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Social Reproduction and Migrant Education: a Critical Sociolinguistic Ethnography of Burmese Students’ Learning Experiences at a Border High School in China
Department of Linguistics Faculty of Human Sciences Social Reproduction and Migrant Education: A Critical Sociolinguistic Ethnography of Burmese Students’ Learning Experiences at a Border High School in China By Jia Li (李佳) This thesis is presented for the degree of Doctor of Philosophy November 2016 i Table of Contents Abstract ........................................................................................................................ viii Statement of Candidate ................................................................................................... x Acknowledgements ....................................................................................................... xi List of Figures .............................................................................................................. xvi List of Tables .............................................................................................................. xvii List of Abbreviations and Acronyms ........................................................................xviii Glossary of Burmese and Chinese terms ..................................................................... xix Chapter One: Introduction .............................................................................................. 1 1.1 Research problem ................................................................................................. 1 1.2 Introducing the research context at the China-and-Myanmar border ................... 4 1.3 China’s rise and Chinese language -
Yunnan Provincial Highway Bureau
IPP740 REV World Bank-financed Yunnan Highway Assets management Project Public Disclosure Authorized Ethnic Minority Development Plan of the Yunnan Highway Assets Management Project Public Disclosure Authorized Public Disclosure Authorized Yunnan Provincial Highway Bureau July 2014 Public Disclosure Authorized EMDP of the Yunnan Highway Assets management Project Summary of the EMDP A. Introduction 1. According to the Feasibility Study Report and RF, the Project involves neither land acquisition nor house demolition, and involves temporary land occupation only. This report aims to strengthen the development of ethnic minorities in the project area, and includes mitigation and benefit enhancing measures, and funding sources. The project area involves a number of ethnic minorities, including Yi, Hani and Lisu. B. Socioeconomic profile of ethnic minorities 2. Poverty and income: The Project involves 16 cities/prefectures in Yunnan Province. In 2013, there were 6.61 million poor population in Yunnan Province, which accounting for 17.54% of total population. In 2013, the per capita net income of rural residents in Yunnan Province was 6,141 yuan. 3. Gender Heads of households are usually men, reflecting the superior status of men. Both men and women do farm work, where men usually do more physically demanding farm work, such as fertilization, cultivation, pesticide application, watering, harvesting and transport, while women usually do housework or less physically demanding farm work, such as washing clothes, cooking, taking care of old people and children, feeding livestock, and field management. In Lijiang and Dali, Bai and Naxi women also do physically demanding labor, which is related to ethnic customs. Means of production are usually purchased by men, while daily necessities usually by women. -
The Lawu Languages
