本文是一篇语言学论文，笔者通过对西藏林芝市两所高中门巴族学生多语种教育情况的调查。蒙巴族的多语教育现状如下：首先，学校的多语教育主要包括汉藏双语教育和英语教育，但大多数蒙巴族学生只学习汉语和英语。只有藏族班的蒙巴族学生学习藏语，学校不提供其他民族语言课程，如蒙巴语和其他外语课程。家庭多语种教育主要以蒙巴语和汉语进行。
Chapter One Introduction
1.1 Background of the Study
National security is the fundamental interest for the countries all over the world. Nationalsecurity always gains global visibility, especially when the entire world is threatened byviolence, terrorism and the hidden dangers in politics, economy, culture and ecology. In 2014,President Xi Jinping proposed, “Pursue a holistic approach to national security and blaze atrail of national security with Chinese characteristics”. “Pursuing a holistic approach tonational security” was included in the reports of the 19th National Congress of the CPC (theCommunist Party of China) in 2017, as a basic part of the system of thought for socialismwith Chinese characteristics for a new era (Kang & Xu, 2019). Back in January of 2010, thefifth Symposium on Work in Tibet of the CPC Central Committee stated that Tibet is animportant national security barrier, which had put forward new requirements for work in Tibetfrom a national strategic perspective. In August, 2020, the 70th anniversary of theestablishment of diplomatic relations between China and India, President Xi, at the 7thSymposium on Work in Tibet of the CPC Central Committee, stressed that the Party’s policyof governing Tibet and the consolidation of border defense and security must be fullyimplemented and ensured (Gao, 2016). To comply with the new policy for national andTibet’s security, new ideas and guidelines are provided for the study of multilingual educationin Tibetan Sino-India cross-border area.
As for Nyingchi, a prefecture-level city under the Tibet Autonomous Region, is locatedin the southeast of Tibet and part of the southern region is occupied by India. Back to the endof the 19th century, when extending the border in the northeast of India, Britain failed tooccupy Tawang area of Tibet. However, after gaining independence, India took advantage ofthe favorable international situation to occupy Tawang and the area south of the illegal“McMahon Line” (Qiu, 2020), namely, the area of more than 90,000 square kilometers inSouth Tibet of China. Nyingchi covers an area of 117,000 square kilometers, of which 41,000square kilometers is still illegally occupied by India and borders Assam (The journal, 2020).In reality, since the founding of the People’s Republic of China, despite the relatively friendlySino-India relation, the exact location of the boundary line has not been determined.
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1.2 Purposes of the Study
From the perspective of national security, the paper makes a comprehensive discussionon the current situation of the multilingual education of the Monba ethnic group in Nyingchi,and puts forward reasonable suggestions on the formulation of the multilingual educationpolicy for the Sino-India cross-border minorities.
Basically, there is indeed multilingual phenomenon in the Sino-India cross-border areawhere the Monba settle. It is vital to explore the situation of the multilingual education basedon the research of multilingual education policy, but so far there has been only bilingualeducation policy and foreign language education policy for the cross-border ethnic groups inTibet. The first purpose of the thesis is to study the bilingual education policy and foreignlanguage education policy of Tibet since the founding of the People’s Republic of China.Furthermore, in response to Xi Jinping’s holistic approach to national security and thesituation of Sino-India relations, border and national security cannot be ignored. Additionally,to better provide the reasonable and feasible suggestions for the development of themultilingual education for the Monba, it is quite necessary to know how the languageeducation policy is implemented, that is, the status quo of the multilingual education in Nyingchi, according to the multilingual ecologic
