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ABSTRACT
Attention to trilingual education programmes in China has tended to focus on basic education; there had been little attention to date on the higher education sector. This paper will attempt to bridge this gap by exploring a Yi-English-Chinese trilingual education programme through case studies of three Yi students, using the ‘River of Life’ constructivist technique – where participants map turns on a river to represent critical incidents in their life histories – to promote reflection. The findings focus on life events, such as family relocation and change of schools, which steered students to the trilingual Yi-English-Chinese programme; the different ways in which students position themselves in relation to the three languages; and the implications of mixed ability classes, limited teaching resources and the absence of appropriate pedagogies. While the delivery of the programme presents serious challenges and the learning outcomes are often disappointing, the pragmatic gains associated with the programme are substantial in terms of students’ access to employment in their home region and opportunities for further study.
Disclosure statement
No potential conflict of interest was reported by the authors.
Notes
1. In China, colleges and universities are ranked as first grade, second grade and third grade according to the overall capability and teaching and research strength. As a result, the entry requirements can vary significantly across the three grades.