Tibetan teacher interview 2

Interviewee: "Baima" (Pseudonym), Han ethnicity. A teacher at Rangtang County Middle School, also responsible for Women's Federation (Fu Lian) work.

问： 您觉得寄宿学校在哪些方面是最成功的？

答： 学生的学习氛围和孩子们刻苦努力的方面。

问： 学校里普通话（汉文）和藏语课的各个占比是什么样子？

答： 现在加强汉文教育。比例大约是：汉语文每周约 20 节课，藏文每周约 7、8 节课。

课程变化： 藏文课越来越少，已经成为一门功课（藏语文）。不再像以前的藏文班那样，所有主课（如政治、语文、数学、物理、化学）都用藏文教学，现在其他全部是汉文课。

问： 校方是怎么看待这种保护民族语言的？

答： 两种语言都要学。在藏文熟练的基础上学习另一门语言（汉文）也很好，对未来发展有利。

问： 您觉得现在学校跟上一辈人读书的最大区别是什么？

答： 都比较先进，学校有很大变化。硬件方面上住宿条件等都在整改；软件方面上学生的成绩可以看出来。

问： 教师是国家派的还是他们自愿（自愿应聘）？

答： 国家派的，直接由四川省派遣。

问： 您觉得寄宿学校在教育公平和资源整合上面起到什么样的作用？

答： 起到比较平衡的作用。家长观念改变，哪怕生了四五个孩子，都愿意把孩子送到学校学习，认为“只有学习才有出路”。

问： 学校有学费吗？

答： 没有，都是义务教育，免费的。

问： 一个年级有四个藏语班，他们跟普通班（汉文班）有什么区别？

答： 差距比较大，和汉文班没法比。汉文班 有“未来班”“阳光班”等，成绩都好。藏文班有两个班成绩特别差，是读藏文的；另有两个班成绩稍微好一点。双语能力好的学生以后好找工作。

问： 藏文班成绩较差是因为语言能力吗？

答： 不是语言能力。主要原因是从城关小学（单位上的孩子，基础好）和寄宿制小学（全靠自己，基础不是那么理想）过来的学生基础不一样，此外，一些家庭（特别是纯藏族、一直在乡下的家长）有民族观念，认为孩子必须会藏语，并且课程必须用藏文教学。

问： 这种（藏文班）学生以后大学怎么办呢？

答：如果去读普通话大学（汉文教学），平时需要自己看书学习，因为所学专业可能没有藏文。如果想专门学习藏文，有专门的大学（如青海、甘孜、成都的西南民院等）设有藏语言文学、藏语言学校。有高中毕业的孩子考到专门的藏语学校去。

问： 那边也是藏语教学吗？还是说会有一种藏语保留的文化？

答： 他们（指当地学校）以藏文为主，汉文为辅。我们这里是汉文为主，藏文为辅。

问： 大学同学毕业后，大部分去了什么样的学校？

答： 如果藏文比较好的（如藏文班），会去考藏文学校、藏语言学校。整个毕业班的升学比例是：汉文（汉文为主的学校）占 60%，藏文（藏文学校）占 40%。

问： 你们学校是只有初中吗？有高中吗？

答： 有高中，但只有高二和高三。高一已转到中府，但学籍仍在原学校，教学点在另一个地方（约 200 多公里外）。

问： 您觉得学校是如何安排兴趣班和心理辅导的？

答：我们配备了有资质的心理老师（有心理咨询师、减压师）共两位。此外，发言人（复年工作）也会给女生做心理辅导和学生观察。兴趣课在每个星期不同时间段开设，如周一美术、周二书法、周三舞蹈、周四声乐、周六围棋等。时间 一般是下午或中午。下午通常是放学后（约 6:30 到 6:50），中午是 1:00 到 2:00。学生可自由选课，但不能重复报（只能报一个），以免与比赛等活动冲突。

