Exploration on the Development of Multilingual and Multicultural Education in Yanbian University

1. Exploration on the Development of Multilingual and Multicultural Education in Yanbian University Zhang Zhen'ai, Li Guanghe

2. Outline • 1. Introduction • 2. The instruction language • 3. Three-language Education System in YBU • 4. Four-language Education System in YBU • 5. The College Foreign Language Education System (FL1→FL2)

3. 1. Introduction—YKAP • Yanbian Korean Autonomous Prefecture (YKAP) in Jilin Province • Korean compact community • The largest Korean populous in China • Korean ethnic students——Korean-Han bilinguals • Korean is mother tongue； • Chinese language from Grade 1 in primary school to Grade 3 in senior middle school. • Students in ethnic schools accept the foreign language education (Japanese or English).

4. 1. Introduction—Yanbian University (YBU) • Yanbian University (YBU) was founded in 1949 in Yanji. • The 1st ethnic university founded by the Communist Party of China (CPC). • YBU is one of the National 211-Project Key Construction University; It is an important prop of economic and social development in Yanbian area. • Now there are more than 23,000 full-time studentsenrolled on-campus, and over 600 overseas students. • Until now, more than100,000 students graduated.

5. YBUin Northeast Asia Russia Foreign Language Japan Teaching & Curriculum System korean peninsula

6. Development Periods • (1) Change in the combination of the instruction language • (2) Establishment of Three-language Education System in YBU • (3) Development of Four-language Education System in YBU • (4) Development of the College Foreign Language Education System (FL1→FL2)

7. In each period, YBU followed the national education policy and ethnic policy, adjusted education system and talents cultivation goal; gradually formed the multilingual talents educational system. national education policy & ethnic policy actual situation in YBU Education system & Talents cultivation goals Multilingual & Multicultural Education System

8. National Policy • Common Program of the Chinese People's Political Consultative Conference (1949) • Pilot Plan on Training of National Minority Leaders (1950-11-24) • First National Minority Education Conference (1951-9)

9. National Policy Common Program (1949) • The Government should help the masses of all ethnic minorities develop their political, economic, cultural and educational construction undertakings. • Every national minority has the freedom to develop their languages, and to preserve or reform their customs and religious beliefs.

10. National Policy Pilot Plan (1950-11-24) • National minority schools should hire translation staff to assist in teaching, and classes and courses must be taught in minority languages should gradually achieve teaching in languages commonly used within respective minority groups. Minority students of long-term classes should learn Han language in addition to their minority languages.

11. National Policy Report of the First National Minority Education Conference (1951-9) • For ethnic minorities having currently in use common languages, teaching must be done using minority languages in elementary and middle schools. For minorities who have independent languages but be lack of characters or have insufficient characters, while reforming or creating the characters, education should be conducted in the Han language or the languages habitually used by respective minority groups on a voluntary basis. Ethnic minority schools at all levels should set up the Han language course according to the needs and willingness of the local ethnic minorities.

12. 2. TheInstruction Language • Candidates • Only ethnic Korean students before 1959 • 1959, recruited a certain number of Han nationality students • Korean : Han = 7:3 • Chinese language was added into the instruction language in YBU from 1959. • Change in the combination of the Instruction Languages • Only Korean before 1959 • Korean & Chinese from 1959

13. 3. Three-language Education System in YBU (1949-1996)

14. Instruction language • Korean and Chinese co-exist as the instruction language in YBU. • Three-language Education System • Three kinds of language courses in the curriculum • Korean language course • Chinese language course • Foreign language course • Russian • Japanese • English

15. 1949-1959 • In 1949, the enrollment objects • Only ethnic Korean students • In 1950, the basic educational principle of YBU • Train teachers for junior and senior middle schools. • In 1955, the nature of YBU was formulated • A socialist ethnic university guided by the Marxism under the leadership of the CPC.

16. 1949-1959 Setting of Disciplines and Majors training teachers for junior and senior middle schools (1950) Korean language & literature Chinese language Russian language Politics normal departments: Arts, Sciences and Engineering History Geography Mathematics Physics Chemistry

17. 1949-1959 Russian language major • Domestic political situation in 1950—learnt from the former Soviet Union. • The Russian language major was established in 1950, but was canceled in 1954 due to short demands. Chinese language major • Chinese language teachers for the ethnic Korean middle school were urgently needed in 1955. • The Chinese language major limited to Korean ethnic students was set. • Objective: Chinese Teachers for the ethnic Korean middle school, and also Korean-Chinese translators.

18. 1949-1959 Curriculum • Non-language Majors • Compulsory common basic course: • Foreign language • Latin for medical discipline • Russian for agriculture discipline • Chinese language • Marxism-Leninism • political economy 16% of the total class hours

19. 1949-1959 Curriculum of Language majors during 1949-1959

20. 1949-1959 Summary • Although the instruction language during 1949 to 1959 was limited to Korean, the curriculum including three languages education was set up from the very beginning of establishment . • All the ethnic Korean students in YBU could gain the chance of strengthening their Chinese learning based on mother tongue, and meanwhile learning a foreign language.

