The comprehension of the“Bi-”aspect of bilingual education in Xinjiang has long been the confusion by peo-ple. The paper argues that the“Bi-”refers to the output of language but not to the teaching number of languages, i.e.“Bi”means that when students become bilingual users by learning two languages, such education belongs to bilingual educa-tion, that“Bi-”in bilingual education refers not only to two languages but to two kinds of cultures and so the target of bi-lingual education is to foster bi-cultural talents who are fluent in speaking two languages, and“Bi-”also means that all the bilingual teachers, both Han nationality teachers and ethnic minority teachers, will become bilingual teaching staff. The scientific and reasonable comprehension of the“Bi-”aspect of the bilingual education in Xinjiang is helpful to the stable development of bilingual teaching in Xinjiang.%在新疆双语教育中，对“双”的不同理解成为人们支持或质疑双语教育的原因之一。文章认为，“双”是指语言输出目标，而不是教学语言数量。即只要通过学习，学生成为了双语人，其教育形式就应该属于双语教育；“双”不仅指双语，更指双文化，双语教育的培养目标应该是双语双文化人；“双”又指民汉双语教师都应该进入双语教师队伍。双语教育是新疆各民族共同从事的事业。科学、理性地理解“双”，有利于新疆双语教育健康持续稳步发展。
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