Language Learning Barriers and Cross-Cultural Communication Strategies in Tibetan Bilingual Education Against the Background of Cultural Differences

This research analyses the intricate hurdles encountered by Tibetan learners trying to learn Mandarin Chinese in the context of bilingual education in the Amdo Tibetan Area of Qinghai, China. Through qualitative research approaches like semi-structured interviews with students and teachers, classroom observations, and document analysis, this research identifies linguistic and cultural barriers that impede effective language learning. It was found that Tibetan students have difficulties relating to the Mandarin language’s phonological elements, character writing, and even its abstract vocabulary when these features are devoid of their cultural contexts and environments. Urban culture curriculum centred on teaching a modern lifestyle creates a cultural gap which leads to low motivation and understanding among learners. This research aims to contribute to the literature through the description of effective cross-cultural communication techniques in the specific context of Tibetan-Mandarin bilingual education, specifically bilingual scaffolding, culturally sensitive pedagogy, and participatory teaching that effectively deal with linguistic problems without erasing cultural identity. The use of Tibetan culture, visual aids, and group work activities that encourage student participation is suggested to enhance student motivation and achievement in the language. This research contributes to bilingual educational policy and practice in China’s ethnic minority regions by proposing that flexible integration of language and culture tends to be more successful in achieving Mandarin proficiency than the more inflexible, monolingual mode of instruction. Relating this study to Chinese Literacy Teaching Theory and social constructivism allows the study to make recommendations for improving bilingual education in culturally diverse settings from a theoretical perspective.