Bilingual Education And Intercultural Communication Among Uyghurs In Xinjiang, China

There has been a lack of research on the relationship between bilingual education and intercultural communication in Xinjiang, China. By reviewing the history and reality of bilingual education in the Peoples'Republic of China, the author shows the importance of conducting research in this area. With an introduction of some key concepts and theories about bilingual education and intercultural communication, this thesis reports the results of a survey conducted among students from different ethnic backgrounds in Xinjiang, a region with multi-ethnic groups. The aims of the survey were to identify the influence of bilingual education on students of different educational and cultural backgrounds and to explore the relationships between bilingual education and intercultural communication. Two survey questionnaires (Schwartz's PVQ and Phinney's MEIM) containing items on values as well as items on ethnic identity were administered to 250 college students from different cultural and educational backgrounds. Findings indicate that bilingual education does influence the values and both bilingual and monolingual Uyghur students have a clear understanding of their own ethnic identity. As for intercultural communication, the survey results show the positive influence of bilingual education on students from ethnic groups other than Han Chinese in lowering their anxiety level, and boosting their confidence in communication with Han students. Besides, it also enhances the mutual understanding between different ethnic groups. All these findings confirm that bilingual education and intercultural communication are closely related to each other, and can benefit each other in their interaction.