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First, I would like to express mygratitude to my supervisor Mary Waggener, who gave me valuable suggestions thathelped me check errors all through my writing in this paper; and always treatedme with great patience.

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Second, I want to express my thanksto Mr. Yang, who helped me to decide my essay’s topic, and also gave me someuseful and important suggestions, especially for supplying me with referencematerials of great value.

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Third, I would like to express mythanks to all my friends that helpedand encouraged me to finish my paper. Thank you very much!

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English has extensive applications in all professions. Today,people pay close attention to English education in China because they can seehow important English is in their life. However, the popularization of Englishstarted late in the minority regions, and people lack experience in Englisheducation in these regions. I believe it will take a long time for Englisheducation to progress in the regions of China which are predominately populatedby minority nationalities. If English is effectively taught in minorityregions, the students will benefit greatly, and the achievements should be verygood. But we cannot neglect the problem that minority students face a lot ofdifficulties in their study of English, and these difficulties will block theprogress of English education in minority regions, so we must attach importanceto the difficulties of minority students’ English study.

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Key Words: minority student;difficulties; English study; preliminary exploration

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英语广泛地应用于各个领域，英语教育更是逐渐受到人们的普遍关注。少数民族地区各方面的建设相对落后，英语在少数民族地区的推广起步较晚，而且缺乏经验，因此这将是一个长期的探索过程。在少数民族地区实施英语教育，从学生这个群体入手，将会取得收效好，速度快的成果。但是少数民族学生英语学习过程中所遇到的困难又会影响这一进程的前进步伐，因此，我们必须重视少数民族学生英语学习困难这个问题。

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关键词：少数民族学生   英语学习   困难   初探

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Contents

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1.  Introduction......................................................................................................................... 1

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2.  Three situations.................................................................................................................... 1

     2.1 The Ethnic Institute of Chiang Rai Rajabhat University, Thailand....................................... 1

     2.2 Shengxin Middle School, Chiang Mai, Thailand............................................................... 2

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     2.3 Sanjiang Ethnic High School Guangxi, China.................................................................. 3

3. The factors for the difficulties in learning English........................................................................ 3

     3.1The Ethnic Institute....................................................................................................... 3 paper51.com

     3.2Shengxin Middle School................................................................................................ 5 内容来自www.paper51.com

     3.3Sanjiang Ethnic High School........................................................................................... 6 内容来自www.paper51.com

4. English language study should focus on communication.............................................................. 8

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5. Conclusion............................................................................................................................ 10

6. References............................................................................................................................ 11

7. Teachers Surveyed................................................................................................................ 12

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1. Introduction

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Englishhas extensive applications in all professions. Today, people pay closeattention to English education in China because they can see how importantEnglish is in their life. However, the popularization of English started latein the minority regions, and people lack experience in English education inthese regions. I believe it will take a long time for minority Englisheducation to progress.

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Becauseof a variety of historical causes, many minority groups have changed theirresidence from Yunnan, China to Northern Thailand. These groups are Yao, Lisu,Hani, Wa and Dai. For example, in areas around Chiang Mai and Chiang Rai,Thailand there are a lot of ethnic regions and Chinese settlements, and thisethnic diversity is reflected in the varied cultures there.

SanjiangDong Minority Autonomous County is located in Northern Guangxi, China. Thoughthere are some Dong settlements dispersed in other counties, Sanjiang is theonly Dong Minority Autonomous County in Guangxi, and more than 57% of thecounties population is Dong. The other 43% peopleare made up of Han and other ethnicities. Dong people have their own culture, and in recentyears English has played an important role in thedevelopment of Dong culture, in government affairs, in business, andespecially in education.  

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Ifwe want our great minority traditional culture to connect to the advancedcultures of the world, we should pay attention to the development of Englisheducation in ethnic regions. Based on a total of three months of Englishteaching practice I had in The Ethnic Institute of Chiang Rai RajabhatUniversity, Thailand; Shengxin Middle School of Sukruthai Taton Mae-ai inChiang Mai, Thailand; and Sanjiang Ethnic High School of Guangxi, China, Ifound that it is important and necessary to improve the English education inminority regions.

