At present, a new education system is being formed, focused on entering the world educational space. This process is accompanied by significant changes in the pedagogical theory and practice of the educational process. There is a change in the educational paradigm: different content, different transitions, different law, different attitudes, different behavior, different pedagogical mentality are offered.
· Traditional methods of information - oral and written speech, telephone radio communication give way to computer teaching aids, the use of telecommunication networks on a global scale.
· The most important component of the pedagogical process is the student-oriented interaction of the teacher with the students.
· The role of science in the creation of pedagogical technologies that are adequate to the level of public knowledge is increasing.
In Russian education, the principle of variability has been proclaimed today, which makes it possible for teaching staff of educational institutions to choose and design the pedagogical process according to any model, including author's ones. The process of education is also going in this direction: the development of various options for its content, the use of the possibilities of modern didactics in increasing the effectiveness of educational structures, scientific development and practical justification of new ideas and technologies.
At the same time, it is important to organize a kind of dialogue between various pedagogical systems and teaching technologies, approbation in practice of new forms - additional alternative to the state education system, the use of integral pedagogical systems of the past in modern Russian conditions. Under these conditions, the teacher needs to navigate a wide range of modern innovative technologies, ideas, schools, directions, do not waste time discovering what is already known. One of these innovative technologies is bilingual education, the essence and mechanisms of which we will consider below.
The problem of the native language invariably arises every time when developing methods for teaching a foreign language. The complexity of this problem was reflected in the well-known methodological principles of teaching, such as relying on the native language, taking it into account or excluding their educational process. And so far, no authoritative decisions can change the real state of affairs: all the speech mechanisms of students are formed and work in their native language and reflect the national vision of the surrounding reality. As a result, the student takes the first steps towards mastering a foreign speech through his native language, linking new lexemes not with objects of reality, but with the words of his native language.
At the first stages of learning, the so-called subordinate type of bilingualism is thus created. And only later, with a higher level of language proficiency, coordinative bilingualism begins to take shape with two conceptual bases, each of which is associated with one language. This is an objective process, and the solution to the problem of the native language should be sought in the formation of the mechanism of bilingualism.
At present, the data of physiology and psychology allow us to draw a fairly reasoned conclusion that mastering a second language is not just the accumulation of language material as a result of the selection of lexical units, situations and the assimilation of grammatical forms and structures, but restructuring of speech mechanisms a person for interaction, and later the parallel use of two language systems, which at the first stages of language acquisition requires the formation of the skill of switching from language to language, and at later stages - the neutralization of one system to create more favorable conditions for the functioning of another system.
That is why when teaching a foreign language establishment of a mechanism bilingualism should be considered a priority method. The essence of the mechanism of bilingualism lies in the excitation of sign, denotative or situational connections of lexical units in the conditions of the necessity or possibility of choosing between two language systems. When studying the lexical units of the second language, regardless of the teaching method, each new foreign language lexical unit that appears in the student's field of vision is associated not with one or another subject of reality, but with the corresponding word of the native language and only through it with the signified itself. This gives rise to the danger of creating false sign relationships in the event that a new foreign word does not have a full-fledged equivalent in the native language. This danger is first feature mechanism of bilingualism.
Second feature The formation of the mechanism of bilingualism speaks not only about the need for its formation from the first steps of learning, but also clarify the strategy and tactics of the teacher's work in relation to the native language. Moreover, they allow us to determine effective approaches to the choice and development of a foreign language teaching methodology. To prevent the creation of false sign relationships between the speech units of the native and foreign languages, the following should be implemented: tasks:
To consolidate the sign connections of foreign speech units with their equivalents in the native language;
Develop situational connections of situational clichés of a foreign language;
prevent the creation of false sign relationships between lexical units and structures of the second and first languages;
Develop a mechanism for switching from one language to another;
To create conditions, regardless of the structures of the native language, for the generation of foreign language statements.
