Abstract
The constant struggle between accommodationism and integrationism within the Chinese Communist Party divides its minorities policy and the Chinese government's language policy into three stages since 1949. The first pluralistic stage (1949–1957) recognized minorities' language rights, established infrastructures for minority education, and developed prototypes of bilingual education. The Chinese-monopolistic stage (1958–1977) unified language policies for Chinese and minority languages, promoted Chinese over minority languages in education, and reduced bilingual education to the minimal. The second pluralistic stage (1978 present) has legislated for bilingual education, revived it, and significantly developed it, but also faced its dilemmas. The Chinese experience represents, only from one perspective, the limitation of minorities' rights to and choices of education in their native languages worldwide.
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