From Conflict to Harmony: An Analysis of the Deep Influencing Factors of Trilingual Teaching Mode Based on Teacher’s Instructional Interference
Authors
Lanfen Ji1, *, Dianjun Lu2
1School of Foreign Language, Qinghai Normal University, Xining, Qinghai 810008, China
2School of Mathematics and Statistics, Qinghai Normal University, Xining, Qinghai 810008, China
*Corresponding author. Email: jilanfen@qhnu.edu.cn
Corresponding Author
Lanfen Ji
Available Online 23 November 2021.
- DOI
- 10.2991/assehr.k.211122.050How to use a DOI?
- Keywords
- teacher’s instructional intervention; trilingual teaching; multiculturalism; influencing factors
- Abstract
With increasing attention paid to trilingual teaching in ethnic colleges and universities, the development of teachers’ instruction intervention warrants the pragmatic practice. This paper analyzed the basic influencing factors of trilingual teaching model based on teachers’ instructional intervention, and further put forward multiculturalism as its deep influencing factor. A large amount of multicultural content can improve students’ ability of multicultural integration.
- Copyright
- © 2021 The Authors. Published by Atlantis Press SARL.
- Open Access
- This is an open access article under the CC BY-NC license.
Cite this article
TY - CONF AU - Lanfen Ji AU - Dianjun Lu PY - 2021 DA - 2021/11/23 TI - From Conflict to Harmony: An Analysis of the Deep Influencing Factors of Trilingual Teaching Mode Based on Teacher’s Instructional Interference BT - Proceedings of the 7th International Conference on Social Science and Higher Education (ICSSHE 2021) PB - Atlantis Press SP - 28 EP - 32 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.211122.050 DO - 10.2991/assehr.k.211122.050 ID - Ji2021 ER -