Student Code/ID:
Rinchen Thongdrel/2753
Unit
Research Final Paper
Submitted to
Madam Kinga Yangki
Assignment title
Word count
Comparative study of class twelve students’ perception on Dzongkha
and English language in the high schools within Thimphu Thromde
10005
CHECKLIST
I have followed the referencing rules set out in the unit outline.
Declaration
I acknowledge that:
 This assignment is my own work expressed predominantly in my own words
 The words and ideas of others, where used are properly used and acknowledged no part
of this assignment has been previously submitted for assessment.
 I understand that by submitting my work in both soft and hard copy to the Royal Institute
of Management (RIM), it will be governed by the Institute’s Academic Policy.
languages in
Signature
Abstract
This study compares the student’s perception on Dzongkha and English language in the high
schools within Thimphu Thromde. It also focuses on the student’s preference over two different
languages in the academic and non-academic purpose. This study has identified the factors that
influence the preference and choice of language and tried to measure the proficiency level of the
students in various field such as reading, writing, speaking and listening. Student’s proficiency
level was comparatively good in English and students prefer English than Dzongkha in academic
setting as a medium of instruction and also in the formal gatherings such as meetings, talks,
seminars and conferences as a means of communication. The spread of English and decline in
Dzongkha was attributed by various factors, such as advent of modern education, Western
influences and lack of instructional resources in Dzongkha.
Factors such as educational
background, language use in Medias and publications, job opportunities and career progression
has great influence over language preference and choice of language. Recommendations are
made in order to increase Dzongkha learning in the schools and moreover to promote Dzongkha
as equally as English.
Key Words: Language, perception, preference, Dzongkha, English
Page No: i
Acknowledgement
This research was undertaken in partial fulfillment of the research methodology course I took at
RIM as required by the PGDPA course over a period of three months, from 20th August to 28th
November, 2016. The successful outcome of this paper has been possible through the gracious
overall guidance of Madam Kinga Yangki, Mr. Tawla from PGDPA for practical help on using
the SPSS; Madam Karma Tshomo for helping me for printing out the questionnaire and concern
letter, RIM management and RCSC for granting me this opportunity to take the course. I would
also like to thank the respondents, high schools students from different high schools within
Thimphu Thromde, for helping me by answering the questionnaire and My friend Karma
Gyeltshen for rendering support in distributing and collecting the questionnaires.
Page No: ii
Contents
Abstract ............................................................................................................................................ i
Acknowledgement .......................................................................................................................... ii
Chapter One: Introduction and Background ............................................................................ 1
1.1.
Introduction .......................................................................................................................... 1
1.2.
Background .......................................................................................................................... 2
1.3.
Statement of Problem ........................................................................................................... 3
1.4.
Objectives of the Study ........................................................................................................ 4
1.5.
Research Questions .............................................................................................................. 4
1.7.
Significance of study............................................................................................................ 4
Chapter Two: Literature Review ................................................................................................ 5
2.1. Background information on Dzongkha language .................................................................... 5
2.2. Dzongkha language and its current situation ........................................................................... 5
2.3. English Language and its current trends .................................................................................. 8
Chapter Three: Research Methodology.................................................................................... 10
3.1.
Theoretical/Conceptual Framework................................................................................... 10
3.2. Data collection methods and instruments .............................................................................. 11
3.3. Study Population and Sampling ............................................................................................. 12
3.3.1. Study Area .......................................................................................................................... 12
3.3.2.
Sampling size ................................................................................................................. 12
3.3.3.
Sampling method............................................................................................................ 13
3.4.
Data Collection Procedures ............................................................................................ 14
3.4.1. Primary Data Collection ..................................................................................................... 14
3.4.2.
3.5.
Secondary Data Collection ............................................................................................. 14
Ethical consideration .......................................................................................................... 15
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3.6
Mechanisms that assured the quality of the study ............................................................. 15
3.7
Participation in the study ................................................................................................... 15
3.8
Data Analysis Methods .................................................................................................. 16
Chapter Four: Results and Findings ......................................................................................... 17
4.1.
Respondents Profile ........................................................................................................... 17
4.2.
Proficiency level of Dzongkha and English language ....................................................... 19
4.3. Comfortableness in using Dzongkha and English language .................................................. 20
4.4
Factors that motivate the student’s perception and preference of languages ..................... 22
4.5. Scoring and Learning in Dzongkha and English language subjects ...................................... 24
4.6. The future of Dzongkha and English language in Bhutan ..................................................... 25
4.7.
Findings and Discussion .................................................................................................... 26
4.8.
Recommendation ............................................................................................................... 28
4.9. Conclusion ........................................................................................................................... 29
References ..................................................................................................................................... 30
Annexure: 1. Questionnaire .......................................................................................................... 33
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Chapter One: Introduction and Background
1.1. Introduction
Language according to Cambridge Advanced Leaner’s Dictionary (2016) is defined as “a system
of communication consisting of sounds, words, and grammar, or the system of communication
used by people in particular country or type of work.” With this definition it is clear that without
language one cannot communicate or share information. Without language one cannot acquire
any knowledge or wisdom. Language is very essential in the schools to impart knowledge and
ideas. In fact, language facilitates the gaining of knowledge and insight into their world and
activities (BALOGUN, April, 2015). In addition Oluikpe (1984:69) notes "when we fail to
communicate effectively, we fail to impart whatever ideas and knowledge we wish to contribute
to humanity.” Therefore, language is more than a means of communication and it is through
language that we identify and distinguish ourselves from others (RGoB, 1999).
On the other hand perception is defined as “a belief or opinion, often held by many people and
based on how things seem.” Basically, preference is “the fact that you like something or
someone more than other thing or person.” Certainly, people with different perceptions lead to
prefer in their own way. Bhutan officially has Dzongkha and English as a medium of instruction
in the school adopted since 1960s. Hence, this opens avenues for the students to develop their
own perceptions towards two different languages and draw their preferences over the two
languages, Dzongkha and English.
Considering all these facts, this paper therefore gave attention to compare student’s perception
on Dzongkha and English languages in the high schools within Thimphu Thromde. Mean time
this paper has identified factors that contribute in preference over the particular language. This
study first surveyed the literature on two languages and next investigated the following areas:
1.The proficiency level of the students in two languages. 2. Comfortableness of the students in
using two languages as a medium. 3. The choices and attitudes of students towards Dzongkha
and English languages. 4. Student’s scoring and learning in two different language subjects. 5.