The Lawu languages: footprints along the Red River valley corridor Andrew Hsiu ([email protected]) https://sites.google.com/site/msealangs/ Center for Research in Computational Linguistics (CRCL), Bangkok, Thailand Draft published on December 30, 2017; revised on January 8, 2018 Abstract In this paper, Lawu (Yang 2012) and Awu (Lu & Lu 2011) are shown to be two geographically disjunct but related languages in Yunnan, China forming a previously unidentified sub-branch of Loloish (Ngwi). Both languages are located along the southwestern banks of the Red River. Additionally, Lewu, an extinct language in Jingdong County, may be related to Lawu, but this is far from certain due to the limited data. The possible genetic position of the unclassified Alu language in Lüchun County is also discussed, and my preliminary analysis of the highly limited Alu data shows that it is likely not a Lawu language. The Lawu (alternatively Lawoid or Lawoish) branch cannot be classified within any other known branch or subgroup or Loloish, and is tentatively considered to be an independent branch of Loloish. Further research on Lawu languages and surrounding under-documented languages would be highly promising, especially on various unidentified languages of Jinping County, southern Yunnan. Table of contents Abstract 1. Introduction 2. Lawu 3. Awu 4. Lewu Yao: a possible relative of Lawu 5. Alu: a Lalo language rather than a Lawu language 6. Conclusions 7. Final remarks: suggestions for future research References Appendix 1: Comparative word list of Awu, Lawu, and Proto-Lalo Appendix 2: Phrase list of Lewu Yao Appendix 3: Comparative word list of Yi lects of Lüchun County 1 1. -
Trilingual Literacy for Ethnic Groups in China a Case Study of Hani People in Yuanyang County of Yunnan
www.ccsenet.org/elt English Language Teaching Vol. 4, No. 4; December 2011 Trilingual Literacy for Ethnic Groups in China A case study of Hani People in Yuanyang County of Yunnan Yuanbing Duan School of Arts and Science, Yunnan Radio and TV University, Kunming, 650223, China Tel: 86-871-588-6817 E-mail: [email protected] Received: May 23, 2011 Accepted: June 13, 2011 Published: December 1, 2011 doi:10.5539/elt.v4n4p274 URL: http://dx.doi.org/10.5539/elt.v4n4p274 Abstract This paper examines the current trilingual literacy situation of Hani People in Yuanyang County of Yunnan, China, with significance of finding out specific problems which influence the trilingual education greatly. It also reports on the effects of training for trilingual teachers, ways of improving learner’s motivation and updating the trilingual education materials. Lastly, several possible solutions are provided for successful minority education. Keywords: Trilingual literacy, Trilingual education, Minority education 1. Introduction This paper will discuss one part of school literacy in China, to be specific, how do ethnic groups start learning English, their difficulties and problems in current situation, and suggested solutions are provided for guiding students’ literacy success. With the reform and open policy carried out in 1978, education in China has gained its growing concern; more and more people have had the consciousness of being literate. However, literacy means two different levels in countryside and in cities. In rural countryside, to complete middle school education owns the opportunity of attaining stable job to meet local demand, education at this level simply means having the ability to read and write; while in the big cities, pursuing higher degree, university education or post graduate education, highlight the functional meaning of literacy; being ‘knowledgeable’ at this high level requires the ability to read between lines and write academically. -
Handbook of Chinese Mythology TITLES in ABC-CLIO’S Handbooks of World Mythology
Handbook of Chinese Mythology TITLES IN ABC-CLIO’s Handbooks of World Mythology Handbook of Arab Mythology, Hasan El-Shamy Handbook of Celtic Mythology, Joseph Falaky Nagy Handbook of Classical Mythology, William Hansen Handbook of Egyptian Mythology, Geraldine Pinch Handbook of Hindu Mythology, George Williams Handbook of Inca Mythology, Catherine Allen Handbook of Japanese Mythology, Michael Ashkenazi Handbook of Native American Mythology, Dawn Bastian and Judy Mitchell Handbook of Norse Mythology, John Lindow Handbook of Polynesian Mythology, Robert D. Craig HANDBOOKS OF WORLD MYTHOLOGY Handbook of Chinese Mythology Lihui Yang and Deming An, with Jessica Anderson Turner Santa Barbara, California • Denver, Colorado • Oxford, England Copyright © 2005 by Lihui Yang and Deming An All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, except for the inclusion of brief quotations in a review, without prior permission