The practical implementation of these provisions involves the development and use of the following teaching methods:
Introductions of foreign language LEs taking into account their semantic fields. In practice, this means not only the introduction of a word, but also an explanation of the boundaries of its meaning, and most importantly, its essential connections with other words;
Systematic exercises for the creation and consolidation of symbolic connections of phrases in the form of their translation, mainly from the native language into a foreign language: study at school, go to school, be late for school, finish school, etc .;
Development of speech microsituations to create and consolidate situational connections of speech clichés;
Linguistic and cultural commentary on foreign lexical units and phrases with a national lexical background;
Intensive exercises with precision words, that is, with numerals, proper names, names of days of the week, months. Exercises consist in reading, writing from dictation, in the digital designation of numerals. Days of the week (for example: Monday - 1, Thursday - 4, September - 9, December - 12, etc.), solving arithmetic examples aloud. Working on precision words contributes to the formation of the skill of switching and the creation of parallel (bilingual) denotative connections;
The use of the visual subjective. When as a means of teaching monologue speech, limiting the influence of the native language. This refers to the task to write down the content of a foreign text with any conventional signs, including drawings, but without using the words of the native language. At the same time, translation shorthand, symbols and rules for the arrangement of records are widely used, which help to quickly and economically capture the basic information contained in the text. Based on these notes, students generate a foreign language statement, gradually freeing themselves from the grammatical and lexical imperatives of their native language. In addition, working with a "personal code" is of great interest to students and helps to increase motivation.
Exercises with precision words and the use of the subjective when as a means of teaching have not yet found wide application, except for the teaching of interpretation in translation faculties. Meanwhile, their effectiveness in creating a mechanism for bilingualism has long been proven by the practice of teaching in a number of higher educational institutions.
The above teaching methods are not limited to the process of creating a mechanism for bilingualism. It will also be facilitated by exercises aimed at the formation of accompanying speech mechanisms. To such exercises include: repetition of a foreign text, varying according to the rate of speech to a time period; different kinds tongue twisters in the target language, introlinguistic translation (transmission of the same content by various means of the native language); listening to a foreign text based on the text in the native language; difficult listening; visual perception of the text with an account and some others.
Let us dwell on the concept of bilingual (bilingual) education on its forms and models, as well as on the experience of foreign schools.
Bilingual education has long been one of the forms of organization of education in national minority schools. There is also the so-called bilingual method in teaching foreign languages, which in German-speaking countries is associated with the name of V. Buttsukamma. Bilingual education is one of the most effective ways to reform the teaching of a foreign language at school and is in last years the focus of teachers.
In 2000, bilingual education is seen as a very promising direction. This is reflected in "Homburg Recommendations" 1979, according to which a foreign language should be taught in a playful way at the preschool level and in elementary school.
Many scientists advocate the introduction of bilingual teaching of a foreign language. Frondenstein, for example, considers that it could be introduced in any school for students in the age group of 11 and over. A Pleaquin sees in bilingual high schools of the countries of Eastern Europe with their wealth of experience, a suitable model for reforming the system of teaching a foreign language in Western European countries.
In the countries of Eastern Europe, for example, in Russia and Bulgaria, since the 60s there have been bilingual schools in which intensive teaching of a foreign language is carried out in Western European countries.
In the countries of Eastern Europe, for example, in which intensive teaching of a foreign language is carried out. In Hungary, the Czech Republic and Slovakia, such schools have experienced a boom since the late 1980s.
So, what is meant by the terms "bilingualism" or "bilingualism".
"Bilingualism"- this is the knowledge and use of more than one language, and the degree of knowledge of one or another language can be very different. The functional distribution of languages in one area or another may also vary. Individual bilingualism is a phenomenon that manifests itself, first of all, where there are linguistic minorities. It also uses the term "natural bilingualism" to distinguish between bilingualism acquired in the language environment and in the process of learning a foreign language.
Under bilingual education accordingly, such an organization of education is understood when it becomes possible to use more than one language as the language of teaching. The second language, therefore, is not only an object of study, but also a means of communication, the language of teaching.
A bilingual method should be distinguished from bilingual education. We are talking about a specific method of teaching a foreign language, comparable approximately to the grammar-translation method or the audiovisual method developed by K. Dodson and W. Butzkamm. In his theory of monolingualism, Butzkamm assigns a significant role to the mother tongue in the explanation of meaning and structural exercises. Thus, when a student is presented with foreign language material, its equivalent in their native language is simultaneously given in order to avoid misinterpretation of the meaning of words in this way.
Let us now return to bilingual teaching. For several decades now, there has been a well-organized bilingual school education in the United States. And since the late 60s, bilingual education has been introduced in public schools for children of ethnic minorities.
Here is how the official bilingual education system in the US is shaped by the Office of Education: “ Bilingual education- is the use of two languages, one of which is English, as a means of education for the same group of students in a well-organized program covering the entire curriculum or only a part of it, including teaching the history and culture of the mother tongue.
