Aided by big-data technology and artificial intelligence, automated writing evaluation (AWE) systems aim to help students engage in self-regulated learning and improve their academic writing in the digital era. While much research on student engagement with AWE systems has been conducted in mainstream classrooms, little attention has been paid to…

This paper explores the complexities behind the educational decisions of Tibetan parents on sending their children to the interior cities for dislocated secondary education. Drawing on qualitative data through multiple methods, we find that their educational decisions are driven both by a rational calculation of the benefits and costs and by a…

Since 2015, China has established a 'Group Form of Educational Aid for Tibet' programme to dispatch ethnic Han majority teachers from inland cities to teach in Tibetan schools for a short period of time. Through the programme, the state aims to offer the gift of educational development to this highland area with a concentrated Tibetan minority…

This study examines the cultural contents in one textbook series, which is currently in use for English as a foreign language (EFL) education among ethnic Mongol junior high students in Inner Mongolia, China, to understand the representations of multiculturalism and underlying power relations that appear in them. Applying Kachru and Nelson's model…

This paper examines Tibetan ethnicity by studying the language ideologies among Tibetan students and their persistent roles in shaping ethnic boundaries at a Minzu University (MU). MU attracts the highest achieving ethnic minority students throughout China and explicitly aims to turn them into patriotic minority cadres. Hosting extremely…

This case study investigates how a cohort of Myanmar ethnic minority students' language ideologies shape their Putonghua learning and educational trajectories at government schools and Chinese supplementary schools in the borderland next to China. The data were collected through semi-structured interviews and from the participants' autobiographies…

In mainland China, most ethnic minority students today face the challenge of learning three languages in schools, namely, their home language (L1), Mandarin Chinese (L2) and a foreign language, usually English (L3). Research into trilingual education for minority groups has been most active since the turn of the twenty-first century. This paper…

China's diversity of minority groups, marked by many languages and cultures, has led to much push and pull experience between homogenising forces and indigenous cultures. This is apparent in its bilingual education programme for ethnic minorities, among which Korean diaspora communities are to be counted. Korean-Chinese people in China have been…

Language education for ethnic majority and minority students alike has recently received much policy attention in the People's Republic of China. An outcome of this policy attention is the Chinese-English bilingual education initiative which turns on the use of English as a medium of instruction for Han majority students at the primary and…

Language is not only a method of communication, but also a mechanism of power. The ethnographic research reported in this article documents how a group of Korean students, who are participating in a bilingual Korean school in Northeast China, construct their language attitude and practice. Research findings indicate that the Korean students value…

Examines statistics on minority illiteracy from the 1990 Chinese national census across age groups in relation to China's changing language policy among three types of minority communities: those with writing systems of historically broad usage; those with historically limited usage; and those without functional writing systems. (Author/VWL)

Discusses the politics of bilingual education for minorities in China. The article notes that such education has been provided in some minority schools as a part of the government's policy to improve relationships with ethnic minorities in China. (24 references) (Author/CK)