Trilingual Education and Mongolian Ethnicity  

作　　者：Naran BILIK Has ERDENE 

机构地区：[1]College of Humanities,Guizhou University,Guiyang 550025,China [2]School of Ethnology and Sociology,Inner Mongolia University,Hohhot 010021,China

出　　处：《Frontiers of Education in China》2016年第4期435-454,共20页中国高等学校学术文摘·教育学（英文）

基　　金：The authors are grateful for the general support from the research fund of the School of Social Development and Public Policy at Fudan University.This paper is supported by the funding of China Social Sciences Foundation Western Project“An Empirical Study of Readjusted School Distribution in the Urbanization Process in Pastoral Areas”(牧区城镇化进程中的学校布局调整实证研究,Ref.code:11XSH024);and is also supported by the funding of“Key Symbols of Ethnonationalities in China and Their Influence over Ethnonationality Relations”(我国各民族关键符号及其对民族关系的影响研究,Ref.code:13AZD057);and the China Social Sciences Foundation Key Project“The Identity with the State by Ethnonationalities of China”(中国各民族的国家认同研究,Ref.code:10AMZ003).

摘　　要：Anxieties about Chinese-Mongolian-English trilingual program in Inner Mongolia reflect three linguistic ideologies,that is,the instrumental and the essentialist among Mongolian elites and the assimilationist among Han elites.Mongolian ethnicity is on trial in front of an upsurge of Chinese nationalism.Both pro and con trilingual education elites agree that the Mongolian language should be maintained,but they differ over the ways it is taught.In China,the nationwide drive to go back to“basics”has also encouraged national minorities to keep their traditional culture alive.Such surviving efforts demand a great measure of artful negotiating skills,necessary compromise,and strategic thinking.The trilingual education program in Inner Mongolia serves as a platform on which contending linguistic ideologies confront each other.

关 键 词：trilingual education linguistic ideology Mongolian ethnicity 

分 类 号：H31[语言文字—英语]