Practices and Ideologies of Mother-Tongue-Based Multilingual Education: A Case Study of Tibetan in Nepal

Nepal accommodates 123 plus 6 languages, which make it a multilingual, multiethnic and multicultural nation. The state’s policy embraces mother-tongue-based multilingual education (MTB-MLE) in primary school as children from diverse ethnic groups come to school in Nepal. This paper critically examines the practices of stakeholders, mainly students, teachers and a head teacher, on Tibetan MTB-MLE in public schools in Nepalese schools (Tibetan being a minority language in Nepal). A literature review is undertaken to demonstrate different views on mother-tongue-based education in Nepalese academia. The main objective of the study was to explore the stakeholders’ practices and ideologies with regard to Tibetan MTB-MLE practiced in school in Nepal. The research follows a qualitative approach and employs a case study research design. A school in Kathmandu was purposely selected as the field of study. Interview, focus group discussion (FGD) and observation including the researchers’ reflective diary were the methods of data collection. The data generated were transcribed and translated into English from Nepali prior to their thematic coding. The finding shows that Tibetan MTB-MLE has positive impacts on quality delivery of education. The Tibetan language has been used as the medium of instruction to make students understand the text and context. However, its implementation has not been effective due to a number of reasons such as lack of curriculum, textbooks, resources materials, appropriate teaching methodologies and proficient teachers in the school. The concern of the parents and management team members was yet to be investigated. The findings obtained can be applied to reforming policy, practices and teacher education in Tibetan MTB-MLE in Nepal.