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Pains and Gains of Ethnic Multilingual Learners in China pp 165–187Cite as

Discussion and Conclusion

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Part of the book series: Multilingual Education ((MULT,volume 17))

Abstract

In the previous two chapters, I examined the cases of two ethnic minority students at YUN. I also discuss the impact of YUN curricula on two minority students.

Every form of beauty has its uniqueness,

Precious is to appreciate other forms of beauty with openness.

If beauty represents itself with diversity and integrity,

The world will be blessed with harmony and unity.

By Fei Xiaotong

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Notes

  1. 1.

    Ogbu (1983) defines “community forces” as the products of sociocultural adaptation, which are located within the minority community. One of the major factors determing community forces are ethnic minority groups’ histories and self-perceptions.

  2. 2.

    “12.1 Memorial” and “Revolutionary Martyrs Cemetery” are two landmarks on the Yunnan Normal University campus. They are established to commemorate those who died on December 1, 1945.

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Authors and Affiliations

  1. Yunnan University, Kunming, Yunnan, China

    Ge Wang

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Wang, G. (2016). Discussion and Conclusion. In: Pains and Gains of Ethnic Multilingual Learners in China. Multilingual Education, vol 17. Springer, Singapore. https://doi.org/10.1007/978-981-10-0661-6_7

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  • DOI: https://doi.org/10.1007/978-981-10-0661-6_7

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