Investigation And Analysis On Current Situation Of Yining Community Staffs’ Bilingual Learning

The General Secretary, Mr. Xi, has said, “Without a solid foundation, the Earth and mountains may shake.” This is the experience of Xinjiang’s historical anti-splittism. In the ethnic minority areas of our country, strengthening the construction of primary organization has a special significance for the stabilization,long-term peace and order of the society. As a tool for communication between nationalities, language plays an important role in the association and integration of different nationalities. Since the establishment of our country, bilingual education has been practiced. If community staffs, as members of the primary organizations, can take the lead in learning and using two languages, it will help to overcome the obstacle of languages in minority areas, promote exchange and communication between different nationalities and maintain the stability of the society.There are five sections in this research as following:Section One: Introduction. This section first discusses the reason and significance of this essay. Based on the knowledge of existing research and basic information of Yining Ailanmubage community, the author gives definitions to related concepts such as community staff and bilingual learning, and sets up strategy,methods and design of this research.Section Two: Research and analysis of Yining community staffs’ bilingual learning condition. This section chooses the Ailanmubage district of Yining from Xinjiang region as an example, through methods like interview and questionnaire survey, launched an investigation in the learning attitudes, processes, effects of Yining Community staffs’ bilingual learning.Section Three: Existing questions of Yining community staffs’ bilingual learning.Based on the research and analysis above, this section indicates some problems in the process of Yining community staffs’ bilingual learning: Subjectively, Yining community staffs’ learning behaviors do not match their understanding; they are lacking in initiative of their learning; Han staffs need to improve their understanding of the necessity of bilingual learning. Objectively, the active learning time is hard to guarantee; it is difficult for the learners to start a second language; the bilingual learning atmosphere and environment are not good enough; the learning condition between minority staffs and Han staffs is not balanced. In the aspect of the bilingual training held by the communities, the frequency of the trainings cannot meet the needs of the staffs; training modes are limited; learning resources and qualified teachers are not enough; the assessment system and motivation system is not complete either.Section Four: Suggestions for improving the quality of community staffs’ bilingual learning. To help solve the questions found above, there are some countermeasures and suggestions proposed in this section: 1. Strengthen staffs’ awareness of bilingual learning; 2.Establish and improve the training system; 3.Create different learning strategies; 4.Ensure teaching and learning resources;5.Motivate staffs to do self-learning; 6.Balance the learning conditions between the minority and Han staffs; 7.Community staffs play a leading role in the bilingual learning.Section Five: Conclusion. This section gives a conclusive summary to the essay and points out the imperfection and future developing direction of this research.