Search

This thesis investigates waning interest in Nuosu Yi ethnic minority language education in Liangshan, China. By exploring Yi students��� and their teachers��� language use, the study identified a literacy-oracy divide: schools promoted the learning of written Nuosu Yi, while Yi participants were found to use and place more emphasis on spoken Nuosu Yi. The findings thus indicate that a highly literacy-focused model creates challenges for Nuosu Yi language education. The study provides implications for minority language education in China and beyond.