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2. Three situations

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2.1 TheEthnic Institute of Chiang Rai Rajabhat University, Thailand

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Therewere 18 students in the class of students I taught at The Ethnic Institute ofChiang Rai Rajabhat University, 16 of them are minority people. Among them,five people are Karen, three are Wa, two are Lahu, two are Lisu, one is Deang,and one is Bai. Because it is the first time to enroll students at theinstitute, the system of educating still needs to be perfected. However, we arealways trying to perfect every teaching process and learning process. Besidesthe professional courses, the Ethnic Institute students have to take part inother public courses when they study at Chiang Rai Rajabhat University. Apublic English course is required of the non-English majors just as it is inChinese universities. Every week the public English course will meet for twoperiods (two hours), so English is one of the important courses at theinstitute.

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2.2 ShengxinMiddle School, Chiang Mai, Thailand

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ShengxinMiddle School is a Chinese school which is located in Mueang, Mae Ai, ChiangMai. It was built by the Kuomintang Army 40 years ago. When it was founded, itwas called Shengxin Elementary School, now itsname is Shengxin Middle School, and in fact, it is made up of two parts. One isthe middle school, where there are 3 grades, and there is just one class foreach grade. The other part is the Shengxin Elementaryschool; there are seven grades (including one infant class), and also justone class for each grade. There are over 200 students in all of Shengxin MiddleSchool, all of which are minority people, and most of them are Chinesedescendents. They can speak three languages, Thai, Chinese, and their ethniclanguage.

Thereare hundreds of Chinese schools, both big and small, which are similar toShengxin Middle School spread all over Northern Thailand. These schools acceptChinese students and the minority students around the circuit of mountains inthe region. The Chinese schools were not admitted nor supported by the Thaigovernment for a long period of time. It was illegal to run a Chinese school,and the Chinese people live under the supervision of the Thai government. Inthe 1980s all the Chinese schools were closed down by ‘The Policy of Thai’until the 1990s when the Thai government relaxed its restrictionsprogressively, but it still does not allow Chinese schools. The teachingequipment and resources are therefore in short of supply in the illegal Chineseschools.

Thoughthe Chinese schools in Thailand are not very large, they need a large amount offunds to support them. All of these schools that are located near the borderare irregularly supported by Taiwan philanthropic organizations.

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2.3 SanjiangEthnic High School Guangxi, China

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SanjiangEthnic High School in China was built in 2005; there are 698 students in all,and 626 students are minorities, among them 514 students are Dong. In SanjiangEthnic High School, the persons qualified to teach are fine, butthe system of educating is in the basic stage. According to my one monthobservation, I found that the school pays generous attention to Englisheducation. The English education background of Sanjiang Ethnic High School isgood; nevertheless, there are still some factors which influence the furtherdevelopment of the English education.

InClass 062 of Sanjiang Ethnic High School, thereare 72 students, 62 of them are minority and 48 of those are Dong. In Class063, there are also 72 in all, 65 of them are minority of which 58 students areDong. Before they entered high school, these minority students all studied incountryside middle schools where both the teachers and students speak theirnative language in class and in daily life. After entering high school, somestudents cannot even speak Chinese well.

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Thereare many similarities among these three school students. They are minorities,living in minority regions, and they have many difficulties learning English.

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3.  The factors for the difficultiesin learning English 

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3.1 The Ethnic Institute

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Accordingto my one month observation of the 18 students in the Ethnic Institute, I foundthat there are external factors which influence the minority students’ abilityto learn English.

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Theobvious trait of the minority students’ English is that their intonation andpronunciation are poor. What causes these problems? When opening theEnglish-Thai dictionaries, we cannot find the English phonetic transcriptions.This is the fundamental problem. Almost all of the students have anEnglish-Thai dictionary, but none of them have learned the InternationalStandard Phonetic Transcriptions. Each word in the English-Thai dictionary hasThai phonetic symbols but no English standard phonetic symbols. There are someEnglish phonetic symbols that we can not find in the Thai language, so thedictionary editors use the approximate phonetic symbols for the words, whichmake it difficult for Thai people to learn English well.

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Thereare 5 tones in the Thai language, but there are not 5 tones in English.However, when the students read the English word, they do not pay enoughattention to the correct pronunciation. Taking 3 typical examples,

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1.

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2.

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3.

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English

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`leader

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com`puter

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`menu

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Thai

lea`der

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compu`ter

menu

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Accordingto the table, we can see the students are taught to put the stress on thesuffix or read the word without stress. Not just the minority students havethese problems, but most Thai people speak English in this way.

Minoritystudents’ English study is also affected by social factors; people in Thailanddo not show solicitude for the education in minority regions. Some of theminority students are studying English for the first time when they enteruniversity and what they learn is very basic and simple English.

