Exploring Sustainable Multilingual Language Policy in Minority Higher Education in China: A Case Study of the Tibetan Language

Lubei Zhang · Linda Tsung · Zhuoma

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Multilingual Education and Policy Second Language Learning and Teaching China's Ethnic Minorities and Relations

Abstract

This paper explores sustainable multilingual education policy for minority languages in one of the higher education institutions (HEI) in the Tibetan Autonomous Region (TAR) in China. Following Spolsky’s theory of language policy ecology, this study conducted a survey of 276 students, examining the language education policy implemented inside and outside the classroom in their campus lives. The data were analyzed from the perspective of policy orientation, management issues and actual linguistic practice. The results showed that Chinese, Tibetan and English were all valued and respected in the current policy; however, the academic function of language was mainly undertaken by Chinese, while the social function was equally shouldered by Chinese and Tibetan. The findings gave us an insight into the present status of language education in this specific HEI in Tibet, and further offered valuable information for the design of sustainable multilingual policies for minority education at the higher education level in China.

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2006Language Policy 2006Language Policy Hidden Agendas and New Approaches 2003Language Policy 2010Negotiating Language Policies in Schools 2020Teaching Chinese as a second or foreign language to non-Chinese learners in mainland China (2014–2018)2003Language of Environment: Environment of Language: A Course in Ecolinguistics 2015Teaching English as an international language in China: Investigating university teachers' and students' attitudes towards China English 2019Multilingualism and higher education in Greater China

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2020Tibetan CSL learners’ L2 Motivational Self System and L2 achievement 2023A systematic review of research on language policy and planning for minority languages in China: what is next?2026Tibetan students’ experiences amid ethnic language programmes consolidation: redefining multilingual education in Chinese higher education

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