Zhuang-Han Bilingual Teaching Is In A Dilemma

With thousands of years of national civilization, each of Chinese nations has its own dressing, catering, customs, etiquette, etc., which constitutes Chinese charming scenery of humanities. A multi-ethnic coexistence and common prosperity has been the desirable goals in our country; traditional culture of different nations is a precious asset of Chinese civilization, and safeguarding cultural diversity in our country has important significance. National language as an important component of the national culture is receiving more and more attention of the people.Zhuang has the largest population among the Chinese minority, and the majority of them live in the territory of Guangxi. In order to remove the illiteracy and improve the cultural quality of Zhuang people at the early period of founding People's Republic of China, the state created unified national language and national character that is the standard Zhuang language and Zhuang alphabet, which are greatly popularized among the experimental schools in the area inhabited by Zhuang. Zhuang-Han bilingual teaching in Guangxi has made great contribution to national education and plays an important role to national economic and cultural enhancement. However, with the advent of globalization, schools in Zhuang area are receiving great challenges and unlimited opportunities. The contradiction between the concern and expectation on bilingual teaching from national, educational, administrative departments, and the community of scholars, and the difficulty to develop the bilingual teaching in reality, make the bilingual teaching fell into a dilemma. In the new period, whether bilingual teaching in the Guangxi Zhuang Experimental School can accept challenges, and how to accept the challenge, which engages us in serious study.After surveying the Q primary school, it was found to have a better Chinese language teaching quality, but without optimistic teaching situation of Zhuang language, which was mainly shown in the following aspects: firstly, the dividing of preschool education reduced the basis of learners'bilingual language learning; secondly, the system of teacher's transferring weakened the persons qualified to teach bilingual; thirdly, nonstandard curriculum test system disintegrated the activity of learning Zhuang language. Although much energy and devotion from the educational department was contributed to bilingual language teaching, its effect was not strong enough. The reasons could be analyzed from three aspects: firstly, there is a long history of the impact on Zhuang minority from the powerful Han culture which rooted in Zhuang people's life; secondly, the school, teachers, students and householders took the dominant place in Chinese teaching, because national test system centered on the Han culture, whereas the activity of students'learning Zhuang language became weakened because of lack of strict test system. Thirdly, Zhuang language separated from the daily life of Zhuang people because it was devoid of cultural basis, which is also an important reason of resulting in the unsatisfying effect of bilingual teaching.In order to be more effective bilingual teaching in schools, I think we can start from the following four areas for reform:1.Zhuang alphabet's cultural roots is missing. We could have lasted a long word starting with the reform of Zhuang Zhuang alphabet;2.Now bilingual courses are far from the lives of students, we should promote the Zhuang language into the daily lives of students, rather than purely in isolation within the classroom;3.Standardize examination of bilingual courses.We should be examination-oriented, improve teacher and students's enthusiasm and initiative about learning Zhuang languages.4.Trough the training and external, the establishment of school-based training, from learning supplemented mechanism, balanced external employment to ensure the quantity and quality of bilingual teachers.