published_or_final_version / abstract / Education / Doctoral / Doctor of Philosophy

published_or_final_version / Education / Doctoral / Doctor of Philosophy

據手稿本影印. / Thesis (M.A.)--香港中文大學. / Ju shou gao ben ying yin. / Includes bibliographical references (leaves 125-182). / Thesis (M.A.)--Xianggang Zhong wen da xue. / Chapter 第一章 --- 引論 --- p.1 / Chapter (一) --- 研究目的 --- p.1 / Chapter (二) --- 文獻評述 --- p.4 / Chapter (三) --- 研究方法 --- p.5 / Chapter 第二章 --- 黎族概況 --- p.12 / Chapter (一) --- 地理環境 --- p.12 / Chapter (二) --- 歷史背景 --- p.14 / Chapter 第三章 --- 中國政府的少數民族政策 --- p.19 / Chapter 第四章 --- 中國政府對黎族的教育政策 --- p.25 / Chapter (一) --- 第一期　自宋至清 --- p.25 / Chapter (二) --- 第二期　民國期間 --- p.28 / Chapter (三) --- 第三期　中華人民共和國成立以後 --- p.32 / Chapter 第五章 --- 四個現代化方針下的黎族人民教育 --- p.38 / Chapter (一) --- 地方自治權 --- p.39 / Chapter (二) --- 教育投資的變化 --- p.39 / Chapter (三) --- 黎族原有文化的發展 --- p.41 / Chapter (四) --- 黎族教育的現況 --- p.42 / Chapter 1 --- 教育行政 --- p.43 / Chapter 2 --- 學制 --- p.53 / Chapter 3 --- 教育內容 --- p.62 / Chapter 4 --- 教師訓練 --- p.71 / Chapter 第六章 --- 黎族教育發展的幾個問題 --- p.83 / Chapter 第七章 --- 黎族教育的檢討與前景 --- p.88 / Chapter 附錄 --- 附錄 --- p.100 / Chapter (一) --- 原始資料 / Chapter 1 --- 海南島地圖 --- p.100 / Chapter 2 --- 歷史實地考察所得的資料 --- p.102 / Chapter (1) --- 廣東市教育局 --- p.102 / Chapter (2) --- 廣東民族學院 --- p.102 / Chapter (3) --- 廣東省民族研究所 --- p.108 / Chapter (4) --- 海南島苗族自治州 --- p.108 / Chapter A --- 計劃 --- p.108 / Chapter B --- 日程 --- p.109 / Chapter C --- 田野工作經過 --- p.110 / Chapter D --- 海南島黎族苗族自治州教育局 --- p.112 / Chapter E --- 州師範學校（各族並收) --- p.115 / Chapter F --- 番茅小學（只收黎族） --- p.118 / Chapter G --- 州立衛生學校（各族並收） --- p.126 / Chapter H --- 州立中學（重點中學）（各族並收） --- p.157 / Chapter I --- 崖縣田獨新村小學（只收黎族） --- p.157 / Chapter J --- 田獨小學附中（只收黎族） --- p.165 / Chapter K --- 崖縣幼兒園（各族並收） --- p.166 / Chapter L --- 樂東縣縣立民族中學 （只收黎族） --- p.170 / Chapter M --- 樂東縣縣長介紹的教育情況 --- p.172 / Chapter N --- 海南師專（行政區高等學院） --- p.173 / Chapter O --- 瓊台師範（行政區師範學校） --- p.174 / Chapter (二) --- 參考文獻 --- p.175 / Chapter 1 --- 一般性的文獻 --- p.175 / Chapter 2 --- 關於民族問題的民獻 --- p.176 / Chapter 3 --- 關於少數民族問題的文獻 --- p.176 / Chapter 4 --- 關於中國的少數民族問題的文獻 --- p.176 / Chapter 5 --- 關於海南島的文獻 --- p.178 / Chapter 6 --- 關於黎族的文獻 --- p.179 / Chapter 7 --- 關於教育的文獻 --- p.179 / Chapter 8 --- 報章與期刊 --- p.181

