Journal of Guangxi Teachers Education University (Philosophy and Social Sciences Edition) ›› 2017, Vol. 53 ›› Issue (3): 105-110.doi: 10.16088/j.issn.1001-6597.2017.03.017

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From Language to Discourse: the Shift of Bilingual Education Paradigm in Ethnic Regions of China

YUAN Mei, LIU Yu-jie   

  1. 1.College of Education, Minzu University of China, Beijing 100081;
    2.College of Education Science, Kashgar University, Kashgar 844006, China
  • Received:2016-02-15 Online:2017-05-20 Published:2018-07-16

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Abstract: Chinese ethnic areas, mostly in the border of our motherland, are marked in the characteristics of “multi-languages, ethnically mixed, small communities” and even “cross-border living”. With the acceleration of the globalizing process and increasing exchanges of foreign culture, bilingual education in minority areas should possess the functions of “stabilizing the people, consolidating the border”, “maintaining cultural security” and “highlighting the discourse community ”. In bilingual education, the subjects of education should form the relationship of “inter-subjectivity”, the content should stress on “inter-culturality” and the practice should emphasis“inter-discursivity. The following three “shifts” should be taken to transform educational paradigm from language to discourse: “language tools” shifts to “language ontology”, “unidirectional inculcating” transfers to “dialogues and exchanges”.

Key words: Marxist standpoint on language, discourse, discourse community, bilingual education

CLC Number: 

  • G750
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