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LANGUAGE COMPETITION AND CHALLENGES IN PLURILINGUAL EDUCATION: THE CASE OF A HAKKA SCHOOL IN TAIWAN

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dc.creator WEN-CHUAN LIN
dc.date 2012-10-01T00:00:00Z
dc.date.accessioned 2015-07-20T22:05:34Z
dc.date.available 2015-07-20T22:05:34Z
dc.identifier 1567-6617
dc.identifier 1573-1731
dc.identifier https://doaj.org/article/fd71c5021a594b2fa637c2d850dbf898
dc.identifier.uri http://evidence.thinkportal.org/handle/123456789/9856
dc.identifier.uri https://doaj.org/article/fd71c5021a594b2fa637c2d850dbf898
dc.description The Council of Europe and Taiwan are both promoting plurilingual and intercultural educations for all students, regardless of social group. This paper aims to challenge the assumption that language learning can be expected to benefit all students equally. A Taiwanese socio-cultural study of junior high school students’ (age 13) English language learning processes is used as an example for discussion. Findings from the Hakka School, which is the focus of this paper, revealed emerging inequality arising from the enforcement of a mother-tongue education policy in Taiwan. Language competition and identity clashes are creating a new and worrisome divide that threatens to widen existing gaps not only between urban and rural regions but also among other social groups within Taiwanese society. This study leads to sev-eral conclusions, highlighting implications for teachers of first and second languages, including English, other educators, and policy makers in areas like Europe and Taiwan.
dc.language English
dc.publisher IAIMTE
dc.relation http://l1.publication-archive.com/public?fn=enter&repository=1&article=1424
dc.relation https://doaj.org/toc/1567-6617
dc.relation https://doaj.org/toc/1573-1731
dc.rights CC BY-NC-ND
dc.source L1 Educational Studies in Language and Literature, Vol 12, Pp 1-19 (2012)
dc.subject English
dc.subject Hakka
dc.subject identity
dc.subject plurilingual education
dc.subject Philology. Linguistics
dc.subject P1-1091
dc.subject Language and Literature
dc.subject P
dc.subject DOAJ:Linguistics
dc.subject DOAJ:Languages and Literatures
dc.subject Theory and practice of education
dc.subject LB5-3640
dc.subject Education
dc.subject L
dc.subject DOAJ:Education
dc.subject DOAJ:Social Sciences
dc.subject Philology. Linguistics
dc.subject P1-1091
dc.subject Language and Literature
dc.subject P
dc.subject DOAJ:Linguistics
dc.subject DOAJ:Languages and Literatures
dc.subject Theory and practice of education
dc.subject LB5-3640
dc.subject Education
dc.subject L
dc.subject DOAJ:Education
dc.subject DOAJ:Social Sciences
dc.subject Philology. Linguistics
dc.subject P1-1091
dc.subject Language and Literature
dc.subject P
dc.subject Theory and practice of education
dc.subject LB5-3640
dc.subject Education
dc.subject L
dc.subject Philology. Linguistics
dc.subject P1-1091
dc.subject Language and Literature
dc.subject P
dc.subject Theory and practice of education
dc.subject LB5-3640
dc.subject Education
dc.subject L
dc.subject Philology. Linguistics
dc.subject P1-1091
dc.subject Language and Literature
dc.subject P
dc.subject Theory and practice of education
dc.subject LB5-3640
dc.subject Education
dc.subject L
dc.title LANGUAGE COMPETITION AND CHALLENGES IN PLURILINGUAL EDUCATION: THE CASE OF A HAKKA SCHOOL IN TAIWAN
dc.type Article


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