The Study Of The Implementation Of Bilingual Education Policy In Primary And Secondary Schools In Shache Country Xinjiang

Xinjiang, with Uyghur nationality as the main ethnic composition, is a special area where ethnic groups live together over vast areas while some live in individual concentrated communities in small area, among which the Uyghur continuously communicates with the Han nationality and other minorities in terms of history, culture, education and politics since ancient times. There is a very different cultural environment and custom between Uyghur and Han, as result, their languages and education methods are different two.Language, as a carrier of culture is an effective tool effective tool for the spread of culture. In the event of a deep understanding and integration to a ethnic group, one must learn their language first, for learning their own language is the basic means to preserve their national language and culture, which is the fundamental rights of citizens also. It is also a basic tool to build the core value of Chinese people. Then one who knows both Uyghur and Chinese becomes the prerequisite for communicating with the main ethnic group and inheriting their own culture.Bilingual education comes from English bilingual education, which is a kind of system or model of education implemented by multilingual country with various ethnic groups. Bilingual education is a means of education to let minorities integrate into the Han, take a further education and enhance competitiveness in work and region. The main purpose of implementing bilingual education is to facilitate minorities learning and using the national common language as well as their own languages under national policy guarantee. Therefore, our country continues to formulate and introduce relevant policies, aim at building a good bilingual education environment for the development of economy, society and culture in minority areas. Only with vigorous policy support can bilingual education become sustainable.This paper tries to know the implementation of bilingual education in minority areas by using field investigation based on typical cases. Depth interviews were made to students, teachers and administrative staff to learn more about the changes of bilingual education in Shache so as to explore the difficulties and pressures that students might have in bilingual learning. Combine with the requirements of educational development to bilingual educational policy in this area, the paper tries to conclude the problem in the process of conducting bilingual education to put forward a follow-up policy of bilingual education in Xinjiang minority area.The survey result shows a range of issues, such as discrepancy between bilingual education policy goal and practice situation, relatively difficult bilingual textbooks, low quality of bilingual teachers, hard promotion of teaching model of bilingual education and non-ideal environment of bilingual education. The cause and solution of those problems are associated with the bilingual education policy. During the implementation of bilingual education policy, the relative departments of bilingual education in Shache County encounter complex situations like irrealizable policy value, non-fulfillment of policy and unqualified indicators, which make Shache County, have one of the lowest levels of the development of bilingual education in Xinjiang.This research can provibe policy reference and theory support for bilingual education execution apartment in Shache county. It’s good for understanding and finding the execution status of Shache bilingual education policy and announcing the inner reasons. It provides demonstration to raise the execution potency and bilingual teaching achievement in the whole county. It’s good for promoting the minority bilingual education develpment of the Xinjiang. It strenghthens the self development ability of bilingual education and promotes the harmonious and stability in Xinjiang.