Qinsheng Zhou: Ethnic Minority Languages in China: Policy and Practice

Spolsky, Bernard

doi:10.1007/s10993-020-09574-w

Cited by 3 publications

(1 citation statement)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…After the establishment of the People's Republic of China in 1949, the promotion of Mandarin was paralleled by the establishment of Chinese Hanzi as the modern written Chinese to tackle urgent problems of illiteracy and a lack of popular education (Spolsky, 2014). Though the national policy claims that Mandarin is designated as the standard language while the minority languages and language varieties are encouraged to be used freely (Valdés, 1995), the fact is that use of other languages except Mandarin is decreasing (Spolsky, 2021;Dwyer, 2016;Shen, 2016;Roche & Tsomu, 2018). This includes Shanghainese.…”

Section: Language Shift In Shanghai: Colonisation and Centralisationmentioning

confidence: 99%

Multilingualism of Shanghai Indigenous Residents

Wang¹

2023

OJML

View full text Add to dashboard Cite

This assignment analyses and researches the multilingual characteristics of Shanghai's local residents because of the controversial definitions of multilingualism. Under national language policy of Mandarin promotion, Shanghai dialect is in danger and should be cared for. It is a qualitative research based on the data from literature. From historical perspective, three languages frequently used in Shanghai are discussed and it turns out their connection of coexistence rather than competition. It also reveals that Shanghai indigenous residents are multilingual among Mandarin, Chinese and English.

show abstract

Section: Language Shift In Shanghai: Colonisation and Centralisationmentioning

confidence: 99%

Multilingualism of Shanghai Indigenous Residents

Wang¹

2023

OJML

View full text Add to dashboard Cite

show abstract

Speech and Sign

Edelman

2022

The Consciousness Revolutions

View full text Add to dashboard Cite

Do we need critical educational linguistics?

Spolsky

2022

Educational Linguistics

View full text Add to dashboard Cite

Over the past 30 years, the term “criticality” has become increasingly common in studies of educational and applied linguistics. Derived originally from the work of the Frankfurt School and widened by the linguistic turn in the writing of Habermas, the first linguistic sub-field was Critical Discourse Analysis, proposed by British scholars. In 1990, Alastair Pennycook called for critical applied linguistics, and in 2021 traced its expansion over thirty years. Given the steady deterioration of the modern world and its effects on language teaching and use, there is good reason to encourage critical approaches to educational linguistics and to seek solutions to the current crises. But continued critique without solutions in praxis is not desirable.

show abstract

Qinsheng Zhou: Ethnic Minority Languages in China: Policy and Practice

Cited by 3 publications

References 6 publications

Multilingualism of Shanghai Indigenous Residents

Multilingualism of Shanghai Indigenous Residents

Speech and Sign

Do we need critical educational linguistics?

Contact Info

Product

Resources

About