Abstract/Summary

Attention to trilingual education programmes in China has tended to focus on basic education; there had been little attention to date on the higher education sector. The present paper will attempt to bridge this gap by exploring a Yi-English-Chinese (YEC) trilingual education programme through case studies of three Yi students. We will start by briefly exploring multilingualism and minority participation in higher education in China, contextual issues important for an understanding of trilingual education. We will then describe the methodology employed to collect data from the students before analysing the life events which steer them to the programme, the ways in which they position themselves in relation to the three languages, and the implications for the delivery of the programme and the learning outcomes of students.