Developing trilingual teacher training in Xinjiang, in China ---status quo, issues and challenges

1. Developing trilingual teacher training in Xinjiang, in China---status quo, issues and challenges Name: Ping Zhang Supervisors: Prof Anwei Feng and Dr Enlli Thomas University: Bangor University, UK

2. Outline • Background of the research • Research questions • Methodology • Preliminary results

3. Background of Xinjiang • 1.66 million km2, occupies one sixth of the country’s total land mass • Borders eight countries: Kazakhstan, Kyrghistan, Tajikistan, Russia, the Republic of Mongolia, India, Pakistan, and Afghanistan • Population: 22.08 million (National Bureau of Statistics of China, 2011)

4. Background of Xinjiang • 13 main ethnic nationalities that are officially recognized; 60.68% of the total population • Han, Hui and Manchu • Uyghur, Kazak, Kirghiz, Uzbek, Tatar, • Russian, Tajik, Mongol, Xibe, Daur • Uygur is the largest group in this region, 10.52 million/ 45.2%(National Bureau of Statistics of China, 2012). • Two official languages: Uyghur and Mandarin Chinese

5. Bilingual Education (BE) in XUAR BE has a long, uninterrupted history since 1950: • 1950-1976: ‘Minwen wei zhu’ (mainly on Minority language) • 1977-1991: ‘Minhan Jiantong’ (Minority language and Mandarin Chinese Bilingual) • 1992- present: Implementation of BE • 1992-2004: the experimental stage of BE • 2004- present: Implementation and Promotion of BE (Li, 2012)

6. The three models of BE (Regional Government Document, 2008)

7. The two models of BE since 2011 (Regional Government Document, 2011)

8. The promotion of BE in XUAR Xinjiang Educational Statistics (2000-2010)

9. The issue Up until the end of 2009, 2.09 million minority students had not received BE. However, there were only 18,340 bilingual teachers in this region (Anatulla, 2009). • 2,090,000 / 30 = 69,667 (one bilingual teacher per class) • 18,340 • 51,327

10. Trilingual Education in XUAR • With increased recognition of the importance of foreign language acquisition for economic development, an increased emphasis has being placed on trilingual or multilingual education. • English language was added in the curriculum in some regions where the condition is appropriate in XUAR in 2001 (Tai, 2008), trilingual education in XUAR is hampered by the significant lack of skilled multilingual teachers within the education system (Ma, 2006; Aibiban, 2011).

11. Aims and objectives of my research • The principal aim of this study is to understand the current practice and identify issues, so as to identify effective models for trilingual teacher training in the specific context of XUAR, where there is a tension between the political agenda and educational ideals. • Theoretically, the research aims to search for a model that is both pedagogically sound and socio-politically feasible, that is, balancing politics and educational ideals. • Practically, the findings will hopefully improve the current practice from different perspectives, including curriculum design in the English department, physical environment and the methodology aspect.

12. The Research Questions • What is the status quo of trilingual teacher training in XUAR? • To what extent are existing policies and practices consistent with the goal of trilingual teacher training (e.g. curriculum, pedagogy, selection of learning resources, student evaluation, school-community linkages, etc.)? • What can be done to change or improve the practice of trilingual teacher training in XUAR (e.g. in local curriculum decisions, instructional strategies, selection of textbooks and resources, student discipline, links with the community and parents, links with future employers, etc.)?

13. Teacher Training University • In XUAR, a teacher training university (TTU ) is the main university for pre- and in-service teacher training • The foreign language department in this University is responsible for the training of trilingual teachers. • Therefore, this department was the focus for the empirical research undertaken.

14. Methodology questionnaires semi-structured interviews observations • A multi-method approach was adopted for the three main stakeholders of the trilingual teacher training programme in TTU. It involved ethnographic and case study approaches.

15. Questionnaires • The survey was conducted among 55 teachers and 191 students • The questionnaires and the answering sheets were presented in two versions, one was in Mandarin and the other was in Uyghur which is the mother tongue of the majority of ethnic minority students. (70% MV)

16. Interviews • The follow-up interviews were conducted with improved questions and issues that need to be explored further after pilot studies and questionnaire survey discussed above. • They were carried out with 10 students (6 minority students and 4 Han students), 7 teachers (4 minority teachers and 3 Han teachers) and 2 policy maker in this project (including pilot interviews).

17. Observations • Observations included visiting school, classrooms, dining hall andrestaurants around the university during the field work. • Four lectures which were presented by 2 minority teachers and 2 Han were also attended in order to get more rich data and improve the validity and reliability of this research.

