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

Author

Listed:
  • Lubei Zhang

    (School of Foreign Languages, Southwest Jiaotong University, Chengdu 610031, China)

  • Linda Tsung

    (Faculty of Arts and Social Sciences, the University of Sydney, Sydney 2006, Australia)

  • Zhuoma

    (School of Tourism and Foreign Languages, Tibet University, Lhasa 850000, China)

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.

Suggested Citation

  • Lubei Zhang & Linda Tsung & Zhuoma, 2020. "Exploring Sustainable Multilingual Language Policy in Minority Higher Education in China: A Case Study of the Tibetan Language," Sustainability, MDPI, vol. 12(18), pages 1-16, September.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:18:p:7267-:d:408993
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    References listed on IDEAS

    as
    1. Zehlia Babaci-Wilhite, 2013. "Local Languages of Instruction as a Right in Education for Sustainable Development in Africa," Sustainability, MDPI, vol. 5(5), pages 1-24, May.
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