Exploring the waning interest in Nuosu Yi education in Liangshan, China
Bibliographic Data
| ID | 20506199 |
|---|---|
| Authors | Jiazhou Yao (0000-0003-0508-9270, Southwest Jiaotong University, corresponding author), Marianne Turner (0000-0002-2760-7641, Monash University) |
| Year | 2024 |
| Volume | 27 |
| Issue | 3 |
| Pages | 374-388 |
| Publication date | 2024-03-15 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Bilingual Education and Bilingualism (JOURNAL) |
| Journal identifiers | ISSN: 1367-0050 • E-ISSN: 1747-7522 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13670050.2023.2174373 |
| OpenAlex | W4320484594 |
| Language | EN |
| Citations received | 5 |
| References cited | 28 |
Interest in formal Nuosu Yi language programmes has been waning in Liangshan, China, even though Nuosu Yi continues to be widely spoken among Yi residents. In this paper, we adopt Hornberger (2004. “The Continua of Biliteracy and the Bilingual Educator: Educational Linguistics in Practice.” International Journal of Bilingual Education and Bilingualism 7 (3): 155–171.)’s continua of biliteracy and a translanguaging perspective to explore this phenomenon, and draw on a qualitative study of Yi students’ and their teachers’ language practices in three schools. Data include observations of Yi students’ and teachers’ spoken practices both in casual interactions and formal classroom instruction, and photos of their formal and informal written practices. Findings revealed a literacy-oracy divide in formal Nuosu Yi education: written Nuosu Yi was prioritised at school but was not found to be widely used in daily life. By contrast, spoken Nuosu Yi, which was drawn on frequently by students and teachers in informal interactions, was largely excluded at school due to a highly standardised and literacy-focused institutional setting. The continua of biliteracy and translanguaging allowed a nuanced investigation into different kinds of language practices at school, showing how the existing communicative repertoire of the students was not considered to be an asset in formal education
Casual · China · Formal education · Linguistics · Literacy · Neuroscience of multilingualism · Pedagogy · Political science · Sociology · Translanguaging · Ukrainian · China's Ethnic Minorities and Relations · Linguistic Variation and Morphology · Multilingual Education and Policy · Psychology
Translanguaging
Translanguaging and positioning in two-way dual language classrooms
Directions in sociolinguistics
Translanguaging in Chinese foreign language classrooms
Bilingual education in the 21st century
Translanguaging and named languages
The Continua of Biliteracy and the Bilingual Educator
Translanguaging in a Chinese–English bilingual education programme
Teaching English as a foreign language in China
Test impact revisited
Language and Identity Construction of China’s Rural-Urban Migrant Children
Linguistic landscape in Liangshan Yi Autonomous Prefecture
Language power and hierarchy
Dynamic Bilingualism as the Norm
Theory and practice of bilingual education in China
Bilingual education for the Tujia
The Politics of Bilingual Education and Educational Levels in Ethnic Minority Communities in China
Using thematic analysis in psychology
Translanguaging Identities and Ideologies
Translanguaging in Today's Classrooms
Moment Analysis and translanguaging space
| Citations per year | 5 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |