A Case Study On Culture Adaptation Of Minority Bilingual Teachers’ Training At Middle And Primary School In Xinjiang

The fundamental education level at middle and primary school of Xinjiang is far belowthat of inner land of China, particularly minority fundamental education of middle and primaryschool. Under the background of the promotion of minority bilingual education in Xinjiang,great importance is attached to bilingual teaching by the committee party and government ofXinjiang Uyghur autonomous region.Minority bilingual teachers’ training is carried out inminority middle and primary schools. After two years’ training, the trainees will be obviouslyimproved in ideological politics, vocational ethics, Chinese level, professional level, Chineseteaching capability and overall quality. They will have solid professional basic theory andmanipulative skill together with bilingual teaching capability to be qualified for bilingualteaching in minority middle and primary schools. The training is launched within Xinjiang.Minority teachers are poorly adapted caused by pressure of study and cultural differences afterthey enter the new environment from the familiar native culture, thus leading to psychologicaland behavioral maladaptation, which is particularly serious. The trainees’ cultural adaption isdirectly related with Xinjiang primary and middle school minority teachers’ training. Therefore,the study on cultural adaption of middle and primary school minority teachers’ bilingual trainingis a matter of concern.Literature, questionnaires, interview and participant observation are used taken UrumqiVocational University as a case. The relation between the primary and middle minority"bilingual" teacher training and cultural adaptation is a starting point and explored. Culturaladaptation-closely related problems are studied and analyzed in middle and primary minoritybilingual teacher s’ training. The study is divided into six parts. The background to the study, the aim of the study, the significance of the study and the choice of case study are explained inintroduction.The first part is overview of relevant theories studies to cultural adaptation domesticand abroad, the definition of minority bilingual teacher training and cultural adaptation as well asthe object of study, the research ideas and research method.The basic situation of trainees ofminority teachers in the middle and primary schools is described in second part, including thesituation before the training and initial training. Cultural adaptation investigation is done andanalyzed directed to teaching management, teaching, social life of primary and middle minoritybilingual teachers’ training based on fieldwork in third part. The causes of cultural adaptation arestudied in forth part, which affect primary and middle minority bilingual teachers’ training.Coping strategies are proposed to primary and middle minority bilingual teachers’ training underthe perspective of cultural adaptation in fifth part, they are: Establishment of a sound schoolteachers’ file at all levels and primary and middle minority teachers’ Profile; great importanceand implementation to training;Training school for teaching management coping strategies is toimprove the teaching management system, and take different forms at different stages of humaneeducation; teaching coping strategy is that teachers explore mutual learning Chinese languageform; Assisted learning is that students take full advantage of the library and networkinformation to diversify learning.Through research, psychological and behavioral aspects of cultural adaptation of primaryand middle minority bilingual teachers in Xinjiang are revealed comprehensively,systematically,and deeply and affective factors are analyzed as well as suggestions are proposed to helpminority bilingual teachers well adapted.In the future minority bilingual teachers’ training,Higher authorities, training departments, the state department of education, the trainee’s schoolshould strengthen exchanges and cooperation to form a powerful force to improve cultureadaptability of trainees at all dimensions and to solve the integrated imperfect environmentalproblem, which will improve the quality and effectiveness of middle and primary minoritybilingual teachers’ training as well as have profound realistic significance and time value to thedevelopment of national education in Xinjiang.