Many languages of China’s ethnic minorities belong to different language families and they are distinct from each other in linguistic typology,which hinders the communication and interaction among ethnic groups.With the development of a market economy and growing population mobility,there is a remarkable increase of communication among ethnic groups.Moreover,the requirements of the urban labor market enhance people’s command of the national common language.In order to improve the employment situation for ethnic minorities as well as to promote contact and exchanges among them,the government is actively promoting “Bilingual Education” in border areas.Considering the long-term prospects for China’s development,the government needs to investigate the trend of language learning in and out of schools,and propose plans accordingly.Using a study of language and identity in the Xinjiang Uygur Autonomous Region and its affi liated Kashgar Prefecture as a case,this article proposes the concepts of an “Ethnic Culture Segment”,a “Daily Use Language Zone”,and a “Learning and Employment Language Zone”.These concepts can be useful in carrying out bilingual education in autonomous and schools in line with local conditions.