Educational Policy and Praxis at Tertiary Level Concerning Ethnic Minority Languages in China and Indigenous Languages in South Australia and the Northern Territory

Abstract

In multiracial, multilingual countries, such as Australia and China, language education for minority and Indigenous peoples has often been contentious. Many factors have influenced policy and practice in this area, including politics, educational theory and the changing awareness of communities and societies. Some progress has been made but it has been piecemeal and there is still a long way to go to halt the loss of endangered languages and to preserve those still spoken. This study has shown that there is a real lack of research into the implementation of policy by frontline language workers in the area of minority and Indigenous languages. The research technique employed is the qualitative research approach, in both countries. This involved an examination of policy and practice from the seven perspectives of access; personnel; curriculum; methodology and materials; resourcing; evaluation and professional accreditation; and further study/career pathways. It also involved the gathering of information through in-depth face-to-face interviews (58 in total) and follow-ups. In Australia, although many people are working enthusiastically and energetically to promote Indigenous languages, it is difficult to get consistent support, funding and enrolments for ongoing programs. In China, the policy of one China speaking the same dialect of the same language is a serious threat to all minority languages. Other difficulties include the teaching style, which is teacher rather than student centred and the heavy emphasis on examinations at the expense of real language skill. The aim of this research has been to shed light on the obstacles faced by educators and academics of minority and Indigenous languages in China and Australia and to offer suggestions as to how to proceed in this area in the future.