1984, the education department of the autonomous region proposed that ethnic minority students should be proficient in Chinese and Chinese after graduating from high school, and Chinese classes should be offered from the third grade of primary school, thus starting a large-scale bilingual teaching. The smooth implementation of bilingual teaching needs a large number of qualified bilingual teachers as a guarantee, and how to judge whether a bilingual teacher is qualified, in which the teacher's ability to choose and use the classroom teaching language is a particularly important standard. At present, many domestic scholars have made a very mature theoretical study on teachers' classroom teaching language, but there are few empirical studies, especially on bilingual education in Xinjiang. Through the combination of in-class recording and after-class interview, this paper makes a follow-up investigation on the choice and application of classroom teaching language for Chinese teachers in primary schools in Urumqi, and draws the conclusion of this paper.

This study is divided into six parts: Part I: Introduction. This paper analyzes the present situation and background of bilingual education and bilingual teacher training in Xinjiang, emphasizes the importance of classroom teaching language to teachers' teaching ability, and puts forward the research questions of this paper.

Part II: Definition of the concept. The definitions of bilingual teaching, bilingual teaching and cultural education in China, bilingual teachers and classroom teaching language are clarified.

Part III: Research summary. This paper combs the previous studies from three aspects: the study of teaching language, the study of teachers' language in bilingual teaching and the study of teachers' language in bilingual teaching of ethnic minorities.

The fourth part: the choice of the research object and the investigation and analysis of the present situation. Teachers' classroom teaching language is recorded by classroom recording.

The fifth part: Analyze the specific teaching language, find out the problems still existing in the classroom teaching language of Chinese teachers, make suggestions, and give corresponding training strategies and methods.

Part VI: General suggestions on improving Chinese teachers' classroom teaching language.