Preference of Students on Dzongkha and English language in the schools and other places.
Finally, this paper has tried to look up the future of two languages in Bhutan.
Page No: 1
1.2. Background
Bhutan came to exist as an independent nation state only in the 17th century. After an arrival of
Zhabdrung Ngawang Namgyal in 1616 A.D, he unified Bhutan under the dual system of
government. After unification of the country, Ngalongkha the language spoken in western part of
the country became the dominant medium in political transition as government offices and
monastic institutes were mainly based in the dzongs (Phuntsho, 2013). Dzongkha became written
language only after a scholar from Tibet called Dhenmang Tsemang composed Dzongkha script
in 8th century. During that time it is called as Lhoyig which is locally known as Jogyig these days
(Nado, 1982). Dzongkha was officially adopted as National language of Bhutan in 1961 under
the royal decree and it was adopted as a medium of instruction in the schools (Hasrat, 1980).
Similarly, according to Mastin (2011), since, 17th century English got spread around the world.
British imperial and industrial power had spread English around the globe. The legacy of British
imperialism has left many countries with the language thoroughly institutionalized in their
courts, parliament, civil service and Schools. Likewise, (Hammond, 2014) has stated that after
Second World War, while Europe was rebuilding in the years after 1945, the USA boomed. The
influence of American business, combined with the tradition of English left around the world by
the British Empire, have made English the number one language of international trade in the
21st century. Moreover, since 1945 large international bodies such as the United Nations and
programs from the World Bank, World Health Organization and UNICEF used English as their
official language. These led to rise in English as a global language.
After the end of isolation, the modernization and the modern education came to a system in
Bhutan. Introduction of modern education in the Bhutan, however led Bhutanese educational
system paved its way to English. English was adopted as a medium of instruction and gradually,
English took over Dzongkha. Now, except Dzongkha all other subjects were taught in English in
all over the schools in the country. Today, English is a dominant medium of instruction and a
language is widely used in the media, and administration as compared to Dzongkha language.
Now English language is so set in our educational system, and the interest people developed for
it pushes our national language at the verge of extinction. In the school children are found
performing better in English than Dzongkha (Sonam, 1999).
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1.3.Statement of Problem
In Bhutan, the developmental progress is in full swing and economic is rising in high pace.
Globalization is influencing Bhutanese developmental plans and activities. Western culture is
over lapping Bhutanese culture and English is taking over Dzongkha in education system as well
as in administration arena. National language Dzongkha which is the key factor of Bhutanese
identity, sovereignty, security, and unity is fading out its popularity and priority. Literate citizens
and students were found studying Dzongkha, just to pass an examination. The urban students are
more exposed to the western culture and found losing interest in Dzongkha language. These are
now becoming concerns and worries to government and to the Bhutanese society.
Moreover, Royal Government Bhutan has adopted many innovative and creative initiatives, and
activities to develop and promote Dzongkha. But in terms of popularity, Dzongkha language has
not gained much. It was found that most of the Bhutanese cannot speak perfect Dzongkha and
only a few can read and write Dzongkha well (Phuntsho, 2013). People has pointed out that the
foremost undermining factor against Dzongkha is its lack of utility (BBS, 2014). The education
curriculum does not make it compulsory for the twelve grade students to learn while proceeding
tertiary education. Whereas, English is mandatory and the ex-country undergraduate scholarships
has to secure minimum of 55 percent in English. Today, most of the high schools students were
found expressing that they are uneasy with own national language as compared to English. Many
students even shared to Medias that most of the students prefer English despite of Dzongkha
(Kuensel, 2001).
The increase in literacy in English has made the English language the lingua franca, language of
curricula for most subjects and since it is acquired through the medium of education, it has more
prestige than Dzongkha (Maxwell, 2013). Therefore, English language as the medium of
instruction is blamed for the deteriorating of Dzongkha today (Kuensel, 2014). However, media
such as Kuensel (2014) and (BBS, 2015) has found that Bhutanese students are not competent
enough in none of these two languages. The employers have been pointing out that the graduates
are unable to write a grammatically correct sentence in their job applications neither in
Dzongkha nor in English. With this regard this study has compared the student’s perception and
preferences on these two language subjects.
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1.4.Objectives of the Study
The main object of this study is
 To find out the factors that determine the student’s perception on Dzongkha and English
language in the high schools within Thimphu Thromde
 To understand students’ comfortableness in using Dzongkha and English language while
reading, writing, speaking and listening
1.5.
Research Questions
1. What are the factors that influence student’s perception over particular language?
2. Which language do students prefer more, English or Dzongkha as a medium of teaching
and communication? Why?
3. How comfortable you are in using Dzongkha and English while reading, writing,
speaking and listening?
1.6.
Significance of study
The findings of this study are expected to benefit the society as a large. Bhutan is a country of
GNH. One of the pillars of GNH is happiness through promoting and preserving our unique and
pristine culture and tradition. Without our own national language it is baseless to pronounce that
we are promoting and preserving our ancient old cultures and traditions. This paper has brought
current scenario of our national language and it may help the government to bring certain
measures and solutions to promote Dzongkha language as equally as English. Moreover, this
study has identified the motivation and influencing factors that enhance student’s preference of
language. The Ministry of Education may use the findings to develop new curriculum to ensure
that there is enough opportunity and education system is enable to build student’s language
competency as equal to an English language. The findings may develop an interest in other
researchers for further research on the particular topic.
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Chapter Two: Literature Review
2.1. Background information on Dzongkha language
The Constitution of Kingdom of Bhutan (2008) states, “Dzongkha is national language of
Bhutan.” Dzongkha was a spoken language in the western part of the country before 6 th century.
But it was not named as Dzongkha, it was Ngalong kha. Generally, according to a linguist Van
Driem (1998) it was projected that including Dzongkha there are eighteen languages in Bhutan
that belong to Tibeto-group and one language that is non-Tibeto-Burma. Whereas, Bhutan
Majestic Travel (2012) has reflected that according to a Bhutanese scholar, who is a research
associate at Cambridge University, UK, “Bhutan may be has 23 languages spoken.” Likewise,
Dzongkha then was popular during Zhabdrung’s administration and it was adopted a national
language of Bhutan since 1961, during the reign of Third King Jigme Dorji Wangchuk and
adopted as a medium of instruction in the schools (Kinga, June, 2009).
