Author Description

As a particular form of Chinese minority education in practice, Tibetan boarding class in inland China is relatively less well-studied. Additionally, little voice is heard from Tibetan themselves who are experiencing Chinese minority education. To respond to the need for more research in this area, a case study is conducted, intending to explore a particular Tibetan boarding class from a Tibetan learner's perspective. Underpinned by a theoretical framework of language ecology, this study explores the interrelation and interaction among language, learners, and contexts. The study is informed by multicultural education, a notion grounded and well studied in North American discourse. Yet in view of the variations between North American discourse and Chinese context, the notion of multicultural education can not be entirely applied to Chinese minority education. Suggestion on future improvement is also discussed.