The most radical model of bilingual education is the monolingual teaching of a foreign language from the very beginning of schooling. This is the "early total immersion" model that has been used in Canada since the mid-1960s by the English-speaking majority in learning French as the language of a smaller part of the population.
These immersion models - models of language immersion - have had a significant impact on the path of reforms in the methodology of teaching a foreign language.
Bilingual second language programs can be grouped into three different models: the enrichment program, the transition program, and the language preservation program.
enrichment program is an arbitrary set of items and is focused mainly on children who are higher than others on the social ladder. The second language is studied in a more intensive and effective system than in the usual program. And this is done in an atmosphere of using a foreign language as the language of instruction, thus, for example, immersion in the language is carried out when studying French in Canada or German in bilingual schools in Hungary. With language immersion, the basics of a second language are taught, that is, in school curricula, foreign and native languages \u200b\u200bare swapped.
The most common forms of bilingual education for minority children in the United States are known as «transitional bilingual education»,- so called transition programs. From the very beginning, education is conducted within certain limits, about 50% of the subjects are taught in the main language, and the rest are taught in a bilingual or multilingual program with the aim of the subsequent full integration of children after some time into the monolingual learning process in a multilingual school.
The purpose of such programs is to familiarize children of national minorities with the language of the predominant population.
Finally, the third type of curriculum includes language preservation programs. They are aimed at both children of dominant language groups and children of national minorities and aim to recreate the original culture of ethnic immigrant minorities as well as endangered cultures. At the initial stage of education, mother tongue classes are created, in which the second language plays a subordinate role, in order to ensure sufficient socialization of the endangered language of national minorities.
Bilingual education, as the most effective form of teaching foreign languages, belongs to the type of education under the enrichment program. Here also exist various models bilingual education, but having one thing in common:
A foreign language is not an object of study, but a means of obtaining knowledge, and as a result of a double effect, new knowledge and language skills are simultaneously acquired (this concept is not new in the history of teaching foreign languages. The so-called "conversational method" in the 17th-18th centuries was, in particular, subject education). At the same time, the scope of this method extends from the maximum program (full immersion in the language) to the consistent use of a foreign language as a working language in small groups during training. individual items or one thing.
Voda- a prominent researcher of the problems of teaching languages in German-speaking countries and a supporter of this teaching method gives such a definition immersion: "A foreign language is used not as a subject of study, but as a language for teaching subjects, for example, mathematics, biology, geography." The effectiveness of the method lies in the fact that from the very beginning of school teaching is conducted in a foreign language, while the foundations of the second language are also laid. And only later the native language as the language of instruction will increase its influence. If immersion in the language begins in the third or fourth year of school, then in this case there is an average stage of immersion, but if in the fifth or sixth year, then this is a late immersion.
Depending on whether this method covers all objects or not, Voda speaks of full or partial immersion. He puts partial immersion and bilingual education on the same level, consisting in the fact that teaching a foreign language begins in the usual way, and only then, when the appropriate level is reached, other subjects will be taught by immersion.
In concept Nando Masha, who participated in the development of the German-French education system (he was the director of one of the bilingual schools and at the same time chairman of the working group of gymnasiums with a bilingual German-French program in Germany), bilingual education or bilingual subject education differs from the pure immersion method insofar as in the bilingual learning the mother tongue plays an important role. The emphasis here is on bilingualism. " Bilingual subject education is a bilingual subject. Both languages (foreign and native) are used in teaching as auxiliary languages of instruction.
As for the selection of subjects for bilingual teaching, the choice of socio-political disciplines in the German-French programs fully justified itself, which, on the one hand, is explained by the proximity of the terminology of these subjects to the language of communication, on the other hand, by the relationship of these disciplines with the culture of a foreign language. If, first of all, we are talking about instilling language skills, then disciplines are more suitable for this, the teaching of which can be made visual. Voda refers to such subjects as mathematics, natural sciences, geography. In bilingual schools, there is usually a certain set of subjects that are taught in a bilingual system, the use of the native language and a foreign language as teaching languages is also provided, which makes it possible to combine. For a significant number of students in schools in other countries and Europe, it is actually about types of immersion education, and in the bilingual upper secondary schools of our Eastern European neighbors and Germany, it is more likely just a limited bilingual teaching of subjects.
