少數民族英語教育是一種跨文化載體的教育,在語言信息傳遞的各個環節都受到民族認知因素的影響,本文以藏族為例,聚焦少數民族英語教育活動的民族認知趨向、民族認知接觸以及民族認知環境,審視少數民族英語教育中的認知性沖突,并針對性地提出了潛在課程介入的思考,即增設少數民族常規英語教育的報償體系,提供異質性教育對象所需要的額外認知依據,降低民族認知因素造成的教育消耗。

Minority English education is a kind of cross-cultural education,influenced by ethic recognition at any stage of language communication. In Tibetan English education,for example,this paper analyses the minority English cognitive subject and object,behavior and thought,duality characteristic of individual and society,to cultivate students the macro social awareness of tacit knowledge function. Finally, this paper discusses the media language transformation, output,training,inside the potential course intervention strategies such as implicit learning.