Comparative Study Of Language Education Between China And America

It has been increasingly popular for minority professional talents to hunt for jobs in the labor market, like "meat and potatoes ", which promotes different types and levels of schools and institutions constantly increasing the proportion of minority education and exploring better methods of minority education. It is apparent that social demand for small language professionals is far from satisfied. However, English language education has almost been developed and totally universal, comparing with the phenomenon that English talents are losing their competitive advantage in the marketplace. At the same time, with the diversity of China’s foreign economics and trade, the surge of Chinese is going abroad to study and other international exchange activities, languages other than English, especially small-spoken languages are extremely demanded.This paper is trying to make clear about the history of small-spoken language education in China, finding that minority-spoken language education in our country has lasted hundreds of years until now. Even though the development process of minority-spoken language education in China twists and turns repeatedly and rendering out has national attention enough. However, civil development flourish in the history features, and are intermittent by political around of insufficient of department, is not conducive to small language development of, it needs science reasonable of theory and long-term policy to guide my small language.In the framework of lifelong learning with theory, minority education in our country who visit an essential element of lifelong learning to discuss suitable for national minority education, particularly language training approaches and methods in language teaching. Taking into account the development of minority education is groping alone in China, the lack of ready-made experience to draw on, this article from the perspective of the United States of minority education. Through the United States educational laws and policies and the study of lit argues that the United States minority education from the history of the originator and the evolution of visits, the starting point is to protect the multi-ethnic United States society ethnic groups and nationalities to use their own language freely, for national unity and integration. Therefore, they had national attention and had to promote social demand to pull characteristics of language education. Various advanced United States development of education in minority languages is complete, and worth learning. United States minority languages of education are also open to further refinement in order to better advance. While China and the United States have the starting points and objectives of language education, they are not the same, but modern development languages in both countries in order to promote national integration and international exchanges, to better adapt to globalization and international exchange. So comparison of language education in China and developing ideas and concepts, means and methods of teaching, the development of environmental and development trends concludes that in order to better promote the development of China’s minority education, meeting the demands for minority talent, need a reasonable reference to United States advanced and successful experience in language education. We need Minority education in order to make our country better development, with health science trends.