Trilingualism in Education: Models and Challenges

Research output: Chapter in Book/Conference proceedingBook Chapterpeer-review

16 Citations (Scopus)


This concluding chapter discusses a number of themes emerging from the book, in order to present a consolidated view of trilingualism in education in China. It presents a detailed discussion of the four models of trilingual education identified in earlier chapters—the Accretive, Balanced, Transitional and Depreciative Models, and argues that the Accretive and Balanced Models of trilingual education possess substantial potential to foster additive trilingualism in students, thereby granting numerous social, political, economic and educational advantages to students and Chinese society. In comparison, models such as the Transitional and Depreciative Models, which promote limited trilingualism or essentially aim to achieve solely bilingualism or monolingualism, are weak.

Original languageEnglish
Title of host publicationMultilingual Education
PublisherSpringer Science and Business Media B.V.
Number of pages16
Publication statusPublished - 2015

Publication series

NameMultilingual Education
ISSN (Print)2213-3208
ISSN (Electronic)2213-3216


  • China
  • Chinese
  • English
  • Ethnic minorities
  • Language policy
  • Trilingualism

ASJC Scopus subject areas

  • Education
  • Linguistics and Language


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