2.2. Dzongkha language and its current situation
In 1961, the third king issued a decree to adopt Dzongkha as a national language of Bhutan both
in written and spoken. Since then the national language, “Dzongkha became the lingua franca for
the country, but there is a recent trend toward using English as widely as Dzongkha, and usage of
English in every domain is on the rise” (Thinley, 2002). In addition, with rapid development
some Bhutanese becomes wealthier, better educated and transnational, so Dzongkha is forced to
recoil (Kunsel, 2001). On other hand, Thinley (2002) denotes, “Dzongkha is still the lingua
franca of Bhutan and Dzongkha is still commonly spoken by most people, widely used in the
court, in religious and related institutions, and in the National Assembly.” But one cannot just
remain complacent because major initiatives taken to promote written Dzongkha and teaching
Dzongkha as a curriculum subject however, shows that the future of the national language,
Dzongkha is rather desolate (Kunsel, 2001).
It was believed that the language was not the characteristic of nationhood but it has proved that
language is vital importance to national identity (Driem, 2004).Similarly, Abbassi (2013), says
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“National language is a driving force behind national unity. Beside a boundary, a name, a flag, or
a currency, what makes a country become a respectable and unique nation is its national
language.” He further argues that national language is an indicator that cleraly represents the
national identity of a country and a person’s heritage. In addition, Ghazali (2010), states that
national language or common language is necessary because common language would create
solidarity and instill a sense of national identity and pride. However, in order to represent the
identity and pride of Bhutan, it is clear to every individual that Dzongkha was adopted as a
National language of Bhutan.
It was clear that since 1961, Dzongkha was adopted as National language of Bhutan. Sonam
(1999) states “Dzongkha is the Official language of the Bhutan and it was taught in a school
since inception of schools in Bhutan.” But according to Maxwell (2013) “Dzongkha as a
language of an identity and unity of the country it has failed to keep the culturally diverse oral
literatures alive may be limited by a number of factors. First, it faces the same onslaught
globalization as any other language in Bhutan and will thus continue to be promoted as the most
important language in the country.” Yet, Dzongkha has not spread as quickly as English. Second,
in the effort to promote Dzongkha and to build Dzongkha literature, it is possible in the future
that the rich, unique and diverse oral literatures that exist in the smaller languages may be
documented, absorbed into and called “Dzongkha literature,” which will be a loss of diversity.
Third, young people find Dzongkha harder to learn than English, especially to write (Maxwell,
2013).
In the country like Thailand, their national language (Standard Thai) is the single language in use
in almost all important places. It is the medium of instruction in education, the language of
internal administration, and the language of the media. However, in Bhutan, a more lenient
approach is taken. In education, the majority of instruction is carried out in English. Internal
administration is conducted both in English and Dzongkha, but the majority of government
workers and media prefer English (Thinley, 2002). Similarly Gyatso (2004) Believes “English as
a language to Bhutan is a recent phenomenon, hardly four decades of age. Knowing new things,
exploring new avenues and mastering new areas have always been a source of jubilation and
pride to most people. Today, unsurprisingly, English is deemed a career building factor.” Thinley
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(2002) further states that in Thailand, Standard Thai is the national and it serves the whole nation
and has a unifying effect. Moreover, to promote uniformity, unity, security and identity, Thai is
the medium of instruction throughout the country, restricting English to only one subject.
Whereas, in Bhutan Dzongkha subject is only a subject taught in Dzongkha and rest are taught in
English.
In Bhutan, people believe that the language and script are entwined with religion. Chökê, the
language to which literally means “Dharma Language”; and the Bhutanese people have deep
reverence for this sacred language of Dharma (Wangdi, 2015). Wangdi further states that
Dharma language and Bhutanese languages, particularly Dzongkha shares many similarities and
the languages can be perceived to be equally sacred. Avatamsaka Sutra Buddha says: “...I will
appear in the form of letters. Consider them as identical to me; and treat them with due respect”
(Gyatso, 2004). Because of this Bhutanese people also have deep reverence for the traditional
script. Moreover, with such a belief, people were against the rule of writing vehicle numbers in
both Dzongkha and English when it was introduced for the first time by the Road Safety and
Transport Authority (Wangdi, 2015).
The Royal Edict issued by His Majesty the Fourth Druk Gyalpo, in 1993 states, “the medium of
discussion of the Parliament session of Bhutan, the cabinet meetings and discussions, discussion
of Dzongkhag Tshogdu, ThromdeTshogde, GewogTshogde and all other meetings, public
speeches, presentations and reports should be carried out in Dzongkha. Even if there are
foreigners present at such meetings they should be informed through translation.” Moreover,
Dzongkha was identified as an important subject in Bhutan. The National Education Framework
(2009) has stated that Dzongkha, the national language of Bhutan is taught as a major language
subject in the schools across the country. Being the national language, study of Buddhist
philosophy, official correspondences, public speeches, public meetings and parliamentary
sessions are conducted in Dzongkha. The constitutional post holders and the parliamentarians
must possess very good knowledge of Dzongkha. Dzongkha is considered as one of the main
subjects till class twelve.
In order to develop Dzongkha, in additional to Dzongkha subject, by 2015 subjects such as value
education and Bhutan’s political and religious history were asked to teach in Dzongkha language
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in education curriculum (DDC, 2012). However, the standard of Dzongkha in schools is
questioned, looking at the school curriculum. Owing to limited contact hours, the intensity of
learning and teaching is limited. Today the instructional period ratio between English and
Dzongkha is 6:2 throughout the country, with exception of the Institute of Language and Culture
Studies where the ratio is 2:4 respectively. Yet people expect the standard of Dzongkha to be at
same level with English, which is impossible in such a situation (Gyatso, 2004).
2.3. English Language and its current trends
English is an international language by 21st century. English has become a global language
mainly due to the political and economic power of its native speakers. Basically, the rise of
American economy and the legacy of British Imperialism attributed for the spread of English and
connecting many of the countries through one means of communication Mastin (2011). Today,
English was taught and learned in many parts of the world and it enhances many job
opportunities and career growth. In fact English has become necessary for many parts of the
world. With these facts, Crystal (1997, p. 50) calls “English the prestige lingua franca, the
language of opportunity, and the language of success.” In addition, it is proclaimed that English
is a language of conversation with the international community, not a ‘Trojan horse’ or a
language of class stratification (Maxwell, 2013).
