20世紀80年代以來的少數民族英語教育與族群關系研究大多從少數民族主體語言發展的族群認同角度出發,例證少數民族英語習得深受"我群界限"的影響,存在著對本民族語言活力與語言權力的隱性捍衛,然而此類"語言保持"現象并不一定非得站在民族性立場的高度去擴大母語系統的阻力,相反從中發現語言對象從抑制到轉化的進程規律,深入語言的族群接觸情境,更有利于獲得對英語教育實踐的啟迪,從而解決少數民族英語教育"怎么做"的問題。在此圍繞少數民族英語教育的族群語言轉化與族群語言情境內涵,提出了少數民族英語教育的族群同構模式與選擇模式,用以探索族群語言抑制的可利用性。

Since the 1980’s,most of the researches on English education in ethnic minorities and the relationship among racial groups are from the perspective of ethnic identity of principal language development: illustrating minority English acquisition is under the influence of "my group boundaries",where there is a recessive defense to the ethno-linguistic vitality and language power. This kind of "language" phenomenon does not necessarily enlarge the resistance of native language system in the height of the national character position. We find language process rules from the inhibition to the transformation,go into language ethnic contact situation,gain enlightenment on English education practice and solve minority English education problems. This thesis,on transformation of ethnic language and connotation of ethnic language context,puts forward the isomorphism and choice modes of English education in ethnic minorities,to explore ethnic language availability.