Language and Cultural Learning among Tuvan Ethnic Young Children in Mongolia: A Qualitative Study

This study explores the conditions under which Tuvan ethnic children in Mongolia acquire their native language and cultural knowledge during the preschool years. Utilizing qualitative data from semi-structured interviews with 30 Tuvan parents and naturalistic observations of 30 children aged 2–5, the research examines linguistic practices in early childhood settings, patterns of intergenerational knowledge transmission, and the role of formal preschool education. Although Mongolia’s legal framework upholds the right to mother tongue education, its implementation remains uneven and often limited in scope. The findings reveal that while many families actively maintain Tuvan language use at home, language attrition is accelerating due to the absence of supportive linguistic environments and insufficient institutional reinforcement. This study highlights the urgent need for more consistent and culturally responsive bilingual education policies. Recommendations include expanding Tuvan-medium early childhood programs, developing culturally grounded curricula, and providing targeted training for bilingual preschool educators.