Similarly, Arsad & etl (2014) believe that English is one of the most effective global medium of
communication today and the significance of English is highly emphasized in many countries as
it is now the medium of communication in international business and technology based trading
industries. Moreover, they have pointed out that the importance of English has always been
recognized in the South East Asia (ASEAN) region and they have also found out that Malaysia
has been using English as the medium of instruction in many Universities. In addition, Mastin
(2011) has noted that English has dominated most of the international and national agencies as
he claims that today, 85% of united nation’s agencies and 90% of Asian International agencies
has English as their official language.
Similarly, the importance of English was felt in Bhutan and English was taught in Bhutan since
1961, in the inception of modern education in Bhutan (Tobgye, 2012). He believes that English
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is an international language with greater access to the world of knowledge, philosophy,
technology, science, etc. Though Dzongkha is a national language of Bhutan, but there are no
restrictions of any nature on the use of other languages. Moreover, as more Bhutanese are
educated both outside and within the country, the use of English has surpassed even that of the
national language (Thinley, 2002). Many parents in the capital city of Bhutan was found using
English language in the home knowing that home is where learning beyond the textbooks takes
place and they make sure children are spoken to in English (Bhutan Observer , 2013).
The beginning of the English language to Bhutan was believed to be a matter of choice. English
language was only the medium that enabled Bhutan to interact with the international community
and it was seen as the most advantageous language to assist Bhutan in the articulation of its
identity and the elevation of its profile in the many organizations to which it would belong.
Moreover, English has enhanced its capacity to participate more effectively and purposefully in
the global community (National Education Framework, 2009). Though, the Bhutanese
community aspires to be proficient in English language and at the same time retain the learning
of Dzongkha till higher class 12 but English language became dominant compared to Dzongkha.
In almost all of the government agencies, with few exceptions, all official work is conducted in
English. Almost all the documents in most offices are maintained in English and official
correspondences are comfortably done in it. Most of the meetings, from those at the office level
to larger annual meetings, are conducted in English (Thinley, 2002).
Moreover, in Bhutan the real fact is that whether someone is literate in Dzongkha or not, it does
not matter as much as English does. The demand for English was found inevitable. The people in
the government offices as well as in private offices were all the products of the system where
English has always been the strength (Gyatso, 2004). Likewise, majority of the subjects in the
schools were written and taught in English medium. Dzongkha is limited to just one subject
where some basics in grammar, literature such as Buddhist philosophies, and general writings
were taught (Thinley, 2002). Maxwell (2013) believed that English is the language of curricula
for most subjects and can be assumed that one of the ways in which Bhutan’s diverse cultures
can be honored and enlivened is through the study of folk literature in the English curriculum.”
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Chapter Three: Research Methodology
3.1.
Theoretical/Conceptual Framework
Figure 3.1 A conceptual model of factors that influence the student’s perceptions on languages
The conceptual framework (Figure 3.1) illustrates the factors that influence learning and
acquisition of languages that ultimately leads to influence over student’s perception, preference
and choice of languages. The perception of languages and their preferences depends upon the
language learning and acquisition process. Thinley (2002) believes that factors such as
education, media, publication, and job market, language spoken in formal and informal
gatherings or situations influence a person’s language choice. The language learning and
preference process depends upon the language they mostly use in the formal and informal
interaction, educational background, media, publication and job market. These are the most
common factors that are used by researchers to determine the language perception such as
language preferences and choice. These indicate that if the student’s language competent fulfills
the needs such as jobs, career growth, communication purpose in gatherings, media and in
publications and so on, there will be strong perception and preference over language.
The education in the study refers to the type of education they acquired or studied in the schools
basically of their education field such as commerce, arts, science, etc. Media and publication are
Page No: 10
understood as the languages used in media and publications such as books, stories, news, and
journal articles, etc. which give strong sense of language preferences. The social interaction
refers to the language used during social instruction such as informal gathering in restaurant,
shopping mall, temples, house, etc. which also attributes to language and preferences. The formal
interaction is also understood to languages used in formal gatherings such as meetings, seminar,
and talk series and so on. Administration domain refers to languages used in offices for
correspondents, communications and office records. Job market in the paper is indentified to the
languages that are essential for getting jobs and their career growth in their job field. Therefore,
aforesaid aspects are identified as major contributing factors in determining perception and
preferences of languages.
3.2. Data collection methods and instruments
This research is a comparative study on students’ perception on Dzongkha and English language
in the schools within Thimphu Thromde. Basically, this study has compared the perceptions of
class twelve students towards two language subjects or two languages, Dzongkha and English.
The data includes primary data and secondary data. For primary data collection, structured
questionnaires were used for class twelve students under Thimphu Thromde. Whereas, in
secondary data, the data from the previous research by the various researchers, through store
house, published documents, online articles, and the talk given by a previous DDC Chairman and
some written documents from DDC were used.
The paper has used a mixed method of qualitative and quantitative research. The survey
questionnaire was distributed to the high school students and students were asked to answer the
questions and give their views on Dzongkha and English language and two subjects as well. The
respondents were given a chance to give their comments in the end of questionnaires.
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3.3. Study Population and Sampling
3.3.1. Study Area
Bhutan has total population of 781,060. Capital Thimphu has around 126,789 which is 16.23%
of country’s total population consisting of individuals from almost every part of the country
(NSB,2016). Conducting survey in populous areas make logistically easier to conduct survey and
as the advantage of repeatability in the
future (RGoB, 2009).Thus, the study was
conducted in the two government high
schools and two private high schools in
capital city, Thimphu. Moreover, 17% (n =
5953) of the country’s high school students
are in Thimphu (RGoB, 2013).
There are four private high schools and
two public high schools which are under
Thimphu Thromde. According to Thimphu
Thromde Education officer, in these six
high schools, there are 5953 students Figure 3.2 Showing the location of study Area
studying as of 2016. From these six high
schools, only four high schools were selected and these four high schools has 4018 students as of
2016 (Thimphu Thromde Education Office).
3.3.2. Sampling size
Table 3.1: Sample size and sample collected from four selected high schools
SI. No.