In Austria, since the 1991-1992 academic year, there has been a model Graz International Bilingual School- a general education school operating according to the Austrian plan with teaching in English. At the beginning of the school year, an intensive phase of learning a foreign language was defined, when students should learn it as the most important source culture, after which special attention is paid to the teaching of other subjects in this language. At the same time, the transition to the predominant use of English should be gradual. A similar model was tested in one of the schools in Admont and in the gymnasium in Menz. In September 1992, another initiative was launched in Vienna - Vienna Bilingual School: starting with a bilingual group of kindergarten and school, a program is being created with German and English as the languages of instruction, including the senior classes.
Another form of bilingual education, which is increasingly practiced in schools and grammar schools, means using English as the working language. Principle here the following: from the occasional use of a foreign language in regular subject teaching to its long and continuous use in subject teaching in one of the many disciplines within the entire education system. In the development of various immersion programs, a wide range of related studies were carried out, quite fully covered in the bibliography of Endt, one of the best experts in this field in the German-speaking countries. Questions, former subject of study are:
How do students learn a foreign language in comparison with a regular program?
How does the competence of students in their native language change?
What is the level of knowledge acquired by immersion in various subjects?
How does the cognitive activity of students change and what is their attitude to the culture of the language being studied?
Studies conducted over a period of 12-13 years are particularly revealing when comparing the knowledge of students in immersion groups with English-speaking groups (if we are talking about English and French) and additionally with French-speaking groups (if we are talking about French), to find out the level of knowledge of the native language.
The level of knowledge of the native language in the first years of study, judging by the results, was significantly lower in formal grammatical terms, but not in the classroom and in skills oral speech. After a year of study, in general, the students of the immersion groups already reached the level of the control groups.
In mastering French, as expected, the students outperformed the other groups in all aspects. Even in listening and reading, they were no worse than French-speaking students.
Tests in science and mathematics showed that the knowledge of the students in the immersion groups was as high as in the control group, although there was a delayed effect over time.
The cognitive abilities of students in the immersion groups developed just as successfully as in the control groups, and even partially with even greater effect. This is explained by the fact that, thanks to bilingualism, students were accustomed to more accurately distinguish one from the other, which in turn leads to an increase in intellectual potential.
In general, research speaks in favor of programs focused on immersion learning. At the same time, much attention is paid to the functional differentiation of languages and to the communicative needs of students.
For more than two decades, foreign languages have been successfully used as working languages in the United States and Canada in a variety of forms. With all the diversity curricula and programs, including a combination of subjects studied in a foreign language, these schools are characterized by the desire to use monolingual methods, that is, an attempt to teach some disciplines in a foreign language without relying on the native language.
Education foreign languages using this technique is aimed primarily at formation of general language communication skills. According to the concept of bilingual education, language skills are significantly deepened through the study of special subjects in German and Russian. Consequently, in such classes, students acquire language skills, knowledge of subject vocabulary, knowledge of special subjects.
For the organization of bilingual education, separate measures are envisaged, the purpose of which is the integration of bilingual schooling V Russian system education as its program component. Such a system of education can only be implemented if the goals set are taken into account in the training of teaching staff in teacher training institutions and if the school is provided with the necessary teaching materials that meet the requirements of bilingual education.
Taking into account that in the future the goal of school education will be the above-mentioned in-depth language competence for the Saratov project, the following model of a “bilingual school” with the German language seems appropriate.
Regardless of how the Russian school system will be formed in the future, one can proceed from the fact that bilingual education is fundamentally possible in all existing types of schools.
A prerequisite for conducting classes in special subjects according to the bilingual method is the initial knowledge of the German language as the basis for the communicative cognitive activity of students; it is necessary to study the German language already at the initial stage. According to Saratov model, bilingual education is carried out as follows:
Teaching German begins in the first grade elementary school. In addition, music and physical education lessons are built on a bilingual basis.
In the third grade, the study of natural history is introduced and the teaching of music and physical education continues in 2 languages.
At the middle and senior levels, bilingual education is provided in several subjects (biology, history, literature).
Teaching German, along with parallel bilingual teaching of special subjects, continues to develop and deepen the language training of students, contributes to the formation of knowledge, terminological vocabulary and communication skills. It must be emphasized that the focus of bilingual study of subjects should always be their content aspects. Classes should use both Russian and German terminology in order for students to master the knowledge of the relevant subject and its terminology in both languages.
