Ji Xuejun (Canada) University of British Columbia

Studied the bilingual vocabulary development of Uyghur and Kazakh preschool children in poverty-stricken counties of Xinjiang Uyghur Autonomous Region. Through the PPVT IV testing tool, it was found that children from both ethnic groups scored higher in their native language vocabulary than in Mandarin, while Kazakh children scored slightly lower in their native language than Uyghur children. Gender, age, mother tongue, and place of residence have no significant impact on Mandarin, but Kazakh children's mother tongue knowledge is influenced by age, while Uyghur children are influenced by place of residence. There are differences in the acquisition of word classes between children of the two ethnic groups, with Uyghur children showing the best accuracy in their mother tongue and Mandarin verbs. The research has enlightening significance for improving the quality of bilingual education for ethnic minority preschool children.

Wu Baiyin from Inner Mongolia Normal University

This study focuses on 100 English teachers from six universities in Inner Mongolia, and explores their multilingual awareness beliefs and teaching practices in the third language learning of Mongolian college students through questionnaires and interviews. The results showed that English teachers generally hold a positive attitude towards multilingual awareness, but there are differences in beliefs and practices among teachers with different native language backgrounds. These differences are influenced by factors such as social and cultural environment, family language policies, teacher identity, learning experience, and textbook use, especially the shortcomings of teachers in cultivating learners' multilingual awareness. The study emphasizes the importance of enhancing teachers' awareness of multilingual development and discusses the cognitive advantages of multilingual learners in trilingual learning, as well as the necessity of developing learners' multilingual abilities in the Chinese foreign language learning environment.

Liu Yi, School of Foreign Languages, Liaoning University

In the context of globalization, English, as a universal language for cross-cultural communication, has raised higher requirements for non-native English speakers. This study proposes an effective model of integrating students' personal narratives into teaching through ten years of reflective teaching practice, in order to cultivate students' cross-cultural communication skills and awareness. The study also found that corrective feedback on writing has a positive impact on improving the writing accuracy and language knowledge acquisition of college English learners, with metalinguistic feedback being more effective in promoting language structure mastery. In addition, the analysis of the genre characteristics of Sino African cooperative commercial advertising reveals its win-win orientation and the use of domain specific words, as well as the differences in the move structure of different types of advertising, which provides a new perspective on the construction of advertising discourse in the context of the "the Belt and Road" and the variability of advertising discourse in the context of Sino African cooperative win-win business.