An Educational Anthropological Study Of Trilingual Education

Trilingual education of Mongolian refers to the education of three languages, namely, Mongolian, Chinese, and foreign language, which is carried out in the Mongolian basic education. It is one special type of bilingual education that is based on Mongolian and Chinese education in which Mongolian is the main medium. Trilingual education is the main part of ethnic education in Inner Mongolia and it also plays important role in ethnic education reform and development. Over the years, under government’s attention and supports, trilingual education developed healthily and had great influence on Inner Mongolia:forcefully preserved ethnic language and culture; strengthened unity of many ethnic groups in Inner Mongolia; cultivated a large number of trilingual talents of Mongolian and Chinese, Mongolian and English who made great contribution to the grant cause of constructing modernization and developing society, economics, education, and technology. With the development of social civilization, the merger of ethnic education and diversity education sets higher requirement for trilingual education and professionals in Inner Mongolia. In my opinion, as for the trilingual’ education of Mongolians in Inner Mongolia, the trilingual education should equally important to develop a national fundamental educational mode with modern spirit and ethnic features. And try to give the advice of the development prospect. And than proceed from the eco-environment of language and cultures gives thinking and advice to the developing mode of trilingual education in Inner Mongolia.This thesis is composed of four parts:introduction, main body conclusion and reference. The introduction contains concepts, research status, significance and purpose of the selected subject and research method. The main body consists of three parts. Chapter one is on the developing history of the trilingual education in Inner Mongolia:it introduces the background of the trilingual education origin and developmental process of the trilingual education; connotation of trilingual education and present of the trilingual education. Chapter two is-a survey of the Eco-environment of language and culture in Hohhot Mongolian School and it is mainly a survey that give confirm to the teaching method, unique features and achievement of the trilingual education that the school has achieved. It also include the analyses of linguistic cultural environment of family and community; analyses of the relationship between the linguistic and cultural environment at school and the social linguistic cultural environment. Chapter three is the consideration on the prospect of the trilingual education for Mongolians in Inner Mongolia:discuss on the development tendency of the trilingual education in Inner Mongolia, launch an initiative for construct a system of the trilingual education and new modal about trilingual education adaptive mode.