The Study Of Using Pep Chinese-language Material In Bilingual Classes

Chinese language materials are the major material to pass on languageknowledge for educational purpose. The effect can directly influence the overallquality of teaching. For most of the Primary schools in Urumqi, PEPChinese-language materials are widely adopted as ‘bilingual’ language teachingmaterial. In this circumstance, how well do the teachers and students cope with it?During the education process, what kind of problems might exist? How can theteachers utilise this teaching material with a better approach? The studies targetingthe better use of the text books are beneficial in promoting the development ofbilingual education and Chinese language education for minority students.The study is going to explore the use of PEP Chinese-language materials inreality using Xinjiang Normal University affiliated primary school students as studyobjects. The article will further discuss the factors that influence teaching quality inpractice. The theories will then be put into use to facilitate bilingual education.Based on data analysis of worldwide studies relating to materials, this articlediscusses the practical use of PEP Chinese-language materials in bilingual educationin the Primary School bilingual class environment. By questionnaire and interview, itis concluded that by using PEP Chinese-language materials in bilingual classes, theminority students appeared to have difficulty in learning. At the meanwhile,educators were unable to promote the overall teaching quality by making properteaching arrangements, or by making full use of the materials.By using study methods of class performance observation and interviews, it canbe seen that problems do exist during the use of PEP Chinese-language materials inbilingual classes as follows: the adoption of stereotype teaching techniques; theneglect in language literacy training due to over-paid attention to languageknowledge; educators’ limited professional capability etc. By analysing relevanttheories regarding the existing problems, it is been suggested that by using PEPChinese-language materials in bilingual classes, four main points need to beaddressed. Firstly, study PEP Chinese-language materials thoroughly so as to gainclear views in language teaching objectives, requirements and teaching methods.Secondly, enhance educators’ own professional ability in knowledge, teaching skills,and understanding in curriculum standards. Thirdly, make individualised educationschedules based on the levels of students’ ability and characteristics of materials thatare being used. Last but not the least, lower teaching requirements accordingly, andput more effort in language skill training etc.