A Study On The Types Of Chinese Teaching In Myanmar And Its Geographical Distribution

Myanmar is is a multilingual country with various ethnic groups. After the Chinese emigrated here, in order to retain the Chinese and Chinese culture, great efforts were made to promote the development of Chinese teaching in the private sector. Among five neighbors of Myanmar, the longest border is with China. Myanmar’s geography determines the economic trade between Myanmar and China more closely than other neighboring countries. Based on the needs of the Country’s development strategies, Chinese teaching can be able to rapidly develop in Myanmar. With the continuous improvement of China’s international status, the rise of "Chinese heat" all over the world, as well as the promotion of economic and trade exchanges between Myanmar and China, Chinese as a national language, a Buddhist language and an international language has promoted the reform of the national language policy in Myanmar. During the basic education among Myanmar, English is the second language in name only, However, actually, Chinese has become a second language or even a nation one outside the national education system in Myanmar.Based on the needs of Chinese teaching in Myanmar and national development strategies, the paper introduces the main types of Chinese teaching and some typical cases in Myanmar, meanwhile, deeply analyzes the relationship between the various types of Chinese teaching and their geographic distributions. The author elaborates the history of the language policies of the Myanmar Government, provides preliminary analysis on the causes of the types of Chinese teaching in Myanmar under these policies, and then analyzes the reasons of the existence of these Chinese teaching types in different regions.The paper summarizes and states the main types of Chinese teaching, in addition, does deep analysis on the relationship between the types and their geographical distributions through some typical cases. The basic research ideas are as follows:firstly, stating the history of the Myanmar government language policies, summarizing the types of Chinese teaching under the influence of them and making the preliminary analysis of their causes. Secondly, the typical cases are analyzed, and as well as the reasons of the existence of Chinese teaching types in different regions, combined with the regional human geography distributions. At last, On this basis the characteristics and the development strategies of Chinese transmission are explored.This paper adopts a combination of quantitative and qualitative research methods, including documentary study, the macro comprehensive analysis, field investigation, interviewing methods to inspect the types of Chinese teaching in different geographical distributions. The characteristics and problems of various types of Chinese teaching are analyzed, combined with politics, economy, education, language policies and other factors. The paper can be divided into five parts. The first part introduces the research background, purpose, significance, methods, research, and literature review. The second part is from the national level to analyze the causes of types of Chinese teaching history, that is, the history of language education policies and their impact on the types of language teaching. The third part is to introduce the types of Chinese teaching in Myanmar and their causes, including congenital geographical advantages and ethnic homogeneity of Chinese teaching, the effect on the geographic distributions about Chinese teaching from the removal history of Chinese people. The fourth part is to analyze the typical cases of various types of Chinese teaching, including the reasons for the formation, size, characteristics and problems. The last part, by comparing three types of Chinese teaching, is to discuss the characteristics of Chinese spreading and development strategies in Myanmar, and puts forward the constructive suggestions. The geographical distributions of three types of Chinese teaching as one of the studies are included in the appendix.This paper presents the different characteristics of the type of Chinese teaching in Myanmar. That is, Chinese as "the first language" teaching on the feature of "nationalization" in the northern Myanmar; Chinese as’’the second language" teaching on the feature of "diversity" in the central of Myanmar; and Chinese as "the foreign language teaching" on the feature of "internationalization" in the South of Myanmar. And then based on the laws, the top-level design of self-propagating about Chinese teaching in Myanmar is discussed. The demand determinism, the recognition of Chinese status in Myanmar from the perspective of the Chinese language resource, the discussion about the harmonious phenomenon of ethnic groups, the Proposal of maximizing the use of language resources is one of the top-level design principles of Chinese self-propagation. And the paper makes some suggestions about Chinese teaching in Myanmar, and gives the hope of the healthy development of Chinese teaching in various regions of Myanmar.As a friendly neighbor of China and Myanmar, economic and trade exchanges between them are very frequent, so Myanmar is increasing the demand for high-level Chinese talents. In the process of internationalization and globalization of economy and information in Myanmar, in order to meet the domestic growing demands for learning, the government of Myanmar should have a language plan at the macro level; the distribution of Chinese language resources in Myanmar should be taken full account of while promoting Chinese at the top-level design step in order to formulate appropriate development strategies according to the characteristics of different types of Chinese teaching. The study about types and geographical distributions of Chinese teaching can deepen our understanding of the Chinese spread in Myanmar, and better guide Chinese teaching, and maximize the regional advantages of Chinese international spread in Myanmar.