The relationship between Chinese nations has formed a pattern of "multiple integration", and among these citizens with different races, ethnic backgrounds, different languages and different religions, a new "national identity" has been gradually established, which has cultivated and strengthened the sense of identity of all people towards "China people" and "Chinese nation". People of all ethnic groups gradually regard "China" as a community with a common multi-culture and history, and clearly put national consciousness above all ethnic and religious groups, downplaying national particularities.

In a multi-ethnic country, all ethnic groups must have a common inter-ethnic language in order to realize mutual exchanges in various fields and safeguard the unified political system of the country. Its choice is determined by various social factors such as politics, economy, culture, history and reality of all ethnic groups in this country. China's inter-ethnic language is Chinese in the mainstream culture, which is determined by many social factors such as the historical development and reality of various ethnic groups in China for thousands of years. The Constitution of People's Republic of China (PRC) clearly stipulates that the state promotes Putonghua, which is commonly used throughout the country, and everyone in China should learn Putonghua.

Therefore, strengthening bilingual education at an early age in Xinjiang minority areas has a positive effect on the formation of national unity and historical identity. Learning to be a patriotic person and love the motherland is the core of the Chinese national spirit.

2. Cultural diversity

We should inherit the successful idea of "multiculturalism" of ethnic minorities in China tradition. The excellent traditional cultures of different nationalities constitute the cultural diversity of the Chinese nation. Protecting and developing the excellent traditional culture of ethnic minorities is of great significance for promoting mutual understanding, mutual exchange, common economic development and political equality, and finally realizing the great unity of the Chinese nation.

Xinjiang's multi-ethnic and multi-cultural resources are distinctive and colorful. Multi-ethnic culture originates from nature and life, and has a long and splendid national history and infinite charm. National culture is an important manifestation of national existence, an integral part of the whole human culture and a valuable asset. Starting with preschool education, inheriting and developing minority languages and excellent traditional culture, cultivating excellent ethnic multiculturalism and establishing bilingual education for ethnic minorities with local characteristics and integrating multiculturalism are the only way to develop preschool education in multicultural and ethnic minority areas.

3. Social development needs

With the rapid development of China's economy, the enhancement of China's comprehensive national strength and the gradual improvement of its international status, Chinese has become an important tool for international communication. Chinese is not only the most populous language in the world, but also one of the working languages of the United Nations. Only by learning and mastering Chinese language and writing can Xinjiang minority students broaden their horizons and truly face the whole country, the world and the future. Sinology is also to meet the needs of talent competition. As the competition mechanism has penetrated into the talent market, experience tells us that if minority students want to be more competitive in the talent market, they must greatly improve their academic performance, including Chinese, in order to adapt to the new situation in today's talent market.

Developing pre-school bilingual ability is an inevitable choice to improve the cultural quality of ethnic minorities and accelerate the adaptation of economy, culture, science and technology in ethnic areas to the development of modern society.

Introduction:

Bilingual English means bilingualism, which directly refers to two languages. According to the definition given in Longman Dictionary of Applied Linguistics published by the famous British Longman Publishing House, translation into Chinese means that a bilingual person can basically apply a foreign language and his mother tongue to listening, speaking, reading and writing in daily life. Of course, his mother tongue knowledge and ability are usually better than his second language. The so-called bilingual talents refer to those who can communicate, work and study in two languages skillfully.

According to the definition given by Longman Dictionary of Applied Linguistics, you can teach various subjects in school in a second or foreign language. In other words, students' foreign language or second language can replace or approach the level of their mother tongue through teaching and environment and through several stages of training. For example, a Tibetan compatriot can talk with his family in Tibetan at home and communicate with his colleagues in Chinese at work. There are two issues that need to be clarified. First of all, bilingual teaching refers to using two languages as teaching media. By studying subject knowledge, we can master the language. Secondly, bilingual teaching advocates teacher-student interaction, rather than just listening to teachers teach in foreign languages from beginning to end. It is through learning subject knowledge that we can learn both subject knowledge and master a foreign language.