The Research On The Language Problems In Xinjiang Uyghur-Han Bilingual Teaching Of Mathematics

In recent years, the quality of bilingual mathematics teaching has improved tosome extent. However, there are still some problems in teaching methods, how tocoordinate the relationship between the two languages rationally and scientifically.These problems affected the quality of bilingual mathematics teaching to certainpoint, making improvements in the quality of bilingual teaching speed is not verysatisfactory. Through the bilingual mathematics teaching experiments, minoritystudents’ level of communication and exchange with Chinese language has promoted,but the minority bilingual students mathematical expertise still need to furtherimprove.In this paper, based on the literature review, defining the core concepts, thedesign of research methods and processes proposed study. Through questionnaires,interviews, classroom observation and literature research and other research methodsto study the role of language in bilingual mathematics teaching, and focus on thedifferences between the Uyghur-Han two languages, and the differences ofmathematical language, and effect of these differences to bilingual students’mathematics learning. The results showed that:1There are obvious differences in Uyghur-Han word order, grammar, etc., suchdifferences affect to bilingual students mathematics learning;2There are some differences on mathematical language in Uyghur-Hanlanguage environment, such differences also affect to bilingual students mathematicslearning;3Because of differences between both two languages and cultures of ethnic andcultural backgrounds, so that, bilingual students gained some mathematical concepts,understanding of symbols with particularity, requires the use of scientific methodsfor bilingual teaching. Bilingual math teacher should understand these differencesand actively use its favorable factors and avoid the negative factors.