Huayin Qimeng, a representative spoken Chinese textbook from abroad, provides significant insights for the education of minority languages, specifically in the context of Yi language instruction. This study initially examines the compilation logic and educational attributes of Huayin Qimeng through textual analysis. This study examines the interplay between language policy and sociolinguistic theory, focusing on their effects on language attitudes and identity. Through comparative analysis, the experience of Huayin Qimeng is associated with the present condition of Yi language education, emphasizing the deficiencies of Yi oral language textbooks, the intricacies of learners' language attitudes, and the constraints faced by teachers in utilizing the textbooks. The research indicates that the communicative orientation, scenario-based design, and cultural integration present in Huayin Qimeng provide valuable insights for tackling the existing issues in Yi language education, including the dominance of written textbooks, insufficient communicativeness, and a disconnection between identity and usage. This strategy can enhance learners' positive language attitudes and ethnic identification by utilizing the functional capabilities of Yi language textbooks, including elements of ethnic culture, and integrating teacher development, so supporting the use and preservation of the Yi language.
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