Tibetan bilingual education in Qinghai: government policy vs family language practice

Abstract

ABSTRACT This paper explores the intersection between government bilingual education policy in schools for Tibetan students and family language practices at home and looks at the implications of such practices. Summaries of empirical data and critical analysis are reported from Qinghai in China. A field study was conducted in Tibetan areas in Qinghai between 2013 and 2016. This fieldwork included school visits, observation and interviews undertaken with teachers, principals and parents. This paper draws from findings based on interviews with Tibetan parents. The results of this research provide insights into the links between bilingual education programs and family members’ decision-making processes. A major conclusion is that there are conflicts between top-down government language policies and bottom-up family language practice. These conflicts arise as Government policies discount the crucial support system parents provide for children s language learning at home and bilingual education programs in schools. Additionally, socio-economic and educational factors outside the scope of Government Language Education policies may have a significant influence on bilingual education practices, multilingual achievement and the career success of the younger generation of Tibetans.