in writing from the publishers. Library of Congress Cataloging-in-Publication Data Yang, Lihui. Handbook of Chinese mythology / Lihui Yang and Deming An, with Jessica Anderson Turner. p. cm. — (World mythology) Includes bibliographical references and index. ISBN 1-57607-806-X (hardcover : alk. paper) — ISBN 1-57607-807-8 (eBook) 1. Mythology, Chinese—Handbooks, Manuals, etc. I. An, Deming. II. Title. III. Series. BL1825.Y355 2005 299.5’1113—dc22 2005013851 This book is also available on the World Wide Web as an eBook. Visit abc-clio.com for details. ABC-CLIO, Inc. 130 Cremona Drive, P.O. Box 1911 Santa Barbara, California 93116–1911 This book is printed on acid-free paper. -
A Study from the Perspectives of Shared Innovation
SUBGROUPING OF NISOIC (YI) LANGUAGES: A STUDY FROM THE PERSPECTIVES OF SHARED INNOVATION AND PHYLOGENETIC ESTIMATION by ZIWO QIU-FUYUAN LAMA Presented to the Faculty of the Graduate School of The University of Texas at Arlington in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY THE UNIVERSITY OF TEXAS AT ARLINGTON May 2012 Copyright © by Ziwo Qiu-Fuyuan Lama 2012 All Rights Reserved To my parents: Qiumo Rico and Omu Woniemo Who have always wanted me to stay nearby, but they have also wished me to go my own way! ACKNOWLEDGEMENTS The completion of this dissertation could not have happened without the help of many people; I own much gratitude to these people and I would take this moment to express my heartfelt thanks to them. First, I wish to express my deep thanks to my supervisor, Professor Jerold A Edmondson, whose guidance, encouragement, and support from the beginning to the final page of this dissertation. His direction showed me the pathway of the writing of this dissertation, especially, while working on chapter of phylogenetic study of this dissertation, he pointed out the way to me. Secondly, I would like to thank my other committee members: Dr. Laurel Stvan, Dr. Michael Cahill, and Dr. David Silva. I wish to thank you very much for your contribution to finishing this dissertation. Your comments and encouragement were a great help. Third, I would like to thank my language informants and other people who helped me during my field trip to China in summer 2003, particularly ZHANF Jinzhi, SU Wenliang, PU Caihong, LI Weibing, KE Fu, ZHAO Hongying, ZHOU Decai, SHI Zhengdong, ZI Wenqing, and ZUO Jun. -
46040-003: Yunnan Pu'er Regional Integrated Road Network
Social Monitoring Report 2nd Semestral Report Project Number: 46040-003 February 2018 PRC: Yunnan Pu’er Regional Integrated Road Network Development Project Prepared by Yunnan Academy of Scientific and Technical Information for the Yunnan Pu’er Municipal Government and the Asian Development Bank This social monitoring report is a document of the borrower. The views expressed herein do not necessarily represent those of ADB’s Board of Director, Management or staff, and may be preliminary in nature. In preparing any country program or strategy, financing any project, or by making any designation of or reference to a particular territory or geographic area in this document, the Asian Development Bank does not intend to make any judgments as to the legal or other status of any territory or area. ADB Loan Yunnan Pu’er Regional Integrated Road Network Development Project (RRP PRC 46040) Ethnic Minority Development Plan Monitoring Report (2017) Yunnan Academy of Scientific and Technical Information February 2018 Contents 1. Introduction .............................................................................................................. 1 1.1 Project Overview ................................................................................................................. 1 1.2 Major Project Impact and Action Plan ................................................................................ 2 2. Monitoring Methods ................................................................................................ 4 2.1 Monitoring Objectives -
Languages of Myanmar
