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BL
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| Record Number
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861226
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| Main Entry
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LaMuCuo, YiXi
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| Title & Author
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Becoming bilingual in school and home in Tibetan areas of China : : stories of struggle /\ YiXi LaMuCuo.
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| Publication Statement
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Cham, Switzerland :: Springer,, [2019]
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| Series Statement
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Multilingual education ;; Volume 34
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| Page. NO
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1 online resource (196 pages)
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| ISBN
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3030146685
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: 9783030146689
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9783030146672
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| Notes
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4.4.2 The Interpreted Story: The Tibetan Identity Was Rejected
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| Bibliographies/Indexes
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Includes bibliographical references.
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| Contents
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Intro; Foreword; Abstract; Acknowledgements; Contents; List of Figures; List of Table; Chapter 1: Introduction; 1.1 The Significance of Sharing Tibetan Bilingual Learners' Stories; 1.2 Myself in the Study; 1.3 Context; 1.3.1 Tibetans in China; 1.3.2 Tibetan Religion and Education; 1.4 My Five Participants; References; Local Documents; Internet Sources; Chapter 2: Understanding Bilingual Stories: Literature Review; 2.1 Introduction; 2.2 Bilingualism; 2.2.1 Definition of Bilingualism; 2.2.2 Different Types of Bilingualism; 2.2.3 Necessity of Bilingualism for Speakers of Minority Language
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2.3 The Development of Identity2.3.1 Identity as a Representation; 2.3.2 The Role of Language in Developing Identity; 2.4 Bilingualism and Education Around the Globe; 2.4.1 Educational Policy Towards Bilingual Education and Minority Children; 2.4.1.1 Majority Language Only Policy; 2.4.1.2 Majority Language Only in Chinese Education; 2.4.1.3 Bilingual Education for Minority Children; 2.5 Brief Review of the Implementation of the Minority Education Policy in the Tibetan Context Since 1959; 2.5.1 Tibetan Language Treasured (1949-1957)
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2.5.2 Tibetan Language Disappears from School Curriculums (1958-1977)2.5.3 The Period of Revival of the Tibetan Language in School Curriculum (1977-1990); 2.5.4 Minority Education Policy Focuses on "Diversity in Unity" (1990 Onwards); 2.5.5 Education Policy Focuses on Xizang Ban in the Tibetan Autonomous Region (1984- ); 2.5.6 The Gap Between Tibetan Identity and Ethnic Minority Under the Patriotic Education in Schools in Tibetan Areas; 2.6 Theoretical Frames to Understand Bilingualism; 2.6.1 Bronfenbrenner's Ecological Theories; 2.6.2 History in Person; 2.6.3 Language as a "Repertoire."
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2.7 SummaryReferences; Local Documents; Chapter 3: Finding Stories: Methodology; 3.1 Introduction; 3.2 The Research Approach I Am Using in My Study; 3.2.1 What Is Ethnography?; 3.2.2 Why Ethnography Is Appropriate for This Study; 3.3 Inviting Stories: Narrative Method; 3.3.1 What Is Narrative Method?; 3.4 Life History Interview in This Research; 3.4.1 Different Methods to Carry on Life History Interview; 3.4.2 Participants: Their Background and Selection; 3.5 The Importance of Documents; 3.6 Field Notes; 3.7 What Language I Used in Interviews; 3.8 Listening Their Voices: Data Analysis
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3.8.1 Biographic-Narrative-Interpretive Method (BNIM)3.8.2 Narrative Analysis; 3.8.3 Narrative in Three Layers; 3.9 Organizing My Data; References; Chapter 4: Gegan's Story; 4.1 Introduction; 4.2 Introduction of Gegan; 4.2.1 Narrative of Selecting Gegan; 4.3 Gegan's Story: Stage One -- Language Experience in a Village; 4.3.1 Gegan's Account; 4.3.2 The Interpreted Story; 4.3.2.1 Daily Language Interaction in Xiamotso; 4.3.2.2 Context: The Story Took Place in Xiamotso; 4.4 Stage Two: Learning Experience in a Chinese Primary School; 4.4.1 Gegan's Account
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| Abstract
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This book contributes significantly to our understanding of bilingualism and bilingual education as a sociocultural and political process by offering analyses of the stories of five Tibetan individual journeys of becoming bilingual in the Tibetan areas of China at four different points in time from 1950 to the present. The data presented comprises the narrative of their bilingual encounters, including their experiences of using language in their families, in village, and in school. Opportunities to develop bilingualism were intimately linked with historical and political events in the wider layers of experiences, which reveal the complexity of bilingualism. Moreover, their experiences of developing bilingualism are the stories of struggle to become bilingual. They struggle because they want to keep two languages in their lives. It illustrates their relationship with society. They are Tibetans. L1 is not the official language of their country, but it is the tie with their ethnicity. It addresses bilingualism linked with the formation of identity. The unique feature of this book is that it offers a deep understanding of bilingualism and bilingual education by examining the stories of five individuals learning experiences over a period of almost 60 years.
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| Subject
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Bilingualism-- China.
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| Subject
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Language acquisition.
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Second language acquisition.
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Bilingualism.
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Language acquisition.
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Second language acquisition.
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| Subject
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China.
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| Dewey Classification
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306.446089951
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| LC Classification
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P115.5.C6L35 2019
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