21. Train teachers for junior and senior middle schools (1949-1959) Train teachers for middle school as well as teachers and researchers for colleges 1959-1966 • TrainingGoal

22. 1959-1966 Change in Curriculum • Chinese language(汉语课------全校公共必修课) • Strengthened the Chinese language education: 4 hours/week to 6 hours/week • Extended the learning duration: 1st Grade to 3rd Grade • Increased the proportion of Chinese as instruction language • Foreign language(全校公共必修课) • Foreign language course was added in 1962 • Han nationality students were required to choose the foreign language • Korean and the other ethnic students who have a good command of the Han language, could learn the foreign language

23. 1966-1976 Training Goal during Cultural Revolution Trainteachers for middle school as well as teachers and researchers for colleges(1956-1965) ordinary workers

24. 1966-1976 Disciplines and majors • The Korean language major(朝鲜语专业) facing to the Han nationality was added, to cultivate translators for foreign affairs.

25. 1966-1976 Non-language Major

27. 1966-1976 Summary • Trilingual education system was also guaranteed in the teaching program. • Foreign language was still included in the compulsory common course.

28. 1977-1984 • 1977, “Cultural Revolution” came to an end. • Reform and opening policy was adopted in China.

29. 1977-1984 Training Goal • 1977--Train the secondary school teachers with socialist consciousness, knowledgeable, and loyalty to the educational career of the Party. (Korean department also train Korean language workers, translators). ordinary workers(1966-1976)

30. 1977-1984 Disciplines and Majors • In 1977, 9 undergraduate majors were recovered • theKorean language and literature • the Chinese language and literature • the Korean language limited to the Han nationality • the Chinese language limited to the Korean ethnic • English major was added in 1983. • Japanese major was added in 1979. • In 1982, a specialist Chinese language major facing to Korean ethnic leaders was added.

31. 1977-1984 • Foreign language courses had been still in the compulsory common course for non-language majors Russian liberal arts Japanese Japanese science English

32. 1977-1984 • Language Major——English Major in 1983

33. 1977-1984 • Language Major——Japanese Major in 1980

34. 1977-1984 • Language Major——Chinese Major in 1980

35. 1977-1984 • Language Major——Korean Major(朝鲜语言文学专业) in 1980

36. 1985-1996 • In 1985, Decision on Reforming the Education Structure was issued by the Central Committee of the CPC, which marked the new era of all-round reform on socialist education.

37. 1985-1996 A reform on teaching content • Enhanced public compulsory foreign language courses • Added class hours; • The foreign language course in agricultural college adopted the gradation teaching, night school and after-class instructions were took to help students improve English level. • Enhanced Chinese-language teaching • The optional Chinese language course was added respectively in the medical and the medicine majors in 1985 and 1986.

38. 1985-1996 • Language Major ——English Major in 1985

39. 1985-1996 • Language Major ——Japanese Major in 1985

40. 1985-1996 • The Russian language major was recovered and belonged to the Foreign Language Department in Set. 1993. • Specialist Business English major was tried in April, 1994. • Specialist Japanese language major was added in agricultural college in 1994. • The Chinese language major facing to the ethnic Korean , the Chinese language and literature, the English language, and the Japanese language were re-arranged into pedagogical undergraduate majors. • Major of Korean language and literature belonged to the pedagogical three-year specialist major. • Some of the pedagogical majors directionally recruited specialist ethnic Korean students.

41. Curriculum in 1995 • Language Major ——English Major in 1995

42. Curriculum in 1995 • Language Major ——Japanese Major in 1995

43. Curriculum in 1995 • Language Major ——Russian Major in 1995

44. Curriculum in 1995 • Language Major ——Korean Major in 1995

45. Summary • In other words, from the very beginning of establishment of YBU, in the curriculum for each major, we could find the shadow of three languages education system. • All the Korean ethnic students in YBU could get the chance of strengthening their Chinese learning based on mother tongue, and meanwhile learning a foreign language.

46. 4. Four-language Education System in YBU (1997-2014)

47. 4.1 Language Majors 4.1.1 English Major Background： • Global economic integration and cultural diversity; Pre-requisite: • Ethnic Koreans’ bilingual and bicultural construction characteristics; • Korean's advantages in learning Japanese.

48. 4.1.1 English Major • In 1997, " English, Japanese, Chinese, Korean " four languages major was developed in the English Department of YBU. • Language Combination in the Mode： • English(1st foreign language) • Japanese (2nd foreign language) • Chinese (second language) • Korean (mother tongue)

49. 4.1.1 English Major Training objectives: • This mode, taking students having already learnt Korean, Chinese and Japanese as educated subjects, strenthens professionalEnglish education in the college process. • Throughthe integrated education of four language competence, train composite multi-lingual talents with practical ability and trans-cultural competence in foreign affairs, trade, education, culture, tourism departments doing translation, teaching and managements .

50. 4.1.1 English Major Training talents with four languages and the curriculum system • 1 ) single language education stages, including the professional foreign language courses, second foreign language courses ( Japanese skills training ), bilingual course group ( standard Korean-Han bilingual ). • 2 ) the integration education of four languages, including course integration group of four languages . • 3 ) Language application education stage, including market-oriented elective course group (make four languages talents be in line with the market ). The core of the system is " professional foreign language courses ", requiring students to master English professional knowledge and reach professional English level.