Ethnologue report for Myanmar Page 1 of 20 Languages of Myanmar [See also SIL publications on the languages of Myanmar.] Union of Myanmar, Pyeidaungzu Myanma Naingngandaw. Formerly Burma. 42,720,196. Speakers of Tibeto-Burman languages: 28,877,000 or 78% of the population, Daic languages 2,778,900 or 9.6%, Austro- Asiatic languages 1,934,900 or 6.7%, Hmong-Mien languages 6,000 (1991 J. Matisoff). National or official language: Burmese. Literacy rate: 66% to 78%; 78.5% over 15 years old (1991). Also includes Eastern Tamang, Geman Deng, Iu Mien, Malay (21,000), Sylheti, Chinese (1,015,000), people from Bangladesh and India (500,000). Information mainly from F. Lebar, G. Hickey, J. Musgrave 1964; A. Hale 1982; B. Comrie 1987; R. B. Jones 1988; J. Matisoff et al. 1996; D. Bradley 1997; R. Burling ms. (1998). Blind population: 214,440. Deaf population: 2,684,514. Deaf institutions: 1. The number of languages listed for Myanmar is 109. Of those, 108 are living languages and 1 is extinct. Living languages Achang [acn] 1,700 in Myanmar (1983). West of the Irrawaddy River in Katha District, near Banmauk, scattered among the Lashi. Along the China border. Alternate names: Anchan, Chung, Atsang, Acang, Ngac'ang, Ngachang, Ngochang, Mönghsa, Tai Sa'. Dialects: Maingtha. Classification: Sino-Tibetan, Tibeto- Burman, Lolo-Burmese, Burmish, Northern More information. Akha [ahk] 200,000 in Myanmar (1991 UBS). Population total all countries: 449,261. Eastern part of Kengtung Shan State. Also spoken in China, Laos, Thailand, Viet Nam. Alternate names: Kaw, Ekaw, Ko, Aka, Ikaw, Ak'a, Ahka, Khako, Kha Ko, Khao Kha Ko, Ikor, Aini, Yani. -
Myanmar Languages | Ethnologue
7/24/2016 Myanmar Languages | Ethnologue Myanmar LANGUAGES Akeu [aeu] Shan State, Kengtung and Mongla townships. 1,000 in Myanmar (2004 E. Johnson). Status: 5 (Developing). Alternate Names: Akheu, Aki, Akui. Classi囕cation: Sino-Tibetan, Tibeto-Burman, Ngwi-Burmese, Ngwi, Southern. Comments: Non-indigenous. More Information Akha [ahk] Shan State, east Kengtung district. 200,000 in Myanmar (Bradley 2007a). Total users in all countries: 563,960. Status: 3 (Wider communication). Alternate Names: Ahka, Aini, Aka, Ak’a, Ekaw, Ikaw, Ikor, Kaw, Kha Ko, Khako, Khao Kha Ko, Ko, Yani. Dialects: Much dialectal variation; some do not understand each other. Classi囕cation: Sino-Tibetan, Tibeto-Burman, Ngwi-Burmese, Ngwi, Southern. More Information Anal [anm] Sagaing: Tamu town, 10 households. 50 in Myanmar (2010). Status: 6b (Threatened). Alternate Names: Namfau. Classi囕cation: Sino-Tibetan, Tibeto-Burman, Sal, Kuki-Chin-Naga, Kuki-Chin, Northern. Comments: Non- indigenous. Christian. More Information Anong [nun] Northern Kachin State, mainly Kawnglangphu township. 400 in Myanmar (2000 D. Bradley), decreasing. Ethnic population: 10,000 (Bradley 2007b). Total users in all countries: 450. Status: 7 (Shifting). Alternate Names: Anoong, Anu, Anung, Fuchve, Fuch’ye, Khingpang, Kwingsang, Kwinp’ang, Naw, Nawpha, Nu. Dialects: Slightly di㨽erent dialects of Anong spoken in China and Myanmar, although no reported diഡculty communicating with each other. Low inherent intelligibility with the Matwang variety of Rawang [raw]. Lexical similarity: 87%–89% with Anong in Myanmar and Anong in China, 73%–76% with T’rung [duu], 77%–83% with Matwang variety of Rawang [raw]. Classi囕cation: Sino-Tibetan, Tibeto-Burman, Central Tibeto-Burman, Nungish. Comments: Di㨽erent from Nung (Tai family) of Viet Nam, Laos, and China, and from Chinese Nung (Cantonese) of Viet Nam. -
Appendix 1. a Brief Description of China's 56 Ethnic Groups
Appendix 1. A Brief Description of China’s 56 Ethnic Groups Throughout history, race, language and religion have divided China as much as physical terrain, political fiat and conquest.1 However, it is always a politically sensitive issue to identify those non-Han people as different ethnic groups. As a result, the total number of ethnic groups has never been fixed precisely in China. For example, in 1953, only 42 ethnic peoples were identified, while the number increased to 54 in 1964 and 56 in 1982. Of course, this does not include the unknown ethnic groups as well as foreigners with Chinese citizenship.2 Specifically, China’s current 56 ethnic groups are, in alphabetical order, Achang, Bai, Baonan, Blang, Buyi, Dai, Daur, Deang, Derung, Dong, Dongxiang, Ewenki, Gaoshan, Gelao, Han, Hani, Hezhe, Hui, Jing, Jingpo, Jino, Kazak, Kirgiz, Korean, Lahu, Lhoba, Li, Lisu, Manchu, 1 The text is prepared by Rongxing Guo based on the following sources: (i) The Ethnic Minorities in China (title in Chinese: “zhongguo shaoshu minzu”, edited by the State Ethnic Affairs Commission (SEAC) of the People’s Republic of China and published in 2010 by the Central Nationality University Press, Beijing) and (ii) the introductory text of China’s 56 ethnic groups (in Chinese, available at http://www.seac.gov.cn/col/col107/index.html, accessed on 2016–06–20). 