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Chapter 1 Introduction

1.1 Research Background:
In the context of the world economic globalization, English has become the commonlanguage tool in international information exchange and communication; English teachingserves as a positive function in improving the backward state of the Education and economyof the ethnic minority regions. However, English is the course that makes many of theminority nationality students feel hard to study. And the low efficiency of English learningobviously exerts a tremendous influence on their further study. In this case, it is essential toimprove the English teaching in the local schools. If their English teaching were as efficientas that in the big cities，more and more ethnic students will perform better in the learning ofEnglish and eventually obtain more opportunities to receive higher education.As a member of Dong people, the author has experienced an uneven and challengingEnglish learning process. Retrospectively, the difficulty in the learning process might be dueto the fact that in most ethnic minorities' areas of China, English teaching is conducted in thebilingual instructional mode of English—Chinese. But for ethnic minorities' students, Englishand Chinese are either second language or foreign language. Normally the learning of aforeign language can be facilitated by the use of the first language of the learner rather thanthe second language. This is because the learner is in most cases still struggling with themastering of the second language, not to mention using it to help the learning of a foreignlanguage. Thus，the use of Chinese as the language of instruction in English classes createsmore difficulties in English learning for ethnic students than it does for Han students. Inresponse to this situation, the author is motivated to conduct a research to explore whether theuse of Dong language as one of languages of instruction could produce positive effect onEnglish learning in the trilingual Dong-Chinese-English teaching environment. Therefore, it isworth trying to construct this trilingual teaching mechanism in the learning and teaching ofEnglish in ethnic areas in China.
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1.2 Geographical Position and Population in Sanjiang
The Autonomous County of Sanjiang Dong Ethnic Minority is one of the counties in thenorthern Guangxi, where the Dong, Miao，Yao, Zhuang，Han, and others are living. Thesedifferent nationalities have been cooperating for a long time. They develop theirmountain-river territories together. Most of the Dong people are living in the tenitoiy of the Hunan-Guizhou-Guangxiborders. In the region, the immense forests are green and luxuriant. There are 15 villages andtowns with a population of 360,000 in the whole county. The area is 2454 square kilometersand the population of the Dong nationality makes up 57 per cent in tiie county. According toSanjiang Education Bureau (2011)，there are 14 junior middle schools and two senior middleschools in the county in 2010，with a student population of 11,392 and 3,697respectively.
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Chapter 2 Literature Review

2.1 Definition of trilingual education
It is difficult to define trilingual education, because there is not a clear-cut definition.There are different possibilities and propositions in trilingual education. A 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。