Two educational models, one language outcome: analysing the language practices of Liangshan Yi students through language maps and linguistic landscapes

This study examines how Yi students utilise Chinese (Mandarin and Sichuan dialect), Yi, and English across both formal and informal contexts in two bilingual education models in Liangshan, China. Although policies stipulate the use of Yi language (Model One) or Chinese (Model Two) as the instructional language, comprehensive analyses, including observations, interviews, language maps, and linguistic landscape, reveal a strong convergence in language practices across both models. These methods allow the study to trace how convergence materialises across formal and informal practices and public semiotic environments. Yi literacy was generally taught for examination purposes rather than everyday communication. Outside the classroom, students spoke Yi with family and close peers, but they used Chinese in public places and for written expressions, including note-taking and social messaging. The findings highlight a policy-practice gap and suggest the need for pedagogical reforms that enhance the functional role of Yi scripts in students’ daily lives.