问： 兴趣课老师是本地的还是外地的？

答： 招的老师来自五湖四海（如青海、哈尔滨、浙江、绵阳等），民族多样（汉族、藏族、羌族、回族、蒙古族等），其中汉族和藏文/汉文老师比较多。

问： 老师是自己应聘还是国家公派的？

答： 需要经过教师考试、业务考试和面试才能来。以前是国家包分配，现在都是考试录用。

问： 学校目前有多少老师？

答： 一线老师有 150 多个。后勤老师（负责生活起居、煮饭、宿舍管理等）约有 40 个左右。工会总共统计是 183 人。

问： 150 多个教学老师中，大概有多少会藏语？

答： 大概有 60 多个，他们不仅懂藏语，也懂汉语，是双语老师。

问： 您的主要职责是什么？

答： 公会上的事情、妇联（妇女工作）的事情，以及学生管理方面。

问： 会有专门的生活老师照顾同学们的日常生活起居吗？

答： 有，但管理人员年龄较大，且管理方面缺乏严格培训，因此管理得比较一般。学生寝室主要由学生自己打扫。

问： 一个寝室大概住多少同学？

答： 由于招生率高，人数较多，比较紧张。设计上本应是 8 个学生一间，但现在住 11 或 12 个，有的教室也被改成了寝室。

问： 如果会有学生想家会怎么办？

答： 初一新生想家多，但初二初三以学业为重，学习时间长到没时间想家（早上 6:18 到晚上 10:10 睡觉）。想家时，家长会来学校，或者学生拿交给班主任的手机给家长打电话。

问： 早上 6 点开始学习是晚自习吗？作息时间如何？

答： 早上 6:00 起床，6:18-6:20 开始早读，一直到晚上 10:10 就寝。中午也只有吃饭时间（12:00 下课，1:00 又开始上自习）。休息时间太少，孩子很累。

问： 安排这么早的时间上课的原因是什么？

答： 就是为了出成绩。作息时间表是“来一个领导变一个”，上学期晚自习是三个，现在是四个。

问： 出现这种作息情况是阿坝州其他学校也是这样吗？

答： 各个学校都有自己的时间观念，他们就看哪个学校把学生抓得严，就跟着他们学。我认为以前（早上 7 点上课，中午休息 1.5 小时，晚自习 9:10 结束）比较好。

问： 领导出成绩后，有什么益处？

答： 拼职称、在学校里头当大官。

问： 老师和领导更换是否频繁？

答： 老师更换挺多的，有的只待一年半，甚至更短，说是缺氧、身体不行等原因。领导也是国家或省里派过来的，目的多是来“度一下经”（积累资历），回去好评职称。

问： 一般中考考上的学生去哪个学校？

答： 本地学生中考升学率：80% 上高中，20% 上技校（如五年制大专）。

好的高中：成绩好的学生会被外地的好学校（如绵阳、成都、汶川、马尔康）要走。每个班上前 20 几名、至少全年级前 40 名的都能去。

问： 学校的男女生占比？

答： 女生多男生少。女生约 70% 多，男生约 20% 多。

原因： 以前是男生多女生少。现在由于家长思想观念转变，认为“读书才是女孩的唯一去处”，所以让女孩也来读书了。

问： 大部分周围的学生都在这边上学吗？

答： 对，可以说 90% 的学生在我们学校。这是有政治任务的，要求“控辍保学生”，只要户口和年龄符合，必须上学。

问： 学生有没有其他学校可以去？

答： 没有，基本只有我们学校。比如某条线的户口就必须在该线的中学读。

问： 关于女生个人卫生和家庭条件情况？

答： 普遍来看，现在的女孩胆子大、爱干净。但由于家庭条件困难和传统观念（家长不教，妈妈自己不懂），仍有女生出现生理期用品缺乏（如没有卫生巾、内裤）的情况。10 个孩子里有 4 个比较可怜的。藏族地区，如果家里有读书、工作的人就不会出现这种情况；如果家里是农村的则比较普遍。一个年级大约有 10 个左右特别可怜的女生。

问： 外界对寄宿类型学校有一些质疑，比如生活习惯不好，您怎么看？

答： 通过社会上的反应，我们技术制学校的学生比以前的学生素质高：爱干净、讲卫生、讲礼貌，学习成绩也可以。

English Transcript:

Q: What aspects of the boarding school do you feel are most successful?

A: The students' study atmosphere and the children's hard work and dedication.

Q: What is the proportion of Mandarin (Han language) and Tibetan classes at the school?

A: Han language education is currently being strengthened. The ratio is approximately: about 20 classes of Han language per week, and about 7 or 8 classes of Tibetan per week.