2 As of 2010, when the Sixth National Population Census of the People’s Republic of China was conducted, the populations of the unknown ethnic groups and foreigners with Chinese citizenship were 640,101 and 1448, respectively. -
Old Burmese Ry- – a Remark on Proto-Lolo-Burmese Resonant Initials1
Journal of the Southeast Asian Linguistics Society JSEALS Vol. 10.2 (2017): i-x ISSN: 1836-6821, DOI: http://hdl.handle.net/10524/52407 University of Hawaiʼi Press eVols OLD BURMESE RY- – A REMARK ON PROTO-LOLO-BURMESE RESONANT INITIALS1 Yoshio Nishi (Translated via Nathan W. Hill) Kobe City University of Foreign Studies (emeritus) Abstract Philological evidence and comparative phonology confirm the existence of an initial ry- in Old Burmese and Proto-Lolo-Burmese, evidence that is over looked in much scholarship (e.g. Matisoff 1979, 1991, etc.). Keywords: Old Burmese, Prolo-Lolo-Burmese, liquid initials, reconstruction ISO 639-3 codes: obr, mya, ahk, atb, hni, lis, lhu, ywq We may cite the following four words that are spelled with ry- in Old Burmese (OB) and have cognates in other Lolo-Burmese (LB) languages.i A. 1. ryā ‘hundred’: WrB rá, 2. ryā ‘(dry-crop) field’: WrB rá (now spelled yá)ii 3. ryak ‘day’: WrB rakiii 4. ryap ‘to stand’: WrB rapiv Furthermore, in OB (or Pre-OB), there is a word that one may presume to begin with initial /*hry-/: B. 1. *hryat ‘eight’: WrB hracv Other examples of OB forms with an initial spelling ry- are found among loanwords or words with unclear origin: C. Loanwords e.g., 1. (Ɂa-cī) Ɂa-ryaŋ ‘arrangement’: WrB (Ɂa-cí) Ɂa-ráŋvi 2. charyā ‘abbot, teacher’: WrB charávii 3. taryā ‘1aw’: WrB taráviii 4. (Ɂari)mitt(i/a)ryā ‘Maitreya’: WrB (Ɂari)metteyyaix 5. san-ryan ‘a kind of sedan-chair’: WrB san-lyâŋ/ san-hlâŋ /sam-lyâŋ/ sam-hlyâŋx 1 At the retirement of Professor Yoshio Nishi, most of his research on Burmese was anthologized in Four Papers on Burmese (Tokyo, 1999), but two of his early papers, written in Japanese, were excluded. -
The Cultural Landscape of Honghe Hani Terraces in China T R A
THE CULTURAL LANDSCAPE OF HONGHE HANI TERRACES IN CHINA T R A D I In 2013 the UNESCO's World Heritage T Committee inscribed China's Cultural Landscape of Honghe Hani Rice I Terraces into the prestigious World O Heritage List. N The Honghe Hani Rice Terraces in Southern Yunnan, China, covers A 16,603-hectares. These spectacular L terraces cascade down the slopes of the towering Ailao Mountains to the banks of the Hong River. The terraces W rise by 3,000 steps, forming a magnificent landscape. I Clefts in the rocks channel the rain, and S sandstone beneath the granite mountains traps the water D and then later releases it as springs. A complex system of channels has been developed to spread this water around O the terraces in and between different valleys. Four trunk M canals and 392 branch ditches which in length total 445.83km are maintained communally. The Hani people first came to the steep mountains some F 1,300 years ago and they struggled against the difficult O terrain, successfully establishing the terraces, where they grew rice in order to make a living. In recognition of the R technology of developing fertile land on rugged mountain slopes the Ming Dynasty emperor granted them the title of Skillful Sculptor and their reputation was passed down S from generation to generation. U The Hani people have developed a complex system of S channels to bring water from the forested mountaintops to these terraces. They have also created an integrated T farming system that involves buffalos, cattle, ducks, fish A and eel and supports the production of red rice, the area’s primary crop.