filnaukiФилологические науки в МГИМОMGIMO Journal of Language Research and Teaching2410-24232782-3717МГИМО МИД России10.24833/2410-2423-2025-3-44-55-65filnauki-625Research ArticleИЗУЧЕНИЕ РЕДКИХ ЯЗЫКОВ И ПИСЬМЕННОСТЕЙSTUDIES IN RARE LANGUAGES AND SCRIPTSПрактики и идеологии многоязычного образования на основе родного языка: пример тибетского языка в НепалеPractices and Ideologies of Mother-Tongue-Based Multilingual Education: A Case Study of Tibetan in Nepalhttps://orcid.org/0000-0002-8232-7247БишовкармаА.BishowkarmaA.

Айта Бишовкарма – PhD, председатель Непальского общества геолингвистики и сотрудник кафедры английского языка кампуса международных языков

Катманду

Aita Bishowkarma, PhD, is President of the Geolinguistics Society of Nepal and a faculty member at the Department of English, Campus of International Languages

Kirtipur, Kathmandu

abgorkhalig@gmail.comhttps://orcid.org/0009-0002-7754-2361БишвокармаБ. Р.BishwokarmaB. R.

Бабу Рам Бишвокарма – генеральный секретарь Непальского общества геолингвистики, и преподаватель кафедры английского языка кампуса Санотхими

Катманду

Babu Ram Bishwokarma is Secretary General of the Geolinguistics Society of Nepal and Assistant Professor at the Department of English, Sanothimi Campus

Kirtipur, Kathmandu

brbkbj@gmail.comУниверситет Трибхувана КиртипурНепалTribhuvan UniversityNepal2025031020251135565Copyright © Бишовкарма А., Бишвокарма Б.Р., 20252025Бишовкарма А., Бишвокарма Б.Р.Bishowkarma A., Bishwokarma B.R.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://philnauki.mgimo.ru/jour/article/view/625

В Непале говорят на 123 плюс 6 языках, что делает его многоязычной, многоэтнической и многокультурной страной. Политика государства включает в себя многоязычное образование на основе родного языка (МООРЯ) в начальной школе, поскольку в Непале учатся дети из разных этнических групп. В данной статье критически рассматривается практика заинтересованных сторон, в основном учеников, учителей и директора, в отношении МООРЯ применительно к тибетскому языку в непальских государственных школах (тибетский язык является миноритарным в Непале). Предпринимается обзор литературы для демонстрации различных взглядов на вопрос образования на основе родного языка в непальской академической среде. Основной целью исследования было изучение практики и идеологии заинтересованных сторон в отношении реализуемого в непальских школах МООРЯ на примере тибетского языка. Исследование следует квалитативному подходу и использует дизайн исследования на основе конкретной ситуации (case study). В качестве пространства исследования была намеренно выбрана школа в Катманду. Методами сбора данных были интервью, фокус-группа и наблюдение, включая исследовательский дневник. Полученные данные были расшифрованы и переведены на английский язык с непальского до их тематического кодирования. Результаты исследования показывают, что МООРЯ применительно к тибетскому языку оказывает положительное влияние на качество образования. Тибетский язык использовался в качестве средства обучения для того, чтобы учащиеся понимали текст и контекст. Однако его внедрение оказалось неэффективным по ряду причин, таких как отсутствие учебной программы, учебников, методических материалов, соответствующих методик преподавания и квалифицированных учителей в школе. Озабоченность родителей и руководства школы ещё предстоит изучить. Полученные результаты могут быть применены для реформирования политики, практики и подготовки учителей в сфере МООРЯ применительно к тибетскому языку в Непале.

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.

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The authors declare that there are no conflicts of interest present.