Introduction: multilingualism and multilingual education in China

Abstract

ABSTRACT In recent years, the field of multilingual education has begun to focus on the differences, dynamics, and complexities of multilingual learning among different groups. Relevant research has contributed to a deeper understanding of the mechanism underlying language learning and development in the applied linguistics community. Resonating with the trends, this special issue features seven articles, focusing on the learning and development of multilingualism in China. Specifically, the collection investigates core issues including language attitudes, cognitive processes and development, identity formation and development, curriculum development, and language policies among users of ethnic minority languages (e.g. Yugur, Tujia, Yao, Mongolian, Miao, Zhuang, Uyghur) and (dialects Teochew dialect) with quantitative, qualitative, and mixed research methods, and cross-sectional and longitudinal research designs. The findings of this special issue help to provide insights for language policy makers, language education researchers, and practitioners at micro, meso, and macro levels.