School
Sample Size
Sample Collected
1
Kilki Higher Secondary School
45
45
2
Motithang Higher Secondary School
55
45
3
Pelkhil Higher Secondary School
45
45
4
Yangchenphu Higher Secondary School
55
45
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There are six high schools (four private high schools and two public high schools) within
Thimphu Thromde (Thimphu Thromde Education Office, 2016). In these six high schools, there
are a total of 5953 students (Thimphu Thromde Education Office, 2016). In this study a total of
four high schools (2 public and 2 private) were selected. These schools have 4018 students which
is total population of the study. According to Thump rule, if the total population is between
1000-5000, total sample size should be 5%. Therefore From the total students of 4018 students
5% of students were selected which amounts to 200 students as sample for collection of
information. But somehow only 180 samples were collected.
3.3.3. Sampling method
Sample selection was done through multi-stage random sampling. Multi-stage sampling is
similar to cluster sampling but instead of measuring every subject in every cluster, the sections in
every school were clustered in the stream and from the classes only one class was selected from
each three stream as a sample size using random sample size selection. In multi-stage sampling
large population are divided into smaller clusters in several stages to make primary data
collection more manageable. This sampling technique involves randomly choosing clusters and
then randomly choosing subjects from each cluster. It is known as multi-stage because there are
multiple stages or steps involved in creating the sample.
In this study, every school will be considered as cluster. From these clusters (Six high schools),
sample clusters (primary units) will be randomly selected where every cluster will get equal
chance to be selected. For this study, the two public high schools were selected by default as
there were only two public high schools but the selection of two private schools were done
randomly among the four private schools. The two private high schools were selected through
lottery method where the names of four private high schools will be written in small pieces of
paper and their names will be drawn. The first two names drawn were selected for the survey.
The first two private schools drawn through lottery in this study were Kelki Higher Secondary
School and Pelkhil Higher Secondary School.
After the sample schools have been selected, only the students of class 12 were selected for the
survey. However, all the sections of class 12 were not selected; only three sections from each
Page No: 13
sample schools were selected for the study. These sections were also randomly selected through
lottery method, similarly to the above procedure. After the sample sections are selected, the
respondents for this study were selected based on the student’s roll number. Only the first 15
students (roll number till 15) were selected from each selected sections. However, if some
students are unwilling to do the survey, they were given the freedom to withdraw during the
survey. These sample students were then substituted by the subsequent roll number (next student
on roll number, e.g roll number 16).
3.4.
Data Collection Procedures
3.4.1. Primary Data Collection
The semi-structured questionnaires were used for the data collection. Though sample selection
was fully done through multi-stage random sampling from the randomly selected sections. The
participants were given the freedom of withdrawal if they wished to do so and subsequent
participants were adjusted from rest of the students. A formal informed consent was produced for
every participant and they were clearly informed about the nature and purpose of the study. Prior
to the actual study, the survey instrument was tested for few students whom I knew and my
fellow trainees in RIM to examine its validity and comprehensiveness. Then, the principals of
selected high schools were explained on the nature of the study and corresponded to seek their
assistance along with necessary documents. Upon approval, structured questionnaires were
distributed to the students on agreed date and time. Participants were assured that their individual
data would be used only for the academic purpose and kept highly confidential. To ensure the
privacy, student’s name was kept optional in the questionnaire.
3.4.2. Secondary Data Collection
Secondary data was collected from numerous sources such as books, journals, magazines and
websites and some data from selected schools such as total number of students and so on.
However the sources used were duly acknowledged and cited accordingly.
Page No: 14
3.5.
Ethical consideration
While conducting research, the following points were considered and highly maintained;
1. Full consents were obtained from the principals of four selected high schools within
Thimphu Thromde and participants
2. There was no exaggeration about the aims and objectives of the research. The
respondents were briefed on objectives and the propose of the research before collecting
the data
3. Any type of misleading information was avoided.
4. Participants were allowed to withdraw if they are not willing to participate in the
findings.
5. Confidentiality of individuals was ensured.
3.6
Mechanisms that assured the quality of the study
In order to assure the quality of this paper, this study has conducted pilot testing on the
questionnaires and there was;
 Proof reading by friends was done
 Submitted drafts not less than 2 times
 Collected feedbacks and comments from the friends and people who are much enlighten
to suggest in this topic.
3.7
Participation in the study
This study has involved concern authorities and individuals to participate in the study. Mostly
the followings were made to participate in the study.
 Management, Faculties and Staffs of RIM to guide in conducting the research.
 Research advisor to advice in the process of research and to evaluate the paper.
Page No: 15
 Family and friends to support and guide in terms of advice and financials during the
entire period of research.
 Selected higher grade students from the selected schools under Thimphu Thromde.
 Principals and faculties from the selected schools and other expertise for the information.
3.8
Data Analysis Methods
This paper has used mixed method of both qualitative and quantitative methods. Therefore, those
data collected from the fields were tabulated and analyzed using SPSS (Statistical Package for
Social Sciences) in descriptive analysis and MS excel for obtaining tables and graphs.
Page No: 16
Chapter Four: Results and Findings
4.1.
Respondents Profile
120
106
No. of Respondents
100
74
80
60
Male
40
27
22
30
14
20
Female
30
22
12
2
10 4
2
1
2 0
2 0
22
23
0
16
17
18
19
20
21
Toal
Age
Figure 4.1 Respondents by Gender and Age
In the sample size of 180 from the selected high schools, there are higher female respondents
compare to male. There are 106 females and 74 male respondents. Majority of respondents were
in the age of 18 which comes to the total of 60, consisting 30 males and 30 female respondents.
From the total number of female respondents, there are around 74.5% female respondents whose
age lie below 18 0r equal to 18 and there are around 46.6% of male respondents whose age is
below or equal to 18. These facts indicate that there are more teenage female students compared
to male in the high schools within Thimphu Thromde. Moreover, Age above 20 was very
minimal and around 96 % of the respondents are below age of 20 or equal to 20 years as shown
in the figure 4.1.
Page No: 17
120
106
No. of Respondents
100
74
80
60
40
21 24
20
20
31
25
19
14
26
Male
Female
0
Schools
Figure 4.2 Respondents by Gender and Schools
According to the fig. 4.2 it is clear that there are comparatively more numbers of females
respondents in all four schools. This shows that there is more number of girls in the high schools
within Thimphu Thromde. The figure also projects that in Pelkhil high school there are highest
number of female respondents amongst three other schools, which has displayed 31 female
respondents and only 14 male respondents. This also shows that that boy’s respondents are low
than female respondents compared to three other schools.
Page No: 18
4.2.
