LRZTP 8 learning goals and topics

LRZTP 8 learning goals and topics

Educational Goals

The module of teaching language we use divides the learning process into five aspects:

  1. Foundational Knowledge & Application
  2. Integration
  3. Human Dimension
  4. Caring
  5. Learning How To Learn

Foundational Knowledge & Application

  • Based on the particular grammar notions the students will be able to have a spoken conversation in the specialized tenses and  structures of the colloquial Tibetan language; they will have reached the colloquial proficiency using an advanced colloquial vocabulary and also using basic Dharma terms. Even though the colloquial Tibetan is not a written language, the students will be able to read in Wiley, དབུ་མེད་ (printed script) and དབུ་ཅན་ (specialized script); and to write or type in Wiley and འཁྱུག་ཡིག་ (handwriting script) as a tool to recognize and memorize the words and structures in Colloquial.
  • The students will be able to read different types of texts related to the Dharma by recognizing and using the semantics and syntax present in texts such as: བློ་སྦྱོང་ཚིག་བརྒྱད་མ་ (Eight Verses on Mind Training), མངོན་རྟོགས་རྒྱན་ (Ornament of Clear Realization), བསྡུད་གྲྭ་ (Collected Topics), transcribed teachings of His Holiness on ནང་ཆོས་ངོ་སྤྲོད་ (Introduction to Buddhism), བློ་རིགས་ (Classification of Mind), and གྲུབ་མཐའ་ (Tenets) རྒྱུད་བླ་མའི་ཁམས་ཀྱི་ལེའུ་ (Buddha-nature chapter of the Sublime Continuum), སྤྱོད་འཇུག་གི་བརྩོན་འགྲུས་ཀྱི་ལེའུ་ (Joyful Effort chapter of the Bodhisattva’s Way of Life), རྒྱལ་སྲས་ལག་ལེན་སུ་བདུན་ (37 Practices of a Bodhisattva) and ལམ་རིམ།. On top of that, the students will be able to hear and understand the main vocabulary of Dharma teachings on those topics.


  • The students will integrate the Tibetan language as a new communication medium to relate themselves with new ways to expression.
  • They will use their own background, personal and academic, to improve their learning of a language and to help their classmates. At the same time they will upgrade their Dharma experience and meditation techniques using the Tibetan language.

Human Dimension

  • The students will have connected the biopsychosocial aspects present in the Tibetan environment. In that sense, they will see themselves as part of the Dharamshala’s society while they are interacting through the Tibetan language.


  • The students will nourish a relationship with the language in a sense that they can see it as part of them and use it as a tool leading to accomplish their own goals.

Learning How To Learn

  • They will know how to learn Tibetan language in their own way. They will have achieved an insight about how to use the School as a source of a quality learning, and also how to plan and study by themselves.



Year 1

  • Module One- Colloquial Tibetan for everyday situations, focus in the three tenses
  • Module Two- Colloquial Tibetan for everyday situations, expanding complexity of communicational skills
  • Module Three- Colloquial Tibetan for everyday situations, further increasing complex grammar knowledge and first  Colloquial dharma dialogues
  • Module Four and Five more sophisticated Colloquial grammar and Simple Colloquial dharma dialogues

Year 2

  • Module One- 1st year review & Literary grammar
  • Module Two- Forming solid basis in Reading Comprehension (learning through developing required skills)
  • Module Three- Authentic performance in Reading Comprehension (learning through analising different texts)
  • Module Four- Listening Comprehension in different accents (learning through developing required skills)
  • Module Five- Authentic performance of Listening Comprehension ()

The four month intensive interpretation program will include the following

  • Methods of Interpretation; note taking, retention, engaging with the audience, appropriate conduct for interpreters
  • Refinement of Dharma terminology & Syntax



Students undertake a variety of formative assessments to improve student attainment and summative assessments to monitor educational outcomes- evaluation activities throughout  as well as evaluation at the completion of each module.

At the end of the year, the students have to complete all objectives of the individual modules in the “accomplished” level of an assessment rubric. The last week of each year will be dedicated to giving them the opportunity and necessary support to reach those objectives.