Currently, the curricula and programs of Russian and German schools are being analyzed and new programs for bilingual education, language immersion and bilingual education are being developed. Especially in Canada, these patterns have been studied in detail by scientists. Most of the findings speak in favor of these methods. In this way, a higher level of mastery of the language is achieved than by the usual method, while there are no fears for the fate of individual aspects. The results of immersion studies make the postulate about the advantage of the native language as a working language relative. Bilingual education has a number of advantages, if only because teaching subjects in a foreign language, thanks to intensive methods, saves time, that is, leads to the intensification of learning.
A striking example of bilingual education in Russian schools can serve Saratov project.
Since 1990, the Saratov Pedagogical Institute has been developing and implementing measures, thanks to which the German language can take its strong place as a second native language in the education system, especially in those regions where Germans are densely populated.
The present concept of bilingual education in school represents preliminary results joint development Saratov Pedagogical University with the University of Essen.
aim The project is to create a bilingual German-Russian education system, which, under certain conditions, can be considered as a model for application in different regions.
Among the variety of teaching methods, a special place is occupied by the so-called specialized schools, in which foreign languages are taught according to an in-depth program from the second grade. In some schools, a number of subjects are taught in a foreign language, usually based on materials that are a translation of the corresponding textbook in Russian.
The undoubted achievement of special schools is the early and in-depth study of foreign languages, as well as their use as a means of education.
Development of methodological and didactic materials
There are currently no teaching materials for bilingual German-Russian education in schools. Such educational materials are developed by the working group of the Saratov Pedagogical Institute in cooperation with the University of Essen.
To do this, the curricula and programs of Russian and German schools are analyzed, new programs for bilingual education are being developed. The opinion about the possibility of using German curricula in Russian schools is fundamentally erroneous, since the content of bilingual education should correspond to the content of education in Russian schools. It also seems inappropriate to use the available Russian textbooks to translate them into German, since it is almost impossible to preserve the texts in the form that will correspond to the linguistic features of special educational texts, that is, the texts may lose their authenticity.
Therefore, the basis of bilingual education in individual subjects should be the original materials developed according to the proposed bilingual methodology.
For this, provision is made the following types of work:
1) Russian curricula are processed and educational and methodical instructions German federal states;
2) approved training program and curriculum of bilingual education in subjects;
3) textbooks for schools in Germany are processed for their compliance with the newly compiled programs;
4) topics and texts from German textbooks are brought into line with the content of the new curricula. If necessary, a translation of unfamiliar vocabulary is given. The texts are accompanied by assignments and comments in Russian;
5) materials are tested in bilingual classes in special subjects at school.
Currently, the Saratov research team is working on teaching materials for nature studies lessons in elementary school and on the preparation of curricula for biology.
Now let's take a look at working methods for bilingual programs.
Types of bilingual (bilingual) education in the system of school language teaching
Before proceeding to consider the issue of the typology of bilingual education, let us turn to the concept of "bilingualism/bilingualism". What it is?
Bilingualism (bilingualism ), possession and alternate use by the same person or group of two different languages or different dialects of the same language (for example, local dialect and literary language).
The degree of proficiency in each language in bilingualism, the distribution of communication spheres between them and the attitude of speakers to them depend on numerous factors of the social, economic, political and cultural life of the speaking community. When two languages collide under conditions of bilingualism, one language can completely displace the other (for example, Spanish and Portuguese are Indian languages in Latin America), or a new, mixed language can form on their basis (for example, French from Latin and local Celtic dialects), or both languages may undergo certain changes at different levels of language structure:
- phonetic- a change in pronunciation features (for example, the Ossetian language, which belongs to the group of Iranian languages, has learned the phonetic features of the surrounding Dagestan languages);
- grammatical- borrowing and tracing grammatical phenomena(for example, the Russian language borrowed the grammatical category of participle from Old Church Slavonic) and
- tracing words(for example, English borrowed French vocabulary at a time when French was the official language of England).
(Cm.: Big soviet encyclopedia: In 30 volumes - M .: "Soviet Encyclopedia",).
So what do we mean by "bilingual education"?