Proficiency level of Dzongkha and English language
80
70
No. of Respondents
60
50
40
Dzo
30
Eng
20
10
0
Not very good
Fair
Good
Very good
Excellent
Scale Level
Figure 4.3 measuring the proficiency level of respondents in Dzongkha and English language
The result shows that all the students were Bhutanese but from various educational backgrounds
such as Arts, Commerce and Science from four different high schools within Thimphu Thromde.
They rated their proficiency in the English language as being at Excellent and very good level,
the highest and second highest possible rank, and the respondents’ rated Dzongkha language
proficiency as good or very good (the second and third ranks, out of a total of five possible
ranks). This indicates that students are good in English than Dzongkha. See figure 4.3 for details.
Page No: 19
4.3. Comfortableness in using Dzongkha and English language
Table 4.1Percentage score by subscales and comfortableness level
Dzongkha
Total
Score
Full
Score
% Score
English
Readin
g
Writin
g
Speakin
g
listening
Reading
Writing
Speakin
g
Listening
634
583
743
757
794
737
689
768
900
900
900
900
900
900
900
900
70.44
64.78*
82.56
84.11**
88.22**
81.89
76.56*
85.33
[Note: *indicates not very comfortable and ** Very Comfortable]
One of the primary objectives of this study is to find out the comfortableness of students in using
Dzongkha and English language in various fields such as reading, writing, speaking and listening
in the high schools. The table 4.1 shows that with the total score of 757 out of 900 securing
84.11% students are very comfortable in Dzongkha while listening and indicating that they
usually prefer Dzongkha language while listening. On other hand, the table shows that the
students in high schools within Thimphu Thromde prefer English in reading with 88.22% scored.
On the other hand, the table illustrates that students in the high schools within Thimphu
Thromde, are not really comfortable in writing Dzongkha and they are also not very comfortable
with English while speaking. This clearly demonstrates that the students in the high schools
within Thimphu Thromde don’t prefer Dzongkha while writing. In addition, the table also
projects that the total percent of 76.56 students are not comfortable in speaking English. This
indicates that they really don’t prefer English while speaking. The table also provokes that the
students are quite comfortable in speaking and reading in Dzongkha with total percent of 82.56
and 70.44 subsequently. It also reveals that the students are quite comfortable reading and
listening in English with the total score of 737 and 768 out of 900 which gives the percent 81.89
and 85.33 subsequently.
Page No: 20
Respondent's
60
85
95
55.00
50
40
30
20
10
14.44
13.89
16.67
0
Percent
Dzongkha
English
Reasons
Figure 4.4 Language preferred & Figure 4.5 Reason why the language was preferred by
students
The figure 4.4 shows the number of students that prefer Dzongkha and English. Whereas, figure
4.5 give the reasons why they actually prefer particular language. The figure 4.4 and figure 4.5
demonstrates that the students in the high schools within Thimphu Thromde generally prefer
Respondents in %
English because the students feel that using English is more comfortable than Dzongkha.
90.0
80.0
70.0
60.0
50.0
40.0
30.0
20.0
10.0
0.0
Dongkha
English
Media
Science
Reading
In
Class Publications Classroom
Formal
Situation
Infomal
Situtaion
Langauge prefered to used
Figure 4.6 language preferred by the respondents in different situations
Page No: 21
In the selected four high schools, students were asked to give their opinion on which language
they preferred in different situations such as media, while attending science class, reading
publications, in the classroom, in a formal gatherings, and in informal space like home,
restaurant, shopping, and so on. Students have responded that in Media, Science class, while
reading publications and in formal gatherings, they basically preferred English language as a
medium of communication. Whereas, while they are in classroom (Free periods) and in the
informal gathering, they generally prefer Dzongkha language. This can be illustrated by 80% of
respondents responding that they prefer Dzongkha language as a main medium of
communication in the home and other informal places.
Factors that motivate the student’s perception and preference of languages
4.4
81.44
Motivation factors
Like
86.22
78.22
79.22
Confidence
76.33
77.11
Communication
Eng
91.22
Job
65.00
Dzo
80.56
78.89
Daily activities
77.67
70.00
75.00
80.00
85.00
90.00
95.00
% of motivation to learn/prefer languages
Figure 4.4 Factors that motivate the students to prefer of learn the language in the schools
In the high schools within Thimphu Thromde, the motivation to learn Dzongkha and English
languages were distinguishable. Students believed that English is very essential for getting job
and their career growth. The figure says 91.22% of the respondents believe that English language
is very crucial for getting a job and in order to have career progression in their life. The figure
4.4 shows that the motivation for majority of respondents to learn languages was to get a good
Page No: 22
job and language as a main medium of communication. Here, the student’s motivation to learn
Dzongkha language is because they like using it and they feel proud of it. Moreover, students
feel more confident using Dzongkha than English and they feel Dzongkha is vital just for
communication. In case of carrying daily activities it is found out that the student’s motivation to
learn language is English. For further details see figure 4.4.
86
85.5
85.33
85.33
Respondents in %
85
84.44
84.5
84
83.5
83
82.67
82.33
82.5
82
81.5
81
80.5
Education
Media
Publications
Spoken Lg
Factors that influence language choice
Formal Use
Figure 4.5 factors that influence student’s choice of language
The students in the high schools within Thimphu Thromde feel that factors such as Educational
background, language used in Media, Language used in Publications, Spoken Language and
language used in formal meeting, talk series, seminars, etc. has influence over choice of language
which can have weightage somewhat equally. However, the two particular factors such as
educational ground and language used in publications were rated as strong influence over their
choice of language. The figure also illustrates an evident to the language used in media has some
influence over choice of language compared to language used in publications and educational
background. The language spoken daily around and the language used in formal meetings,
seminars, talk series, etc. has some little influence on their language choice.
Page No: 23
4.5. Scoring and Learning in Dzongkha and English language subjects
Table 4.2 showing the respondent’s scoring and learning in two language subjects
Q.1. In which subject do you score high?
Language Subjects
Numbers
Percent
Dzongkha
100
55.6
English
80
44.4
Q2. Which subject is easy to learn and understand?
Dzongkha
66
36.67
English
114
63.33
Q.3. Which language results in high level of understanding and performance?
