Dr. Shi Meng (first author) and Professor Huang Jinyan (co-first author and corresponding author) jointly published a research paper entitled "Meeting the bilingual learning needs of Tibetan minority students in Qinghai Province: A multiple perspective investment into problems and solutions" (DOI: 10.3389/fpsyg. 2022.937,390) on the international academic journal Frontiers in psychology: Educational psychology.

In this study, teachers and students were interviewed with open-ended questionnaires, and teachers, principals and administrators were also interviewed to explore the bilingual learning difficulties faced by Tibetan students in Qinghai Province, China, and the challenges and countermeasures to meet their bilingual learning needs. 

The results show that Tibetan students encounter considerable difficulties in both spoken and written Chinese, which makes them unable to understand the content of lectures, answer questions, and interact with their peers in the classroom. The challenges to meet their bilingual learning needs include: 1) parents' language choice dilemma, 2) insufficient training of bilingual education teachers, 3) lack of bilingual education resources; 4) Lack of qualified bilingual teachers. This study discusses the countermeasures to deal with these challenges, as well as the important enlightenment to Tibetan students, students' parents, teachers, school principals and bilingual education policy makers.