Mapping Knowledge Dynamics: Social Network Analysis of English as a Third Language Acquisition in Tibetan Classrooms

This paper explores the dynamic process of English language acquisition as a third language (E3L) in Tibetan classrooms within mainland China, employing Social Network Analysis (SNA) to map the intricate social and cultural networks influencing this phenomenon. Our study delves into the unique trilingual landscape where Tibetan, Mandarin, and English coalesce, underscoring the intricate balance between preserving cultural heritage and adapting to global linguistic trends. Emphasizing the role of English in facilitating cross-cultural communication and economic opportunities, we investigate the pedagogical and societal implications of this trilingual model. The research focuses on the evolving educational policies in Tibet, noting the increased incorporation of English into the curriculum and the resultant impact on students’ linguistic and cultural identities. Utilizing advanced network analysis, we dissect the complex social dynamics, analyzing how Tibetan and Mandarin language proficiencies intertwine with English learning. We probe into the under-researched areas of E3L acquisition in rural and urban Tibetan classrooms, identifying unique challenges and opportunities. Our findings reveal how social networks within these educational settings play a pivotal role in shaping students’ language acquisition journeys. By understanding these networks, we propose tailored educational strategies that cater to the diverse needs of E3L learners. The study contributes to linguistic diversity, educational policy, and the knowledge economy, offering insights into how multilingualism can be effectively nurtured in culturally rich and diverse educational environments.