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Itwas a most intense month of practice teaching at the Ethnic Institute becauseof conflicts between the methods used by Chinese versus Thai teachers whenteaching English. Both the teachers and students are under pressure. Theteachers are Chinese, and teach Thai students English in their Chinese way. Theminority students also have to attend their public English class, and theirteachers teach them English in a Thai way. As an example, the problems weChinese teachers encountered when teaching the International Standard PhoneticTranscriptions. At the beginning, these 18 students in the Ethnic Institute are excited andinterested in studying with Chinese teachers, because they have never learnedabout the International Standard Phonetic Transcriptions in their English study;but later, some students are sick of studying it; finally, half of the studentscut class. Their excuse is that the Chinese teachers’ teaching is differentfrom their teachers, and the difference in the pronunciation and writing willaffect their thought and their marks on examinations.

Theseproblems stir up our feelings. In China when the students study English, theywill study the International Standard Phonetic Transcriptions first. Theteachers stress teaching students the correct pronunciation. Though there aresome students using Pinyin and Chinese characters to sign the English words,these situations just appear among the students who have not learned all of thephonetic symbols. They use this method to help them pronounce and remember thenew words.

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3.2 ShengxinMiddle School

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Theonly English teacher in Shengxin Middle School is not a professional Englishteacher. She is Thai and graduated from the Politics Department of Chiang MaiUniversity. The English she has learned is Thai English and she has not learnedthe English standard phonetic symbols.

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However,the English books which are supported by Taiwan philanthropic organizations areChinese-English editions. It is very difficult for both the teacher andstudents. The teacher can not understand and speak any Chinese; she uses theChinese-English edition book to teach students English in Thai. The studentsunderstand Chinese, but they have to use the Chinese-English textbooks to studyEnglish in the Thai way because of their teacher. Because the books andteachers are connected to the students directly, if the relationship among themcannot be dealt with in a proper way, it will become a hindrance and make thestudy of English difficult.

Forminority students the task of learning English is even more difficult becausethey need to change what they have learned into their ethnic thoughts andnative language. It is a rather complex process.

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Thestudents’ attitude toward the study of English decides whether they will studywell, especially for the beginning of their English study. For example, threegirls of Grade One of the middle school never attended English class during themonth that we were doing the teaching practice. When they were asked why theywere absent from class, they said they lived on the mountain and their homeswere far away from school. So, at the end of the month, they still do not know whatthe International Standard Phonetic Transcriptions are. Another two boys in thesame class also live on the mountain, but they were never absent, regardless ofthe weather. After one month, they remembered all of the International StandardPhonetic Transcriptions, and they can spell all of the words in the textbook.

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Studentsin Grade Two of the middle school have learned English for a year. They areused to their teacher’s Thai English. When they followed the Chinese teacher’smethods to study English, most of the students became weary of study, they saidit was confusing.

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Theelementary school of Shengxin Middle School lacks an English teacher, so it is notoffering English Class. However, the fifth and sixth grade students are keen onstudying English so they zealously ask to have English classes. The schooleducational administration leader decided to offer a one month English coursefor grades 5 and 6. During the one month observation ofthe students in Grade 5 and 6, we found that the effects of teaching thestudents English are very good, because the students have not learned Englishbefore the month we taught there, so they have not been influenced by the Thaiway of teaching and it is very easy to teach them English. After one month, allof them remember the International Standard Phonetic Transcriptions, and theirpronunciation is perfect.

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However,we are worried that in the future they willface the conflict of the Chinese teachers teachingmethods versus the Thai teachers teaching methods. What will the students thinkabout what we have taught them and how will they do when they start to study Englishagain?

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3.3 SanjiangEthnic High School

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Accordingto my observation of the students in Sanjiang Ethnic High School and my survey often English teachers in five middle schools in Sanjiang, I find that there arestill many problems with English education in minority regions.

Everystudent studies English positively, but students are seldom really interestedin English. Both the ethnic students and Han students say that because of thepressure to enter university, they have to study English. This situation persistsin every English class in Sanjiang Ethnic HighSchool, even in every school which offers English. Though every teacher knows thatstudying a foreign language has many benefits, the teachers still considerEnglish teaching as a means to help raise the proportion of students enteringuniversity.

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Thestudents can learn English well or not,according to their capabilities in English study, in listening, speaking, and writing,not just to receive a high or low score in an examination. However, high schools dividestudents into Common Class and Key Class according to the scores the studentshave received on their high school entrance examination and sometimes also based on the scores theyreceive on each terms final examination. This affects students’ enthusiasmimperceptibly.

