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The implementation of minority language education policies is always socially, economically, and politically embedded. This paper focuses on the implementation of Tibetan language education policies in a secondary school dominated by students who are officially categorized as Tibetan, to investigate the nuances of individual practices as they are situated in particular institutional and social contexts. Adopting ethnography of language policy as the guiding theoretical and methodological framework, a two-month fieldwork was carried out with data collected from multiple sources. The analysis highlights social actors’ different forms of positioning regarding the unique institutional space of Tibetan language education, and pries open a local market wherein Tibetan language education has obtained a high pragmatic value for students’ pursuit of academic advancement and upward social mobility. However, it also points to dilemmas facing social actors as the pragmatic value could not directly translate into higher symbolic power for the Tibetan language. (148 words)
