Volume 3,Issue 8
Language Ecology and Chinese Language Teaching in Mongolia: A Sociohistorical and Pedagogical Analysis
This study examines the interplay between Mongolia’s unique language ecology and the development of Chinese language teaching (CLT) from the mid-20th century to the present. Drawing on documentary analysis, statistical data, and pedagogical surveys, it first delineates Mongolia’s language ecosystem, shaped by geographical isolation, historical interactions with neighboring powers, ethnic homogeneity, and shifting geopolitical alliances, focusing on the status of Khalkha Mongolian, minority languages, and foreign languages, mainly Russian, English, and Chinese. Subsequently, it traces the three-stage evolution of CLT in Mongolia, that is to say, the initial phase (1957–1968), recovery phase (1973–1990), and booming phase (1990–present), analyzing how each stage responds to changes in the broader language ecology. The study also identifies key challenges in contemporary CLT, including teacher shortages, mismatched teaching materials, and uneven regional access, supported by quantitative data on student enrollment, teacher demographics, and institutional distribution. Finally, it proposes context-specific strategies to enhance CLT’s alignment with Mongolia’s language ecology, such as developing localized teaching materials, strengthening teacher training programs, and leveraging cross-border cultural exchanges. The findings contribute to a deeper understanding of language policy dynamics in Inner Asia and offer insights for optimizing CLT practices in multilingual as well as regional study contexts.
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