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Thougha student cannot speak English fluently, he is eager to express his ideas inthe class. Based on my conversations with students after class, most of thestudents told me that they liked English very much, but they think that they donot have a good foundation for their future studies of English. My conclusionis that the school and/or the teachers are neglecting the study requirements ofthe weak groups.

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Duringthe observation, it is found that the students who study English well are veryactive in English class. These students occupy a mentally dominant position.Because they have a substantial foundation in English study, when the teacherprompts them just a little bit, they can figure out things in their mind bythemselves, and what the teachers have taught is easy for them. However, whetherthey have a substantial foundation in English or not, it is still difficult forChinese students to learn English because they are not in an English speakingenvironment.

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InEnglish study, every Chinese student has a process of transferring English intoChinese, or transferring Chinese into English. Let us take translating an Englishsentence into Chinese for an example. Han students only need to transfer onetime in their mind. Transferring directly from English into Chinese, they willunderstand the meaning of English. But as minority students, like the Dongstudents, it is very difficult for them to know the real meaning of English.They need to transfer two times, from English to Chinese, and then to the Donglanguage. As we know, when translating between languages there is not perfectequity in the meaning of words. The words original meanings are usually lostduring the process of transferring. It is the same between Chinese and Dong.After transferring two times, English is not the originating language in Dongstudents’ mind, so it is not good for English study.

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 In the Chinese settlements of Thailand,though the children are born into Chinese families, they have to study in Thaischools and accept Thai education. They have mastered three languages (theirminority language, Thai, and Chinese) and Dong students who study in Han areaschools master two languages (Dong and Chinese). In their English study, it isnot just a simple bi-lingual phenomenon, but involves the transferring amongthree or four languages. 

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4. English language study should focus on communication

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Because education is a mutual activity between the teachers and students,both of them play an important role in education activities. So we should alsopay attention to teachers’ ideas in English teaching. For this reason, I held aPersonal Interview survey over the telephone with 10 Englishteachers in Sanjiang County.

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Accordingto my observation of the students in Sanjiang Ethnic High School and my survey often English teachers in five middle schools in Sanjiang County, I find thatthere are still many problems about English education in minority regions.

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There are 11 questions for the teachers in the survey.

Survey of English teaching to Dong students

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1.      When and where did you graduate? What was your major?

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2.      Which school are you teaching in now? How many years have you taught?

3.      How enthusiastic are your students about studying English?

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4.      What are the positive aspects of students learning English?

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5.      What are the students’ weak points in learning English?

6.      What do you think the Dong students in your class think about learning English?

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7.      How many of your students do you think are affected negatively by the Dong language when they are learning English?

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8.      How do the students’ study habits affect their learning of English?

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9.      Have you written some articles about English education in the Dong region?

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10.  Please give some causes that influence Dong students’ ability to learn English.

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11.   Please give some suggestions which can improve Dong students’ English study.

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The10 English teachers’ responses to the survey questions about the problems of teachingDong students were similar. For example, the persons qualified to teach stillneeds to strengthen their English teaching skills; English elementary educationmust be consolidated; the English teaching conditions also need to be improved;both the teachers and the parents should care about students English study, andso on. However, the most important problem obstructing minority students fromstudying English well is their language model.

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Inthe survey, Feng Xiuzhen, an English teacher in Sanjiang EthnicHigh School, who has taught English in Sanjiang County for 23 years and hastaught English in Sanjiang Ethnic High School since 2005 says that duringlanguage study we should give more chances to the students to let them enjoyspeaking. She thinks that this is the aim of language study that we are alwayschasing after. But the examination is more important, so we are forced to giveup the real intention of language study.

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            “Languageis a system of arbitrary vocal symbols used for human communication.” (何兆熊, 梅德明,1999,9)According to this definition of language, we can see the most important functionof language is to communicate. However, the English education in China is notfocused on learning communication skills. In China, though English education hasbecome an important part of the educational system, and there are a lot ofEnglish classes in schools’ curriculums, these courses still teach English as aform of knowledge instead of as a form of communicating in a language.