“In our era, if the language is not used in education, it is doomed to disappear” (Mackey and bilingualism. M .: Pedagogy, 1990). This statement is true of both collective and individual bilingualism. When talking about bilingual education, it must be borne in mind that bilingual in the full sense of the word, such a process of training, education and development of the individual should be called, which ensures the functioning of two languages as subject learning And language of instruction. At the same time, if a child comes to a school where education is conducted in a language different from his native language (or from the first language, if at the time of admission the child already speaks two languages), then such education is also inherently bilingual, because as a result the student becomes bilingual.
Concretizing the above interpretation of the concept of "bilingual education", it is possible to single out certain types (models) of bilingual educational systems. The criteria for classifying such types of educational systems can be the language goals of the system, the place occupied by two languages in the program, the relationship between two contacting languages.
Let us turn to the generalized typology of bilingual education models, which he cites and consistently characterizes in his article “Problems of modeling bilingual education” (2007):
1. The language of instruction is different from the main language of the student. The student's language is completely absent from the education system or is used only at the initial stage to prepare the student for learning. The explicit goal of education is linguistic unification and integration through the means of language.
2. The language of instruction is different from the language of the student, but the latter is given attention: it is either the subject of study or the language of instruction, but is subordinate to the main language. The goal is unification and integration with the recognition of the possibility of coexistence of different linguistic and cultural spaces.
3. The main language of instruction and the student's native language are equally distributed among program materials and included in the activities of the education system. The goal is bilingualism and biculturalism.
4. At the initial stages of training main language learning is the language of the learner, but at some point a second language is introduced, which eventually becomes the main language of instruction. The goal is to expand the educational and developmental potential of the language as a means of learning and learning.
When choosing one or another type of educational system, it is necessary to take into account the language homogeneity or heterogeneity classroom or school team. In monolingual regions where some type of bilingual education predominates, or in bilingual regions where there are different systems of education for each language group, all students have the same linguistic background and approximately the same level of proficiency in the language(s). But another situation is also possible, when the classroom team is linguistically heterogeneous: for some students, the first (native) language is the main language of instruction, while for others, the first language does not coincide with the language of instruction. This creates additional difficulties for the educational system, since differences in the speech preparation of students must be taken into account in the teaching methodology.
These types of educational systems affect the dynamics of bilingualism (the processes of its acquisition and loss) and the levels of proficiency in the languages in contact in different ways.
Most likely, the formation of a harmonious product of bilingualism with comparable levels of bilingual speech development possible only within third And fourth educational model However, their implementation is associated with certain limitations, the most important of which is the sociocultural distance between the two contacting languages. In order for a language to be taught, it is necessary that it has 1) codified norms in the field of phonetics, vocabulary and grammar, 2) writing; in addition, it is desirable that there be a corpus of texts in this language.
If all these conditions are met, the language can in principle be taught as a subject or used as a language of instruction at an early stage. But in order to use the language as a subject of education in the middle level, this is not enough. It is necessary that the language reach the stage of literary development with its developed system of functional styles. Of particular importance for the education system is the scientific style with an educational and scientific substyle. This means that there should be developed terminological systems in different areas of scientific knowledge. Thus, the third and, to a lesser extent, the fourth model of bilingual education can be implemented only if the sociocultural distance between the contacting languages is minimal or at least not too significant.
Second The model of language education in the conditions of bilingualism does not have such severe restrictions, but it cannot ensure the achievement of equivalent knowledge of both languages by students. Bilingual education of this type would rather maintain a certain level of proficiency in the second language (language of instruction) for those students who already had certain skills in it before entering school, rather than make bilingual those children who were monolingual before the start of education and knew only the language that is the main language of the school. Such an education system is more dependent on how languages function in the larger social context. Education of this type can support the language situation that has developed in the region, but is unlikely to contribute to its change. However, this model is the only possible one if there is a significant sociocultural distance between the contacting languages.
First type of bilingual education is associated with the most serious problems. If the child, having come to school, does not speak a second language (the language of instruction), then at the initial stages of education, the child's native language is usually used with simultaneous intensive teaching of the second language. Thus, optimal conditions are created for achieving the required level of language proficiency (the main language of instruction) for adequate assimilation of educational material in secondary school. The level of proficiency in a second language, the language of instruction at school, determines the learning opportunities of bilingual children.