18. Data analysis • The Quantitative Data • from questionnaires • is being analyzed using SPSS 20 • The Qualitative Data • from interviews, memo, field notes, etc. • is being analyzed using Nvivo 9 software.

19. Preliminary results • 191 students • 87 Han Students and 104 Minority Students • 31 Male; 160 Female • 83 from Southern XJ; 98 from Northern XJ • 102 from City and Town; 89 from Rural Area

20. Preliminary results • 55 teachers • 26 Foreign language department and 29 other departments • 13 Minority teachers; 42 Han teachers • 19 Male; 35 Female; 1 missing • 16 Bachelor degree; 36 Master degree; 2 Doctoral degree; • 11 teaching assistants; 29 lecturers; 15 associate professors

21. Preliminary results There are three words of high frequency during the data analysis • Choice • Difficulty • Difference

22. Choice • “Didn’t choose English as my major” (19.8%; 38/191) • “No chance to learn English when I was in the primary school” (82%; 68/84) • “Want to learn minority culture lessons but the subject was not offered in the curriculum” (51.4% Han; 77% Min) • “Experiencing difficulty in learning subjects in Mandarin, but no other choices for language instructions” (48%)

23. Difficulty • Have difficulty in learning in Mandarin, but pretend they understand what the teacher has taught, because they can’t express properly in Mandarin (69.5%;54% fail in HSK/MHK ) • Undertook private language tutoring, outside university (teacher/ students) (80% necessary 37% have attended) • Want to learn and communicate with each other, but limited connections between them. (88.9%Min; 67%Han)

24. Difference • Different curriculum, textbooks, dormitory, different treatment e.g. classroom arrangement (Minority and Han) 35%min • Different languageassessments and different requirement for getting the certificate (HSK/MHK for Minority and English test for Han) • Min kao Min and Min kao Han • Geographical difference is huge (e.g. Students’ language level, "Have you learned E before entered the university", no, 85% from S; 95% villiage)

25. Bibliography Abello-Contesse, C., Chandler, P. M.,Lopez-Jimenez, M. D. and Chacon-Beltran,R. (eds.), 2013, Bilingual and Multilingual Education in the 21st Century-building on Experience , UK: Multilingual Matters Aibiban , Y., 2011, Bilingual Teaching in Xinjiang Minority Primary and Secondary Schools: Problems and Solutions, Xinjiang: Journal of Xinjiang Education Institute, Vol.27,No.2, pp.38-41 Anatulla, G., 2009, Xinjiang Diqu Shuangyu Jiaoyu Xianzhuang yu Zhanwang – Cong Tianye Diaocha Shijiao Kaocha (Preset Situation and Prospect of Bilingual Education in Xinjiang: A Survey in the Perspective of Field Investigation), Beijing: Journal of Research on Education for Ethnic Minorities, Vol. 20, No. 1 Baker, C., 2011, Foundations of Bilingual Education and Bilingualism (5th edition), Bristol: Multilingual Matters Cenoz, J. and Etxague, X., 2013, From bilingualism to Multilingualsim: Basque, Spanish and English in Higher Education, in Abello-Contesse, C., Chandler, P. M.,Lopez-Jimenez, M. D. and Chacon-Beltran,R. (eds.), 2013, Bilingual and Multilingual Education in the 21st Century-building on Experience , UK: Multilingual Matters Li, R. Z., 2012, Shuangyu Jiaoyu Shilun (Ten issues discussed on Bilingual education), Xinjiang: Xinjiang Renmin Publisher Liu, J. and Cai, W.B., 2010, An empirical analysis of the relationships between population structure and the development space of bilingual education in Xinjiang. Journal of Bingtuan education institute, Vol. 20, No 4 Ma, W. H., 2006, A Report of Bilingual Teacher Training among Primary and Middle Schools Minority teachers in Xinjiang, Xinjiang: Journal of Xinjiang University, pp.84-90 Tai, Z.M., 2008, Sichuang Minzu Gaoxiao ZangHanYing Sanyu Jiaoyu Jianxi (Simple Analysis on Tri-lingual Education of Tibetan, Han and English in the Colleges in Sichuan Province), Sichuang: Journal of Chengdu University, Vol.22, No.7, pp. 61-63 Yuan, L., Cao, R. and Lu, X.B., 2009, KangPa Zanqu Sanyu Jiaoyu Kechixu Fazhan Tanjiu, Journal of Kangding Nationality Teachers College, Vol. 18, No.6, pp.78-81

26. Thanks/Rahmat / Xie Xie Questions Comments

27. Queries • Is it methodologically feasible to get back to the field again to collect data? • Different or contradictory results from questionnaire survey and interviews (stated satisfied with curriculum provided in QS, but unsatisfied in interview)