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           Inclass, the teachers teach students English in order to raise the proportion ofstudents entering schools of a higher grade. As English teachers, we know that thisgoes against the idea of language acquisition to communicate. However, both theteachers and the students are under pressure from the educational system toteach and learn the knowledge needed for students to pass the national entranceexamination for universities. It will take a long time to change this kind ofsituation.                                               

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During the survey, anotherEnglish teacher, Mo Yong, who has taught English for 14 years in SanjiangCounty and also teaches English in Sanjiang Ethnic High School since 2005, toldme about another example which illustrates the problems of teaching English inChina. In the year 2005, Chongqing city let two people from English speakingcountries take the Chinese college entrance examination. The highest scoresomeone can get on the examination is 150; they received only 40-50. In China,English education pays too much attention to the examination itself, andneglects English as a language.English should be taught as a language and a tool of communication not just as knowledge.

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Most of the minorities donot have their own letters used in a system ofwriting, but they have their own language and special ways of speaking. Howhave their languages been preserved until now? It depends on the oral transfer.When learning to communicate, one learns how to speak first. This can beapplied to the acquisition of English.

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5.Conclusion

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N. Chomsky has claimedthat the human mind is equipped with a faculty for learning language, referredto as the Language Acquisition Device (Ellis2000 P32). So if a person is not congenitally unable to speak, he couldlearn any language. According to this, regardless of a person’s prior languagebackground they should be able to learn English. My observations of thedifficulties of English study in the minority regions of Northern Thailand andNorthern Guangxi, China indicate that the key to improving people’s languagecapability is to improve the methods used to teach them and the references usedby both teachers and students. There are a lot of problems with education inminority regions. The government should pay close attention to the conditionsof English education in minority regions, and do a better job of helpingminority students to develop their English education.

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References

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MaterialsReferences

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Dai Qingxia（戴庆厦）and Gu Yang（顾阳），Modern Language Theory and Minority Languages in China. Beijing: Ethnic Press,2003.

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Ellis, Rod. Second Language Acquisition. Shanghai:Shanghai Foreign Language Education Press, 2000.

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Feng Xiuzhen(冯秀珍).Personal interview over the telephone, 7pm to 8pm, 11 April 2007.

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Mo Yong（莫庸）. Personal interviewover the telephone, 10pm to 11pm, 10 April, 2007

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Wang Yuanxin（王远新）. The Study of Minority Languages in China Theory and Practice.Beijing: Ethnic Press, 2002.

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陈慧. 少数民族学生英语学习策略的实证研究.内蒙古农业大学学报, 2005年, 第7卷 (4):256-259.

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何兆熊,梅德明.现代语言学. 北京：外语教学与研究出版社, 1999,(12): 9.

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苏布德. 浅谈少数民族高中生英语能力的培养和提高.民族教育研究报, 2003年, 第14卷 (5): 21-23 .

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舒白梅. 外语教育学纲要. 武汉：华中师范大学出版社, 2005.

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王蔷. 英语教师行动研究——从理论到实践. 北京：外语教学与研究出版社, 2002.

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魏永红. 任务型外语教学研究——认知心理学视角. 上海：华东师范大学出版社, 2004

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张正东.英语教学的现状与发展——全国高中英语教学调查研究结题报告专著. 北京：人民教育出版社, 2001.

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TeachersSurveyed

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姓名（name）

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性别（sex）

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教书年限（years of teaching）

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所在学校（school of teaching）

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学校性质（type of school）

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调查日期（date of survey）

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曹双就( Cao Shuangjiu )

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男Male

4年（4years）

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洋溪中学

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初中(middle school )

2007-4-10

覃周萍（Qin Zhouping ）

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女Female

9年（9years）

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古宜镇中学

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初中(middle school )

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2007-4-10

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王慧兰(Wang Huilan）

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女Female

5年（5years）

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三江县民族高级中学

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高中(high middle)

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2007-4-10

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莫庸（Mo Yong）

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男Male

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14年（14years）

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三江县民族高级中学

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高中(high middle)

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2007-4-10

冯秀珍（Feng Xiuzhen）

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23年（23years）

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三江县民族高级中学

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高中(high middle)

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2007-4-11

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吴霞（Wu Xia）

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25年（25years）

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三江县中学

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高中(high middle)

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2007-4-11

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石少明（Shi Shaoming ）

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男Male

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11年（11years）

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三江县中学

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高中(high middle)

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2007-4-12

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吴秀芬（Wu Xiufen）

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25年（25years）

三江县民族实验中学

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2007-4-12

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杨秋香（Yang Qiuxiang）

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15年（15years）

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古宜镇中学

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初中(middle school )

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2007-4-14

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覃世源（Qin Shiyuan）

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10年（10years）

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古宜镇中学

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2007-4-14

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