Han Bilingual Education Under The Background Of The Mongolian Students' English Study

This is a case study of Mongolian students’English learning achievement and learning factors in elementary and secondary ethnic minority schools in Xilingol League, Inner Mongolia Autonomous Region. Based on the investigation of foreign language education policy and its implementation in the context of Mongolian and Chinese bilingual education, the study puts forward suggestions for improvement of English teaching system of Mongolian schools.Elementary and secondary education is of importance for Mongolian students to develop their language capability. In current bilingual education system, Mongolian students study English mainly in classrooms. The related studies in Mongolian-Chinese context, however, remain underreported. This study involved Mongolian students and teachers in elementary and secondary schools in Xilingol League. The history of language curriculum policy reveals the rising requirement of language capability. Associated with the object factors of education policy, language environment, English teachers’ability, English learning conditions and the subject factors of attitude and motivation, the study identifies Mongolian English learners’characteristics, including gender, age and learning achievement. Results of the study indicate that Mongolian students’ English achievement is constrained by their multilanguage capacity examined from external comparison and internal analysis.According to the bilingual education policies, the requirements of Mongolian learners’language ability have been increasing. The status of foreign language curriculum has gradually established with constantly rising curriculum goal and evaluation requirements. However, the elementary and secondary English education environment is far from requirements, such as English teaching level, educational technology level and English learning conditions. Mongolian students have to study English under the overwhelming influence of Chinese language. Although Mongolian elementary school students have studied English since grade three at the beginning of the new century, the polarization trend of English learning becomes more obvious concurrently with the weak achievement universally. As unbalanced bilinguals, the vast majority Mongolian students in elementary and secondary schools need to study English with Mongolian and Chinese as medium. In secondary education, English learning difficulty of Mongolian students becomes more and more prominent. Compared with Mongolian boy students, Mongolian girl students make more effort and progress on English with Chinese as medium. More junior high school students are Mongolian-Chinese bilinguals before school education compared with senior high school students, correspondingly the juniors’English learning strategies and self-evaluation of English achievement are better than the seniors. English learning efficiency closer ties with Chinese level.In priority to the development of ethnic minority education in Inner Mongolia, elementary and secondary English education has been developing rapidly. The study reveals that Mongolian students’English learning is improving with their Chinese language according to the trend of Inner Mongolia bilingual education. However, there are still many problems about coordinating the development of multilingual capability to realize the ethnic minority educational goal of "Mongolian is the basic requirements, Chinese is a necessary quality, and foreign language is the ability for development". In order to promote both Mongolian students’ all-round development and the quality of ethnic minority education, the study re-examines the position of English curriculum in the ethnic minority education system, analyzes the curriculum adaptability and puts forward feasible suggestions in order to improve English teaching level and strengthen the English learning environment construction.