Research On The Professional Development Of Bilingual Teachers In Ethnic Primary Schools

Inner Mongolia has a long history of bilingual education, which is regarded as a model in China. It is related to unique education background in Inner Mongolia. First, the history of interaction between Mongolian ethnic group and Han Chinese roots in the geographical border. The special history of Mongolian ethnic group and frequent population flow among different ethnic groups make Mongolians have bilingual communication language environment. Second, Mongolian ethnic group has splendid historic culture and language, which is a supportive of Mongolian-Chinese bilingual education. Third, Inner Mongolia is the first founded autonomous region and the first minority region to practice bilingual education, which gathered practical experience on bilingual education. The booming development of bilingual education in Inner Mongolia has been restricted by a vast territory with sparse population, being on the border, vulnerable living conditions and transport hurdles. In order to know the real situation of the development of bilingual education in Inner Mongolia and the bilingual teachers'professional development (BTPD), this paper takes Shilingol League, densely populated by Mongolians and depended on livestock production, as a case study. Shilingol League, with 1098 kilometers boundary line taking up for one quarter of the length of it in Inner Mongolia, borders on Mongolia in the north. The case schools in this paper are located in the border areas.Bilingual teachers play a very important role in the 60 years'of bilingual education in Inner Mongolia. Bilingual teachers'professional development displays different era characteristics in different period of time. The previous successful experiences of BTPD lays a good foundation for the next one. On the contrary, the previous problems restrict the BTPD of the next period. As a result, it is important to sort out, analyze and summarize the process of BTPD. This research puts bilingual education of Mongolian ethnic group and BTPD in the history of culture change, focusing on the current situation, problems and ways of BTPD in new period. The paper is consisted of six chapters.Chapter 1 is an introduction. It is followed by a description of research background, a summary of previous related research, definition of key concepts, theoretical frame, research approach and a general statement of sampling.Chapter 2 sorts out the historical development of bilingual education in Inner Mongolia since New China were founded, focusing on the gathering and analysis of bilingual education policies, practical situation and characteristics of it at different period of time.Chapter 3 describes the process of the form of Mongolian teachers and Mongolian-Chinese bilingual teachers from a historical view, depicts the process of BTPD in Inner Mongolia, focusing on the analysis of current situation and the training of bilingual teachers. It draws a conclusion of their characteristics at different periods of time.Chapter 4 gives a comprehensive description about BTPD current situation in primary schools in pasturing area from a social education perspective, focusing on bilingual teachers'structure, living and working conditions.Chapter 5 discusses on the ways of BTPD, focusing on the effectiveness of training the bilingual teachers in primary schools in pasturing area.Chapter 6 concludes and offers advice on general strategies on promoting BTPD. It gives specific advice from education authorities, schools and bilingual teachers'perspectives.