Course Change: Tibetan classes are becoming fewer; it is now just one subject (Tibetan language arts). Unlike the former Tibetan-focused classes where all main subjects (e.g., politics, Chinese, math, physics, chemistry) were taught in Tibetan, now everything else is taught in Han language.

Q: How does the school view the protection of ethnic languages?

A: Students should learn both languages. Learning another language (Mandarin) on the basis of being proficient in Tibetan is very good and beneficial for future development.

Q: What do you think is the biggest difference between the current generation's schooling and that of the previous generation?

A: Everything is quite advanced, and the school has changed greatly. In terms of hardware, things like dormitory conditions are being rectified; in terms of software, this can be seen in the students' academic results.

Q: Are the teachers assigned by the state or are they volunteers (voluntary applicants)?

A: They are state-assigned, directly dispatched by Sichuan Province.

Q: What role do you think boarding schools play in educational equity and resource integration?

A: They play a relatively balancing role. Parents' mindsets have changed; even if they have four or five children, they are willing to send them to school, believing that "only education offers a way out."

Q: Does the school charge tuition fees?

A: No, it is compulsory education, which is free.

Q: There are four Tibetan classes in one grade. What is the difference between them and the regular Mandarin classes?

A: The gap is quite large; they cannot be compared to the Mandarin classes. Mandarin classes have "Future Classes," "Sunshine Classes," etc., and their results are good. Two of the Tibetan classes have particularly poor results; they are primarily taught in Tibetan. The other two Tibetan classes have slightly better results. Students with good bilingual abilities have better job prospects later.

Q: Are the poor results in the Tibetan classes due to language ability?

A: No, it's not language ability. The main reasons are that the students coming from Chengguan Primary School (children of unit/office workers, with good foundations) and those from boarding primary schools (relying entirely on themselves, with less ideal foundations) have different bases. Additionally, some families (especially pure Tibetan families living in the countryside) have ethnic concepts, believing their children must know Tibetan, and the curriculum must be taught in Tibetan.

Q: What happens to these students (from Tibetan classes) when they go to university?

A: If they attend a Mandarin-speaking university (Han language instruction), they usually have to study independently, as their major may not have Tibetan. If they want to specialize in Tibetan, there are specific universities (such as those in Qinghai, Garzê, and Southwest Minzu University in Chengdu) that offer Tibetan Language and Literature and Tibetan language schools. Some high school graduates go on to specialized Tibetan language schools.

Q: Is that area (referring to the other schools mentioned) also Tibetan-language instruction? Or is there a culture that preserves Tibetan?

A: They (referring to those local schools) primarily use Tibetan as the main language and Mandarin as a supplement. Here, we use Mandarin as the main language and Tibetan as a supplement.

Q: After graduating from university, where do most of your university classmates go?

A: If their Tibetan is quite good (like those from the Tibetan classes), they test into Tibetan schools or Tibetan language schools. The overall university enrollment ratio for the graduating class is: Han language-focused schools account for 60%, and Tibetan schools account for 40%.

Q: Does your school only have junior high? Is there a high school?

A: Yes, there is a high school, but only grades 11 and 12 (Gao Er and Gao San). Grade 10 has been moved to the county seat, but the students' academic records are still with the original school, and the teaching site is in another place (about 200 kilometers away).

Q: How does the school arrange interest classes and psychological counseling?

A: We are equipped with two qualified psychological counselors (including a psychological consultant and a stress reduction specialist). Additionally, I (responsible for Women's Federation work) also provide psychological counseling and observation for female students. Interest classes are offered at different times each week, such as Art on Monday, Calligraphy on Tuesday, Dance on Wednesday, Vocal Music on Thursday, and Go on Saturday. The time is usually in the afternoon or midday. The afternoon is typically after school (around 6:30 to 6:50 PM), and midday is from 1:00 to 2:00 PM. Students can choose courses freely but cannot enroll in more than one to avoid conflicts with competitions or other activities.

Q: Are the interest class teachers local or from outside the area?

A: The recruited teachers come from all over the country (such as Qinghai, Harbin, Zhejiang, Mianyang, etc.), representing diverse ethnic groups (Han, Tibetan, Qiang, Hui, Mongolian, etc.). There are more Han teachers and more Tibetan/Mandarin teachers.

Q: Are the teachers hired by themselves or assigned by the state?