IN educational system, on the basis of which the first type of bilingual education is implemented, there are often cases of psychological rejection by bilingual children who do not know the language of instruction of the learning process itself. The negative attitude can be aggravated due to the lower effectiveness of the learning process (rate, quality of knowledge acquisition, etc.) of such children compared to other students. In addition, in such cases, the organizers educational process often misinterpret the causes of poor progress, and, consequently, the wrong, dead-end path of the proposed solution to this problem is chosen. Unwillingness to correctly assess the situation and take the necessary measures (to connect educational psychologists, to develop individual route for the student, use special techniques, retrain teaching staff to work with bilingual children, etc.) leads to low effectiveness of the learning process, and in some cases to the unreasonable use of various forms of compensatory education (ZPR classes) or even to the transfer of students to institutions of special education.
Testing mental development, according to the results of which, in most cases, a child, in whose educational activity certain difficulties are observed, is qualified as mentally retarded, is not able to reveal the true abilities of the subject, because, firstly, the language of the test is also most often not the language of the child, and secondly , among other things, the socio-cultural situation of the subject is not taken into account. Along with this, it is proposed to use non-verbal methods that do not depend on education and upbringing to prove that the child's abilities correspond to the age norms of mental development.
Another problem associated with the situation when the child does not have sufficient command of the language of instruction is that, in the process of mastering a second language, there is a loss or partial loss of the native language due to the lack of active speech practice. This is especially likely when the second language is widely used outside of school and has a higher status and prestige than the child's first language, and family members are also bilingual. The process of changing language priorities can proceed painlessly if the student himself and his social environment evaluate the first language as unpromising, and the growth of sociocultural and professional opportunities seeking to integrate into another culture. At the same time, the process of changing the language can lead to intrapersonal and interpersonal conflicts if the first language proficiency is considered by the language community as a sign of national and collective identity.
If the second language is the only language of instruction in an educational institution, but the mother tongue continues to be the language interpersonal communication, then the child becomes (or remains) bilingual.
Depending on what modalities of the native language are used in the family ( literary language, dialect or vernacular), whether the child speaks writing in their native language, whether they have the opportunity to read books, watch TV programs and listen to radio programs in their native language, this or that picture of the child's bilingual development emerges. With all other special cases, a persistent pattern remains in the development of bilingual competencies: the greater the functional load of the student's native language, the more likely it is that even if it is ignored by the education system, it will remain as the child's active language. The greater the developmental potential of the out-of-school language environment, the more likely it is that both languages will be acquired to a comparable degree.
So, different models of bilingual education affect the process of formation, development and loss of bilingualism in different ways and its result - the quality (type) of formed bilingualism. Which model of bilingual education to choose depends on the goals that a particular society sets for the education system.
LITERATURE ON THE PROBLEM
1. Mackey and bilingualism. Moscow: Pedagogy, 1990.
2. Zhuravlev sociolinguistics (subject, tasks, problems) // Diachronic sociolinguistics / Ed. ed. yov. Moscow: Nauka, 1993.
3. Deacons of bilingualism (multilingualism) and education. M., 1991.
4. Sivakova personality development in the conditions of bilingualism in the Far North. St. Petersburg, 1998. AKD.
5. Bystrov cultures at the lessons of the Russian language. St. Petersburg, 2002.
6. Using the norms of Russian communicative behavior in teaching the Russian language to Finnish students. St. Petersburg, 2003.
Welcome to my blog pages!
Learning foreign languages is of great importance for modern man. If you want to be successful, travel and visit other countries, you need to be fluent in 1-2 foreign dialects.
But do not forget that in some countries or regions there may be two dialects accepted for communication. Thus, children also face the task of studying two subjects.
Bilingual education is a system of education in two languages, which is gradually becoming very popular in Russia and abroad. What is it?
What are they studying?
When readers hear the term "bilingual education", they imagine a school or kindergarten where kids are taught bilingually. What is this system of bilingual education?
The principle of understanding is correct, but it is worth noting that the training system in Russia and abroad will be different.
What is the difference?
Let's compare two countries: Russia and Canada.
In Canada, as many people know, two are considered state - English and French. Therefore, in order to be full-fledged members of the society of their country, children need to study and know both well. Kids learn not only at school, but also in communication with teachers, with each other.
As a result, it turns out that the guys freely write, talk, read.
In Russia, there is only one state. Only in some regions the principle of bilingual education is close to the Canadian model: Russian and the dialect of the nationality to which the child belongs are studied. For example, in Tatarstan it is Tatar.
A similar situation is developing in the former republics of the USSR. So, in Belarus, Russian and Belarusian are studied, in Kazakhstan - Russian and Kazakh, etc. At the same time, Russian is needed only as a means of communication between representatives of the former republics of the USSR, although in Belarus it is native for the majority of residents.
