从多民族国家的观点来谈论语言教学，历史上某些非汉族语言既是外语，也是中国少数民族语言。契丹文和女真文的研习是辽金时代非汉语教学的主要内容。蒙古国时代，燕京出现了畏兀儿文与蒙古文学校。至元年间，元政府建立了蒙古国子学与回回国子学，其中回回国子学中还教授一种回回会计速写字符——亦思替非文字。明代在翰林院中设四夷馆教习八种语言。四夷馆为教学需要编写了番一汉对译辞书和番语教材。明中期之后，根据对外交往的要求，在馆中又设立了新的外语专业。满清入关之初全盘继承明制，仅改名为四译馆，专业语种设置不完全适合实际需要，至乾隆年以后方有所改善。明代及清初中国民间的外语教学主要是穆斯林经堂教育中的回回语文研习，常志美是其最杰出的代表人物 From the perspective of multi-ethnic countries to talk about language teaching, history, some non-Han languages ​​are both foreign languages, but also the Chinese minority languages. The Khitan literary and essay study is the main content of non-Chinese teaching in the Liao and Jin Dynasties. During the Mongolian era, there emerged a horrible Wu language and a Mongolian school in Yanjing. By the first year, the Yuan government established the Mongolian scholarship and returned Sinology, in which Hui Guo Zi Xue also taught a return accounting sketching character - also known as non-text. In the Imperial Academy in the Ming Dynasty, there are eight languages ​​for teaching in the Siyi Hall. Siyi Hall for the teaching needs of Fan Yi Han translation of language books and textbooks. After the middle of Ming Dynasty, according to the requirements of foreign affairs, a new foreign language specialty was set up in the museum. At the beginning of the Qing Dynasty, the system of inheritance was entirely inherited from the system of Ming Dynasty, and only changed its name into the four translation houses. The professional language settings were not entirely suitable for the actual needs and were improved after the Qianlong years. Ming and early Qing Chinese folk-language teaching is mainly Muslim back to the language education in the classroom education, Chang Chih-Mei is the most outstanding representative