Acceso usuarios
Hongli Dong, Lijuan Yu
Bilingual education has been officially implemented at minority schools in Liangshan, Sichuan, P.R. China, for over 30 years. The benefit is evident. It helps significantly reduce the number of dropouts because bilingual education ensures the monolingual Yi pupils to start learning with their mother tongue. Consequently, more Yi students can go for higher levels of education. However, since the dominant Han culture is exerting strong influence upon the Yi, the Chinese language is paid great attention in its bilingual education and the education of the Yi language is watered down. To change this, the prefecture government hopes to find a way, through appropriate policy process, for the Yi students to maintain the minority language and at the same time master the national lingua franca Chinese. But the central–local conflicting policies put the stakeholders in dilemma. The present article attempts to investigate the status quo of bilingual education and its policy process in Liangshan so as to interpret the dilemma and hopefully provide reference for policy improvement.
