The Power of Technology-Based Language and Culture Centers: Advancing Language and Culture Preservation in Inner Mongolia

• In Event: Poster Session 6
  In Poster Session: The Power of Technology-Based Language and Culture Centers: Advancing Language and Culture Preservation in Inner Mongolia

Proposal

Relevance
This study examines the implications of and possible intervention to the educational policy shift in Inner Mongolia in 2020, which transitioned the medium of instruction from Mongolian to standard Mandarin for key subjects in Mongolian schools. It also introduced a standardized series of textbooks in standard Mandarin. Guided by a framework that integrates theories of digital equity and cultural preservation, this policy analysis explores how digital tools and platforms can support the education of minority languages and cultures. This analysis is directly connected to the theme of this year.

Context
Inner Mongolia is an autonomous region in China. These policy changes have sparked substantial debate over the preservation of Mongolian languages and cultures. The shift threatens the educational and linguistic outcomes for Mongolian students and poses risks to the preservation of Mongolian cultural identity and heritage. The shift highlights the need for urgent measures to protect cultural integrity and preservation in Inner Mongolia.

This reform exacerbates existing educational disparities between China’s western regions, where many minorities reside, and the more developed eastern parts. The changes also signal a shift away from previous affirmative action measures that aimed to balance ethnic disparities. Furthermore, the switch risks reducing bilingual competencies and undermines the educational autonomy of ethnic regions, which are essential for maintaining language and cultural heritage.

Analysis
Drawing on data from policy documents, interviews with community leaders, educators, and students, as well as case studies of similar digital initiatives, this policy analysis identifies significant disparities in educational access and outcomes for ethnic minorities in China’s western regions including Inner Mongolia.

In response to the challenges, this policy analysis proposes the establishment of technology-based language and culture centers. The research argues that technology-based centers could mitigate the negative impacts of the policy shift by ensuring that Mongolian language and cultural education remains vibrant and accessible. Given the high rate of Internet access and digital infrastructure in schools, particularly in central and western China (Li, 2023), these centers would focus on leveraging existing digital capabilities to enhance the preservation and teaching of Mongolian language and culture, especially in rural and underdeveloped areas where such resources are underutilized. This approach aligns with broader educational technology principles and the goals of the “Smart Education of China” initiative, which aims to reduce educational disparities through technology and provides a vast array of educational resources (Ma & Mendez, 2023).

Findings
This policy analysis finds that the establishment of technology-based language and culture centers could preserve Mongolian language and culture and harness existing technological advancements to provide a scalable and sustainable model for bilingual and cultural education. It promises not only to improve educational outcomes but also to bridge cultural divides, contributing to the social and cultural vitality of Inner Mongolia.

Contribution
This research contributes to the ongoing discourse on how to effectively integrate digital solutions in education to support cultural diversity and inclusivity. This approach is crucial in a digital society where education must evolve to address both technological advancements and the preservation of cultural identities.

Author

• Chengcheng Liu, Graduate School of Education, University of Pennsylvania