This research is a journey of mine, as a CSL (Chinese as second language) teacher, using autoethnographical method to explore my own emotions and professional growth in the teaching of Chinese language to EM students. This research is a study of self-exploration. To make it simple, the autoethnography is written in accordance to the natural sequence of my self-exploration. First, I have chosen to report some of my raw experiences over the two-and-half years of teaching with the 2009 and 2010 cohorts of EM students (S2 and S1) as significant critical incidents that form the basis of my layers of reflection. They form the primary domain of the study. The writing is structured according to the classification suggested by Schon: 1. Reflection in Action: This part of the writing provides rich description of a series of critical incidents or episodes and my thoughts and feelings in the incidents. In writing each incident, the memory brings me back to the time and some instant reflection (usually filled, with some heavy emotions, confusion which needs clarity) may also be added to the description. The ‘Reflection in Action’ with the 2 cohorts of students is reported in two separate chapters. 2. Reflection on Action: After each ‘Reflection in Action’ chapter (which is mainly narratives of the critical incidents), there is a ‘Reflection on Action’ chapter which provides more in-depth analysis and reflection of my experience. With the 2009 cohort (S2 students), the associated ‘Reflection on Action’ is structured around the various emotions and relations experienced. And then with the 2010 cohort (S1 students), the associated ‘Reflection on Action’ is structured around my roles, values and cultural conflicts in the experience. 3. ‘Reflection for Action’: After I have completed ‘Reflection on Action’ on my experience to these two groups of students, I then make an overall reflection. The intention is to develop a better conceptualization of the whole experience and develop some theory that can serve as direction for my future practice, or hypothesis for consideration and future research by others. Before writing this final ‘Reflection for Action’, to provide a more valid and reliable basis for it, I interview some students (those involved in some of the significant incidents), three teachers from my school and three other teachers from other educational institutions. (One is a teaching staff working at the University of Hong Kong, one is from a Band 2 secondary school with lot of EM students, and the last one is a teaching staff working in a subsidized secondary school with some EM students.) Having the private talk with students can give me more insight on how some issues are seen from the students’ side. In the interviews, the critical incidents are used as stimulus together with questions which are designed for sharing emotions and enhancing understanding. After the final ‘Reflection for Action’, I will reflect on how the process of autoethographic writing and try to share with readers its values in teacher growth and other practical knowledge on using this methodology, including its strengths and limitations. In reflecting on my interaction, relation and emotions with students, I found my weaknesses; but I also came to realize fear existed in most of us. The way we handled our fear reflects our values and attitudes and in turn affected the fear of others. Our students also had their fear. The cultures of my students and me, and the differences, had made a great impact on our understanding of each other, and hence our emotional feelings towards each perceptions on cultural identity, and I tried to match the cultural strategies I learnt from literature with the cultural strategies practiced by me and my students. I also began to question how I saw (and would need to see) myself as their teacher, and respond to the differences between us. The issue of a teacher’s self and its formation in intercultural teaching then also became the focus of the study. In the end, you may ask, ‘what do you get from writing this autoethnographic research? In this teaching journey: teaching Chinese to the non-Chinese, you may ask, is teaching pedagogy very important fro students to learn better? Yes. But apart from teaching pedagogy, we need to take other issues into consideration. The issue of emotions and intercultural difference often emerges during the process of teaching and learning especially when teaching with ethnic minority students and this we need to take it into consideration to make the teaching of ethnic minority more smooth. To make the teaching of ethnic minority successful, we also need to understand our limitations and be accommodating, positive and show understanding to our students. In short, in the process of autoethnographic study, I have learned from lived experience. Through layers of reflection in different perspectives and different timing: reflection, it allows me to have some space to understand myself, show respect to others: students, parents and colleagues. We learn when we teach and we grow when we nurture our students with understanding and teach them with the virtue of gratitude. / published_or_final_version / Education / Doctoral / Doctor of Education

University of Macau / Faculty of Social Sciences and Humanities / Department of English

published_or_final_version / Education / Doctoral / Doctor of Philosophy

published_or_final_version / Education / Doctoral / Doctor of Philosophy

Existing research on multilingual acquisition indicates that multilingual learners confront challenges not only in mastering new linguistic forms, but also in forming new identities, and especially when the languages concerned are socially and linguistically distant. This study shows that ethnic minority students in China (referred in particular as ‘ethnic multilingual learners’ or EMLs in this study) at universities can face more challenges than the ethnic majority, Han, when they choose to study English as their major subject. The Han’s content and method in English learning are straitjacketed upon them. The environment is unfamiliar to EMLs, and the EMLs are often regarded as “strangers” to the place. Their problems include the national examination system, medium of instruction, learning difficulties, psychological issues and cultural exclusion. The current educational policies in China intend to protect the educational rights of ethnic minorities, but ignore the role of education in inheriting and capitalizing their ethnic cultures. The current university curricula mainly focus on subject knowledge building and patriotic education. As a result, the “cultural self-consciousness” and “cultural capital” of EMLs are less emphasized and encouraged. Data are collected on two female ethnic minority students at Yunnan University of Nationalities (YUN) through ethnographic interview, autobiography, oral narrative, online chatting and field observation. It provides information at a micro level, on how the two students, who have successfully navigated through Chinese education system to the tertiary level, try their best to excel in the education system of YUN with English language as their major subject and construct their multiple identities, and what important factors are affecting such identity construction. The findings suggest that they negotiate their multiple identities successfully through their active engagements on and off the university campus to become legitimate participants in various “communities of practice”. These identities are shaped partly by their own heritage and partly by the present sociopolitical realities in China. Drawing mainly on poststructuralist and multicultural education theories, the study also examines the power relationship exercised in YUN and discusses the impact of this power relationship on the identities formation of the target informants. The national and local policies as well as the curriculum structures of YUN are analyzed to identify the implicit power relationship that mainly causes tensions to the education and language learning of EMLs. It is argued that multiculturalism, as a discourse of education, may help to ease the tension between being an ethnic minority and a Chinese national, and reduce the danger of assimilation and marginalization of these EMLs. To achieve the goal of multilingual education based on the notion of multiculturalism, a “collaborative” power relationship which facilitates the empowerment rather than disempowerment of EMLs should be the goal in China according to the framework of “ethnic diversity within national unity”. It is envisaged that with such multicultural mentality, EMLs will be more able to act not only as manpower for raising productivity of the country, but also as agents for social transformation and in the end become citizens of the cosmopolitan world. / published_or_final_version / Education / Doctoral / Doctor of Philosophy

袁同凯. / 论文(哲学博士)--香港中文大学, 2002. / 参考文献 (p. 235-255). / 中英文摘要. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Yuan Tongkai. / Zhong Ying wen zhai yao. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2002. / Can kao wen xian (p. 235-255).