Dzongkha
70
38.89
English
110
61.11
Generally, three questions were asked to the respondents and made to choose their options. The
table 4.2 shows that the opinions are distinguishable. In the first question, the maximum numbers
had responded that they score high marks in Dzongkha subject compared to English language
subject. Whereas, in the second question the maximum numbers of respondents, around 114
which is 63.33% feel that English language subject is easy to learn and understand. Similarly, in
the third question highest numbers of respondents believe that learning in English language
results in high level of understanding and performance. Many numbers of students have revealed
that English subject is easy to learn and understand, and learning in English language also results
in high level of understanding and performance. But it actually comes to scoring, 55.6% of the
total number of respondents have provoked that they score high mark in Dzongkha language
subject. For more details see Table 4.2.
Page No: 24
4.6. The future of Dzongkha and English language in Bhutan
Table 4.3shows how the respondents see the future of Dzongkha and English language in the
country
S/No. Statements
1.
2.
3.
4.
5.
Dzongkha will remain as National
Language of Bhutan
Dzongkha will Decline and will be
replaced by English
English will take over national
language of Bhutan in Future
English will decline and will be
replaced by Dzongkha
Dzongkha language is
deteriorating
Strongly
Disagree
6
Disagree
Neutral
Agree
2
15
18
Strongly
Agree
139**
58**
31
51
28
12
70**
35
43
18
14
47**
41
58*
22
12
26
10
51
54**
39
The table 4.3 shows that the respondents believe that Dzongkha language will remain as a
national language of Bhutan. The total of 139 out of 180 strongly agrees that Dzongkha will
remain as National language and only few respondents disagree or strongly disagree with the
particular statement. In addition, many numbers of respondents strongly disagree with the
statement, “English will take over national language of Bhutan in Future” which indicates that
they believe national language of Bhutan will there for the Bhutanese for all time to come. Of
course, many more numbers of students agree that Dzongkha language is deteriorating but it is
evident that students are confident that Dzongkha language will not decline. Because there is
highest numbers of respondents who strongly disagree and disagree with the statement,
“Dzongkha will Decline and will be replaced by English.” For more detail please refer Table 4.3.
Page No: 25
4.7.
Findings and Discussion
The proficiency level of students within Thimphu Thromde revealed that they are better in
English than Dzongkha. Many have rated that in English their proficiency level is excellent and
very good. Whereas, students feel that their Dzongkha proficiency is fairly good as compared to
English language. This shows that their perception towards Dzongkha language is not very good
and they prefer English language than Dzongkha. According to National Education Framework
(2009), “Language abilities (listening, speaking, reading and writing) and communication skills
are essential for social living and further learning.” This study compared students’
comfortableness in the Dzongkha and English while reading writing, speaking and listening.
The data shows that the students are more comfortable in listening and speaking in Dzongkha.
This may be because most of the students’ mother tongue is Dzongkha. Although students prefer
speaking in Dzongkha in informal gathering and informal conservation they prefer English in
formal gathers and formal conversations. Data also showed that when it comes to reading and
writing students are more comfortable using English than Dzongkha. Students comfort and
proficiency in English can be drawn from the fact that all the schools in Bhutan are English
medium and all most all the subject are taught in English except Dzongkha subject, which is just
one subject amongst eight to nine subjects. The instructional period ration between English and
Dzongkha in the schools is 6:2 throughout the country. So basically students are driven into
studying in English rather than Dzongkha. Dzongkha is the language that they learn to speak at
home and that so why they are comfortable in speaking rather than writing and reading but once
they are in school they learn all most everything in English because of which their reading and
writing capability comes naturally and better than in Dzongkha.
The motivation of students to learn Dzongkha language is just because they like using it and they
feel proud of it and they feel more confident using Dzongkha. It is mainly because students
believe that the Dzongkha language and script are entwined with religion and they have
reverence for this sacred language of Dharma and also may be because the respondents believe
that national language is a driving force behind the national identity. However, the students of
Thimphu Thromde believe that English is very essential for getting job, career growth also for
carrying out daily activities as well. It is may be because respondents believe in Crystal (1997)
Page No: 26
and Maxwell (2013), as they proclaimed that English language is prestige lingua franca, the
language of opportunity, the language of success and a language of conversation with the
international community. Many students have perceived that English language subject is easy to
learn and they believe that learning in English helps in high level of understanding the subjects
and high performance.
This can be because wider availability of useful and resourceful
publications in English compared to those in Dzongkha, and also the general interest determined
by the respondents.
Most of the respondents had responded that in Media, Science class, while reading publications
and in formal gatherings, they basically prefer English language as a medium of communication.
This is because English is an international language with greater access to the world of
knowledge, philosophy, technology and science (Tobgay, 2012). However, many respondents
had responded that while they are in classroom attending classes other than science class, they
generally prefer Dzongkha language. Around 80% of respondents had responded that they prefer
Dzongkha as a main medium of communication in the home and other informal places. This can
be because they are comfortable in speaking Dzongkha and due to the peer pressure.
In addition, study has revealed that factors such as educational background and language used in
publications have strong influence over their choice of language. The language spoken daily
around and the language used in formal meetings, seminars, talk series, etc. has some influence
on their language choice. Thinley (2002) has clearly stated that in Bhutan, in almost all of the
government agencies, all official work is conducted in English and almost all the documents,
official correspondences, most of the meetings are conducted in English. Moreover, English
being the language of curricula for most of the subject taught in the schools would have
obviously resulted in more learning through English. Thus, gaining in influence of English
compared to Dzongkha.
Page No: 27
4.8.
Recommendation
The study has found out that Thimphu Thromde high school students do not have much interest
in learning and using Dzongkha as a medium of communication in important place such as
meetings, seminars and so on. Though, students have their pride and honor to our national
language, but they are forced to prefer English language because the situation and education
system favor English language. It was stated that Bhutan is at a critical moment in the history, as
it struggles to maintain a balance between the modernization and globalization. Perhaps, because
of western Education, Bhutan has experienced a lot of developmental activities after decades of
isolation. On the other hand we are at the verge of losing our identity and there is need to balance
between Modernization and Bhutanization (Sonam, 1999). Moreover, this study has found out
that students were worried of deterioration of Dzongkha language and they feel that it needs to
be promoted. Therefore, in order to promote Dzongkha language as equally as English, help
students learn Dzongkha, and to curve the student’s preference over English than Dzongkha
language, followings measures need to be placed in the system.
1. Royal Government of Bhutan needs to introduce teaching of other subjects such as
History of Bhutan and others in Dzongkha medium.
2. Royal Government of Bhutan or ministry of education needs to introduce many more
Bhutanese literatures such as articles, novels, books and magazines in Dzongkha.
