In order to distinguish between language-related ideologies, Ruiz (1984) proposed three language orientations, namely 'language-as-problem', 'language-as-right' and 'language-as-resource'. Although this typology has been applied to various countries and regions around the globe, relevant research in China, a multi-ethnolinguistic country, remains limited. Through a review of China's minority language policies and relevant literature, this paper explores the application of Ruiz's theory to the context of China and proposes two possible directions which can complement this theory. Firstly, the study found that there are different layers, complexities, and even contradictions under a broad/unified language orientation, and that minority languages can be simultaneously positioned as a 'right', a 'resource' and a 'problem'. Secondly, by investigating a particular ethnic minority language (the Nuosu Yi language), the study found that the written (literacy) and spoken (oracy) skills of the language can be positioned differently in language-in-education policies and practices. We therefore propose that a critical 'biliteracy continua' lens (Hornberger 2004) can provide further analytical nuance to the language orientations put forward by Ruiz (1984).