Table 4.1 Questionnaire Structure
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Chapter Three Theoretical Framework...........................23
3.1 Theory of Multilingual Education……………………...23
3.1.1Multilingual Ecological Environment……………………………………22
3.1.2 Multilingual Attitude………………………………….24
Chapter Four Methodology…………………………28
4.1 Research Questions…………………………….28
4.2 Research Methods………………...28
Chapter Five Results and Discussion……………….............33
5.1 Status Quo of Multilingual Education for Monba High School Students in Nyingchi from Perspective of National Security………………33
5.1.1 Multilingual Ecological Environment for Monba Students...............34
5.1.2 Multilingual Attitude of Monba Students……………….…………….42
Chapter Five Results and Discussion
5.1 Status Quo of Multilingual Education for Monba High School Students in Nyingchifrom Perspective of National Security
To understand the status quo of multilingual education of the Monba high schoolstudents in Nyingchi from the perspective of national security, multilingual ecologicalenvironment, multilingual attitudes, and multilingual ability must be taken into account.Therefore, the current situation of the multilingual education can be comprehensivelyunderstood based on the results of questionnaire and interview, and the author makes adetailed and comprehensive analysis of the status quo of multilingual education from theperspective of national security.
92 students from the Monba ethnic group participate in “A Questionnaire on MultilingualEducation for Monba High School Students in Nyingchi”. Considering that the freshmen arenot yet enrolled in the high school, the students who participate in the questionnaire are fromthe senior two to the senior three, and 92 questionnaires are collected. 15 of them and 5language teachers are selected for the interview. Q stands for the author’s question and Arepresents the answers of the language teachers and Monba students.
In the questionnaire, in general, the α coefficient should be greater than or equal to 0.6,and the larger the value, the better the reliability. As can be seen from Table 5.1, the reliabilitycoefficient of the scale topic is relatively high, so it is considered that the measurementindexes of the research variables have a certain inherent consistency reliability, and the surveydata are relatively reliable.
Table 5.1 Reliability Statistics
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Chapter Six Conclusion
6.1 Major Findings
Through investigation on multilingual education of Monba students in two high schoolsin Nyingchi, Tibet. The following are made.
The status quo of the multilingual education of the Monba is as follows: first of all,multilingual education of schools mainly consists of Chinese-Tibetan bilingual education andEnglish education, but most of the Monba students only learn Chinese and English. Only theMonba students of Tibetan class learn Tibetan, and the school does not offer other ethniclanguage courses like Monba and other foreign language courses. Multilingual education offamily is mainly conducted in Monba and Chinese. Besides, the Monba students have a highsense of identity to Monba language, Chinese and Tibetan, and no strong resistance to English.Furthermore, students have relatively strong communicative ability in Monba and Chinese,and strong ability in Chinese acquisition and language knowledge compared with Tibetan andEnglish, but their overall multilingual ability is weak. Above all, security of ethnic andnational language and culture can be basically guaranteed, and political and social securitycan be consolidated to a certain extent, basically guaranteeing the ideology and per
