Study On The Present Situaiton Of Minoirty Miao Children’s School Readiness Of Language

School readiness of language belongs to one of the five areas of school preparation. Thelevel of children’s school readiness of language closely relates to their adaption to futureprimary school life. It is crucial that it not only relates to enrolled children on learningsubjects, but also affects the physical and mental development of children.This study applies a combination of qualitative and quantitative research methods, whichextracts169freshmen in four primary schools in M county, Guizhou Miao and DongAutonomous Prefecture as subjects for the study of the test of school readiness of language.The contents include three aspects: vocabulary, sentence and discourse comprehension ofchildren’s language. We calculate the total score of school readiness of language. Then thispaper analyzes data using SPSS17.0, meanwhile, extracts two first grade teachers and theparents of the new students in each primary school to have an interview, traces thekindergarten they stayed before, selects two largest proportions of kindergartens andinterviews two teachers. Thus the interviewees include four kindergarten teachers, eightprimary teachers and eight parents. Besides,101Miao children’s parents within169freshmenin primary school are questioned about home background. In order to get a general view aboutthe status of school readiness of language of Miao children in the ethnic minority, materialsare collected from four aspects including children, parents, kindergarten teachers and primaryschool teachers.Tools for language development assessment, SRTB-L, are adopted to test the Miaochildren who have just entered the primary school, and the results are compared with thenormal assessment tools. The study shows that the Miao children’s school readiness oflanguage in the ethnic minority is inadequate. In addition, the gender differences of the Miaochildren’s school readiness of language are not obvious, but there exist great variationsbetween urban and rural areas as well as Miao and Han children.Based on the status of the inadequacy of Miao children’s school readiness of language inthe ethnic minority. We demonstrate problems remained in children’s school readiness oflanguage from four aspects: language pronunciation, vocabulary understanding, sentencecomprehension and words expression and we believe that lack of relevant notion and abilityof school readiness of language in Miao children’s family, lack of kindergarten in rural areasand positive language environment in communities result in inadequate preparation of schoolreadiness of language in Miao children’s family. In order to improve the level of Miaochildren’s school readiness of language, This paper suggests that one year’s education beforeentering school should be widely used to improve the level of children’s school readiness oflanguage, family source should be fully used for education of children’s school readiness oflanguage, teachers’ cognitive ability should be raised for school readiness of language,children’s ability of language expression should be developed through interacting, bilingual education should be properly considered for low grade students in primary school within ruralareas, great attentions should be paid for school readiness of language education in ruralethnic minority areas.