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International Journal of Bilingual Education and Bilingualism Volume 15, 2012 - Issue 3
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Articles

A bilingual education professional development project for primary Tibetan teachers in China: the experience and lessons learned

Eirini Gouleta UK Department for International Development, London, UKCorrespondence[email protected]
Pages 295-313 | Received 28 May 2011, Accepted 14 Sep 2011, Published online: 16 Nov 2011

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Lijuan Wang & Elina Lehtomäki. (2022) Bilingual education and beyond: how school settings shape the Chinese Yi minority’s socio-cultural attachments. International Journal of Bilingual Education and Bilingualism 25:6, pages 2256-2268.
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Peggy A. Kong & Xiaoran Yu. (2019) Bilingual education for a harmonious multiculturalism: the importance of policy discourse for students of ethnic minority groups in China. Multicultural Education Review 11:3, pages 189-215.
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Nawang Phuntsog. (2019) China’s minority preferential policies and the schooling of indigenous Tibetan children: the weakest link. Intercultural Education 30:1, pages 68-82.
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Nawang Phuntsog. (2018) Tibetan Language at Home in the Diaspora: The Mother Tongue–Based Bilingual Schooling of Tibetans in India. Diaspora, Indigenous, and Minority Education 12:2, pages 82-94.
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MaryJo Benton Lee & Diane Kayongo-Male. (2017) Minority Teachers as Change Agents in the People’s Republic of China. Diaspora, Indigenous, and Minority Education 11:4, pages 203-216.
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MaryJo Benton Lee. (2016) Sociological Perspectives on Ethnic Minority Teachers in China: A Review of the Research Literature. Diaspora, Indigenous, and Minority Education 10:1, pages 55-68.
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Articles from other publishers (2)

Yongtao Gan & Sude Sude. (2021) Bilingual students’ attitudes toward the Tibetan language. Language Problems and Language Planning 45:1, pages 1-30.
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YiXi LaMuCuoYiXi LaMuCuo. 2019. Becoming Bilingual in School and Home in Tibetan Areas of China: Stories of Struggle. Becoming Bilingual in School and Home in Tibetan Areas of China: Stories of Struggle 15 47 .

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