in China. Paper presented at the CESHK Annual Conference, Hong Kong Institute of Education.

谢谢! Thank you! Bob Adamson [email protected]