English Teaching and Learning in Ethnic Minority Regions in China: Challenges and Opportunities

Abstract

Provision of English for ethnic minority pupils in China has become more common since the turn of the century. This is primarily due to a series of policy documents issued in 2001 by the central education authorities to promote English language education in the country. Recent literature on English provision for minority groups paints a largely gloomy picture of the new phenomenon. There appears to be a consensus that minority students are now facing the daunting task of learning L3, usually English, in addition to the challenge of learning L2, Mandarin Chinese. This chapter focuses on the challenges faced by ethnic minorities in China in learning English. Given the usually unfavourable conditions minority groups are in with regard to geography, economy and social status, minority students seem to experience various cognitive and affective problems and thus are inevitably further marginalized. In some recent studies, however, researchers have found that instead of being further disadvantaged many minority students see the new challenge of learning L3 as an opportunity for empowerment. The author of this chapter provides a holistic and balanced review of this new phenomenon and makes some suggestions for further research.