This book contributes significantly to our understanding of bilingualism and bilingual education as a sociocultural and political process by offering analyses of the stories of five Tibetan individual journeys of becoming bilingual in the Tibetan areas of China at four different points in time from 1950 to the present. The data presented comprises the narrative of their bilingual encounters, including their experiences of using language in their families, in village, and in school. Opportunities to develop bilingualism were intimately linked with historical and political events in the wider layers of experiences, which reveal the complexity of bilingualism. Moreover, their experiences of developing bilingualism are the stories of struggle to become bilingual. They struggle because they want to keep two languages in their lives. It illustrates their relationship with society. They are Tibetans. L1 is not the official language of their country, but it is the tie with their ethnicity. It addresses bilingualism linked with the formation of identity.The unique feature of this book is that it offers a deep understanding of bilingualism and bilingual education by examining the stories of five individuals learning experiences over a period of almost 60 years.
|DATEINAME||Becoming Bilingual in School and Home in Tibetan Areas of China: Stories of Struggle.pdf|
29 Mar 2017 ... The Tibetan people living in Kathmandu invited me to their homes, families, ... to the Tibetan Buddhist Monastery (Buddhist religious schools and worship place), ... People showed much excitement on to the similarities and the fluent ... into China, and the remaining Tibetan-speaking areas became parts of ... 15 Dec 2017 ... In Tibetan areas within China, Tibetan medicine (pö me, bod sman) is the ... illness are about a struggle to access affordable, quality treatments. ... Tibetan medicine became an important part of Tibetan cultural and ... During a conversation in her home, a Hui woman in her mid-thirties told the following story: .