Mongolian And Chinese Bilingual Education Backdrop Teaching Sociolinguistic Research

With Mongolian schools in Xilinhot City, Inner Mongolia Autonomous Region as the case, five measures to improve Chinese teaching based on objective and subjective factors under the background of the Mongolian and Chinese bilingual education are put forward after the analysis of the social and ecological environment, policy environment, language environment and teaching environment under the guidance of the theory of sociolinguistics.From the aspect of social and ecological environment of Inner Mongolia Autonomous Region, two models of Mongolian and Chinese bilingual education have been formed,"Mongolian teaching mainly plus Chinese language" and "Chinese teaching mainly plus Mongolian language". Meanwhile, the reasonable school system of ethnic education from early childhood to higher education has been established with distinctive ethnic features and local characteristics. A set of successful approaches for minority education, such as guiding ideology, working principles, school settings, teaching schedules, teaching language provisions, textbook construction, teacher training, special policies of enrollment, effectively promoted the development of the Mongolian and Chinese bilingual education. From the aspect of policy environment of the survey area, the ethnic minority policy of the Chinese Communist Party is seriously implemented, which has ensured the priority development of minority education, as was instanced by the expenditure on ethnic education, teacher training, student admission, the improvement of teaching hardware, software and the quality of education significantly. From the aspect of language environment of the survey area, Mongolian is the main language in Mongolian students' families, while in different social occasions Chinese is an important lingua franca and the main selection to the Mongolian students, teachers, and the students'parents. From the aspect of teaching and learning environment, the continuous improvement of Chinese teaching curriculum, has provided the objective conditions for effective Chinese teaching based on Mongolian and Chinese bilingual education.Chinese teaching based on Mongolian and Chinese bilingual education, despite certain achievements, still has the following problems. Firstly, how to settle the issue of the relationship between language acquisition and language learning. Secondly, how to face the tendency to weaken Chinese teaching in some schools caused by the implementation of MHK system. Thirdly, how to solve time-consuming and inefficient Chinese teaching. Last but not least, how to deal with the status of Chinese teaching in ethnic minority education.To effectively improve the level of Chinese teaching, we should respect the principles of second language acquisition, take the Chinese teaching target as the guide, focus on the social function of language, and promote Chinese teaching reform. The specific measures include:(1) changing the traditional teaching mode to carry out all-round teaching to enhance students'ability;(2) changing the traditional teaching methods to achieve the diversification of teaching methods;(3) changing traditional educator image of teachers to be students'guide in Chinese learning and social practice;(4) focusing on the system construction of teaching materials to balance the classical literatures and contemporary essays;(5) exploring the positive roles of examinations to promote Chinese teaching reform.