A: They must pass a teacher qualification exam, a professional skill test, and an interview to be hired. Previously, the state assigned positions, but now they are hired through examinations.

Q: How many teachers does the school currently have?

A: There are over 150 frontline teachers. There are about 40 logistical staff (responsible for daily life, cooking, dormitory management, etc.). The labor union counted a total of 183 people.

Q: Out of the 150+ teaching teachers, how many roughly speak Tibetan?

A: Around 60 or more. They understand not only Tibetan but also Mandarin; they are bilingual teachers.

Q: What are your main responsibilities?

A: Matters related to the labor union, the Women's Federation work, and student management.

Q: Are there dedicated life management teachers to look after the students' daily routines?

A: Yes, but the management staff are older, and there is a lack of rigorous training in management, so the supervision is generally average. Students primarily clean their own dormitories.

Q: Approximately how many students live in one dormitory?

A: Due to high enrollment, the number of people is large, making it quite tight. The design was originally for 8 students per room, but now 11 or 12 students live there, and some classrooms have been converted into dormitories.

Q: What happens if a student becomes homesick?

A: New students in Junior 1 tend to be more homesick, but Junior 2 and Junior 3 focus on their studies and have such long study hours that they don't have time to be homesick (from 6:18 AM until 10:10 PM bedtime). If they are homesick, parents will visit the school, or students can use the phone they entrusted to the homeroom teacher to call their parents.

Q: Is the 6 AM start considered a self-study session? What is the daily schedule like?

A: They wake up at 6:00 AM, start morning reading at 6:18–6:20 AM, and continue until 10:10 PM bedtime. Lunchtime is the only break (class ends at 12:00 PM and self-study starts again at 1:00 PM). The break time is too short, and the children are very tired.

Q: What is the reason for arranging such an early start time for classes?

A: It is purely to achieve good academic results. The timetable changes with "every leader who comes." Last semester there were three evening self-study sessions; now there are four.

Q: Is this demanding schedule situation typical of other schools in the Aba Prefecture?

A: Every school has its own sense of time. They see which school is strict with its students and follow suit. I believe the past schedule (class starting at 7 AM, 1.5 hours of rest at noon, and evening self-study ending at 9:10 PM) was better.

Q: What benefits do leaders gain after achieving good academic results?

A: They can compete for promotions and become high-ranking officials at school.

Q: Is the turnover of teachers and leaders frequent?

A: Teacher turnover is quite frequent. Some only stay for a year and a half or even less, citing reasons like lack of oxygen or poor health. Leaders are also assigned by the state or province, often with the goal of "gaining experience" (accumulating seniority) to improve their professional title back home.

Q: Where do students generally go if they pass the high school entrance exam (Zhongkao)?

A: The local student Zhongkao progression rate is: 80% go to high school, and 20% go to technical schools (such as a five-year college program).

Good High Schools: High-achieving students are often sought by good schools outside the area (such as Mianyang, Chengdu, Wenchuan, and Barkam). The top 20 or so students in each class, and at least the top 40 in the entire grade, can go.

Q: What is the gender ratio at the school?

A: There are more girls than boys. Girls account for about 70% or more, and boys about 20% or more.

Reason: It used to be the opposite. Now, due to changes in parents' mindsets, they believe "education is the only way out for girls," so they send their daughters to school.

Q: Do most students from the surrounding area attend this school?

A: Yes, it can be said that 90% of the students are at our school. This is a political mandate requiring "compulsory school attendance and prevention of dropouts"; as long as the student meets the household registration and age requirements, they must attend school.

Q: Do students have other schools they can attend?

A: No, basically only our school. For example, a student with household registration in a certain district must attend the middle school in that district.

Q: What about female students' personal hygiene and family background?

A: Generally, girls today are bold and pay attention to cleanliness. However, due to difficult family conditions and traditional views (parents don't teach, mothers are uneducated), some girls still lack menstrual hygiene products (such as sanitary pads or underwear). Four out of 10 children are quite disadvantaged. In Tibetan areas, this situation is less likely if there are educated or working people in the family, but it is common if the family is rural. Approximately 10 very disadvantaged girls are in each grade.

Q: What is your view on external skepticism about boarding schools, such as the claim that students have poor life habits?

A: Based on social feedback, the students from our vocational schools have higher qualities than previous students: they are clean, hygienic, polite, and their academic performance is also good.