I was much too efficient. My apologies. Congress is terribly strict.
Perhaps, then, I can fill in some of the details.
The Chinese government, we think, accomplished the implementation of these policies partly through some very deliberate ambiguity about what teachers and schools were meant to do, but often when faced with, for example, access to teaching materials that were Chinese-medium only, schools had no choice but to use those materials since Tibetan-medium materials simply weren't available to people.
Similarly restrictions on the languages in which the teachers who were being recruited were capable of teaching tipped the balance in many different circumstances.
I think the fact that we observed authorities persecute—not just prosecute but persecute—individuals who spoke up in defence of Tibetan-medium education makes very clear that what might be considered a not terribly incendiary academic matter in other contexts is part of a larger political campaign. It's also consistent with what we have documented with respect to other critical components of Tibetans' identity, not least the extraordinary encroachment on Tibetans' rights to religion and how it is practised.
We have seen similar changes in policy and management of religion by Chinese authorities that effectively encroach on individuals' abilities to live their identities as international human rights law guarantees them the right to do.