Yi Students’ and their Teachers’ Language Use in Formal Yi Maintenance Schools in Liangshan Yi Autonomous Prefecture, China

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.