• Rethinking Classical Tibetan Pedagogy

    Author(s):
    dirk schmidt (see profile)
    Date:
    2017
    Group(s):
    Education and Pedagogy
    Subject(s):
    Education, Teaching, Second language acquisition, Tibetan language
    Item Type:
    Article
    Tag(s):
    pedagogy, tibetan, classical, Pedagogy
    Permanent URL:
    http://dx.doi.org/10.17613/M60M4V
    Abstract:
    The following paper explores classical Tibetan language pedagogy as it’s generally practiced in the West, while suggesting a radical reinterpretation to that approach by providing alternatives based on the consensus of multidisciplinary research from second language education and linguistics, among others. Especial attention is paid to the importance of production processes (speaking and writing), phonology (listening and speaking), and environment (language exposure) and their roles in language learning contexts; these concerns lead us to the conclusion that the spoken language ought to be the basis for the study of sophisticated literature, even in a classical language context. We then turn toward the specific issues of Tibetan language literacy: the language diglossia; its history; why “classical” Tibetan is not a classic example of a classical language; and, briefly, how to overcome these obstacles in a Tibetan as a Second Language (TSL) educational context.
    Metadata:
    xml
    Status:
    Published
    Last Updated:
    6 years ago
    License:
    Attribution-NonCommercial

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