Access and Personnel Policy in Minority Language Education: A Case Study at Yúnnán Mínzú University of China

Abstract

China, a country with 56 official ethnic groups, retains approximately 120 minority languages, only a few of which are taught at the tertiary level. Using Kaplan and Baldauf’s (Language and language-in-education planning in the Pacific Basin. Kluwer Academic Publishers, Dordrecht) model of language-in-education policy as a theoretical framework, this study focuses on the access (who studies which language) and personnel (selection of teaching staff) policies and planning of minority language education at universities in Yunnan Province, China. The data in this study are comprised of documents and interviews with eight teaching staff and nine students currently working with minority languages at Yunnan Minzu University. The data are analysed qualitatively to scrutinize the access and personnel policy within the institution, especially with regards to teacher and student recruitment. The study provides insights into the success of, as well as challenges posed by, the access and personnel policies and planning of minority language education in Yunnan Province, China.