Abstract
Formal education in local minority languages in minority autonomous regions has been the official policy since the 1950s in the People’s Republic of China (PRC; Xie 1989). It consists of a dual system extending from kindergarten to university, in which the “Chinese schools” use Putonghua (Mandarin) as the language of instruction and the “minority schools” use local minority languages as the media of instruction. In the minority school system, in general, Chinese language courses are offered as a second language, and all other courses are taught in minority languages. This comprises the bilingual education system in minority regions in China.1
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© 2009 Minglang Zhou and Ann Maxwell Hill
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Ma, R. (2009). Issues of Minority Education in Xinjiang, China. In: Zhou, M., Hill, A.M. (eds) Affirmative Action in China and the U.S.. International and Development Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9780230100923_11
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DOI: https://doi.org/10.1057/9780230100923_11
Publisher Name: Palgrave Macmillan, New York
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