3. Government needs to create more job opportunities for people with Dzongkha
background and better career progression.
4. Needs to make teaching and learning of Dzongkha interesting to the students and much
more relevant to the modern context.
5. Teachers need to initiate programs such as teaching students on how to speak Dzongkha
using honorific terms.
6. In future, researchers can go beyond to find out interest to do research
Based on the findings, it is highly recommendable that the government should use this research
and come up with necessary policy intervention to promote our national language. However,
since the research has limitations, it is advisable that the future researchers should use these
parameters and do elaborative findings to find the root cause for deterioration of national
language.
Page No: 28
4.9. Conclusion
According to Sonam (1999), “The western influences are not nor just external and cosmetic; but
it rooted in the mind of the people of Bhutan. Western influence has become seductive that it
leads the Bhutanese to disregard Bhutanese values, culture and traditions.” It is very much true
because this study has found out that the class twelve students in the high schools within
Thimphu Thromde were found not very comfortable with Dzongkha language which is believed
to be an identity of Bhutan. Moreover, this study has found out that the factors such as
proficiency level, motivation factors, preference and comfortableness in using languages are key
determinants to determine the students’ perception of languages. High school students within
Thimphu Thromde were found that their perception towards Dzongkha language was not really
good. Students prefer English as a medium of instruction in the schools. Student’s proficiency
level of English was far better than Dzongkha and students prefer English language in the formal
gathering such as meetings, etc... Moreover, the students were found not very comfortable with
Dzongkha language. These however lead to devalue our national language, Dzongkha.
Therefore, if Bhutan needs to survive as independent nation, we need to keep in pace with the
changing world but we should not let our national language deteriorate because it is the basis of
our culture and tradition and the soul of our identity. His Majesty the Fifth King Jigme Khesar
Namgyel Wangchuk always states “The future of our nation depends on the kind of education
that is imparted to our youth.” It is crucial to instill our national values in the mindset of students
to enhance our rich cultural heritage of Bhutan and take part in the developmental actives of the
country. Maxwell (2013), has proclaimed that since English is the language of curricula for most
subjects taught in school and it is important for Bhutanese to honoured and enlivened Bhutan’s
diverse cultures through the study of folk literature in English curriculum. In this case, it cannot
be advisable in our system because our culture and tradition can be transmit or passed to our
generations only through our national language, Dzongkha.
Page No: 29
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Page No: 32
Annexure: 1. Questionnaire
Demographic information
1. Participant number (to be added by researcher): ………….
2. Name (optional): …………………………… …………………… Age: ……………………...
Gender:
Male
Stream: ……………………………………..
Female
School: …………………………………………………………………………………………
3. Amount of time (min/hr) spent studying Dzongkha at school in a day:..………..........................
5. Proficiency level of Dzongkha and English: (please rate the following on a scale of 1 to 5)
5= Excellent
4= Very Good
S/No.
5
1.
Dzongkha
2.
English
3= Good
2= Fair
4
3
1= Not very good
2
1
6. Comfortableness in using Dzongkha and English as a medium
(Please rate the following on a scale of 1 to 5 on how comfortable you are with using Dzongkha
and English languages)
5=Very
4= Comfortable
3= Neutral
Comfortable
S/No. Activities
Dzongkha
4
3
2
5
1
Reading
2.
Writing
3.
Speaking
4.
Listening
2= Not
comfortable
English
1
4
5
1=Really not
comfortable
3
2
1
7. Language choice and Attitude
At what level the following(s) motivate you in learning Dzongkha and English? (Please rate the
following(s) on a scale of 1 to 5)
Page No: 33
5= Strongly
Motivates
S/No.
4= Motivates
Statements
2.
3.
4.
5.
1= Doesn’t
motivates at all
Dzongkha
5
1.
3= Doesn’t
Motivates
3= Neutral
4
3
English
2
1
5
4
3
2
1
It is important for getting a good job
and for career growth.
It is essential for carrying out my daily
activities.
It is just for communication.
I feel more confident using it than any
other languages.
I like using it and I feel proud of it.
8. How much do you think the following factors influence your choice of language? (please
rate the following on a scale of 1 to 5)
5= Strong
4= Some
3=Neutral
2= Very Little
Influence
Influence
Influence
S.No
1
Your educational background
2.
Languages used in the media (Television, radio, movies, etc.)
3.
Language in publications (Books, newspapers, magazines, etc.)
4.
Language spoken around you daily
5.
Language used in formal meetings, seminars, talk series, and
etc. as required by the institution where you are studying.
1= No Influence
5
4
3
2
1
9. Scoring and Learning
To what extent do you agree or disagree with the following? (Please selection your options)
Q No.
1.
2.
3.
Questions
Dzongkha English
In which subject do you score high?
Which subject is easy to learn and understand?
Which language results in high level of understanding of the
subject and performance?
Page No: 34
10. Language preference and Use (Use check mark to choose your options)
Q No. Questions
1.
2.
3.
4.
5.
6.
7.
8.
Dzongkha English
A- Social Interaction: (Preference)
If you were at home with family or with friends, which language
would you prefer?
If you were at work, which language would you use?
If you were in meetings, talk series, interview, seminar, exam,
etc., which language would you prefer?
If you were in media or want to publish, which language would
you prefer?
B. Academic Domain (Preference)
In the classroom which language do you prefer?
If you were in a science class which language do you prefer?
If you were reading an article or book, which language do you
prefer?
If you write an article or book, which language do you prefer?
11. Generally, which language do you prefer to use Dzongkha or English? Why?
A. Dzongkha
B. English
I. Because my colleagues use it.
II. Because I feel comfortable speaking it.
III. Because have more knowledge in it than the other language.
IV. It is important for my life now and in the future
12- How do you see the future of Dzongkha and English in Bhutan? (Please assign the level
of agreement for the following(s) on a scale of 1 to 5)
Strongly Agree: 5
S/No
1.
2.
3.
4.
5
Agree: 4
Neutral: 3
Disagree: 2
Strongly Disagree: 1
5
4
3
2
1
Dzongkha will continue to remain as National language of
Bhutan
Dzongkha will decline and eventually be replaced by English
English will take over the national language of Bhutan in the
future
English will decline and eventually be replaced by Dzongkha.
Dzongkha language is deteriorating
14- Any comments please!
………………………………………………………………………………………………………
Thank you very much for your cooperation in filling up this questionnaire.
Page No: 35