Consequently, bilingual education is translated into the study of two foreign languages through communication with their native speakers. Let us consider how the principles of learning are implemented in both cases.
Learning foreign languages
In Russian children's institutions, bilingual education for preschoolers is gaining popularity. Its essence lies in the fact that kindergartens are organized, where kids learn two languages at the level of their native ones.
The teachers are native speakers, so the kids immediately learn correct pronunciation, the use of expressions, the meaning of words.
The combination of languages may be different, but one of them must be English.
Why is such an earlier education necessary, when the baby speaks his native language with difficulty? Teachers and psychologists believe that children have a good memory, so they quickly learn new material.
The studied foreign language remains in their subconscious. Even if the baby does not study hard further, if necessary, he will learn it much faster in adulthood and will not get lost in the society of carriers.
Whether these statements are true or not is still difficult to verify. Children studying in kindergarten with the study of two languages, they are still just becoming schoolchildren. Researchers will see results only in ten years.
Teaching foreign languages to schoolchildren in Russia is even worse. IN general education schools English and others are studied according to a standard program that does not provide for introduction into the language environment.
Pupils of bilingual kindergartens will have to look for an alternative: an English school where classes are taught by native speakers.
Thus, in Russia, teaching foreign dialects is just beginning to take root. This path has a great future if the continuity of kindergartens, schools and institutes is found.
Learning native words
The situation is quite different if the training is conducted in two dialects that are considered native to a particular community. In Russian institutions, this phenomenon can be found only in some regions.
In Europe, bilingual education is more common. One of the studied ones may be English, but for the peoples of Europe it is easier to learn:
- the alphabet is almost the same (based on the Latin alphabet);
- the roots of words are similar in European dialects, which makes memorization easier;
- the absence of barriers to crossing the borders of other European countries leads to the development of tourism and more active communication in English.
So for Europeans, English has become almost native, it is much easier to meet a native speaker in Europe than in Russia. Consequently, it is also easier to invite him to work at the school.
We have a similar principle of education can be seen in Tatarstan or the neighboring former republics of the USSR. So, in Kazakhstan, starting from kindergarten, classes are conducted alternately in Kazakh and Russian.
This is done so that children in the future can communicate with representatives of Russia and other former republics, but also own their original native.
How is it implemented?
The principle of constructing lessons in bilingual institutions is the same. It is most effective if classes are conducted exclusively by native speakers, lessons and communication alternate.
Children should also turn to teachers, talk to each other in two dialects. Some institutions set specific days of the week for everyone.
So, on Monday everyone can only learn English, and on Tuesday they can only speak French. This principle also applies to national dialects.
To consolidate speaking skills, songs, tongue twisters, proverbs, poems are used. A special place is occupied by the celebration of the national dates of the country whose culture is being studied. 
In this regard, teachers in Russian schools face an important task: not only to teach children to speak, but also to preserve a sense of national identity.
Bilingual education exists and should be developed. But in order for it to have a future, it is necessary to ensure continuity between educational institutions of such a type.
See you, friends!
NEWS
PENZA STATE PEDAGOGICAL UNIVERSITY named after V. G. BELINSKY SOCIAL SCIENCES № 24 2011
PENZENSKOGO GOSUDARSTVENNOGO PEDAGOGICHESKOGO UNIVERSITETA imeni V. G. BELINSKOGO PUBLIC SCIENCES № 24 2011
BILINGUAL EDUCATION IN HIGHER SCHOOL: FOREIGN AND DOMESTIC EXPERIENCE
© L. P. KHABAROVA Tambov State Technical University Department of Technology and Business Organization e-mail: [email protected]
Khabarova L. P. - Bilingual education in higher education: foreign and domestic experience // Izvestiya
PSPU them. V. G. Belinsky. 2011. No. 24. S. 846-852. - This article substantiates the need to introduce bilingual education in Russia, defines the concept of "bilingualism" and its various types. The differences between language and bilingual programs are described in detail. Compiled by foreign countries and given the existing domestic concepts of bilingual education. Key words: foreign language, bilingualism, types of bilingualism, bilingual education, language programs, multilingualism, typology of bilingual education.
Khabarova L. P. - Bilingual education in Higher School: national and foreign experience // Izv. penz. gos. teacher. univ. im.i V. G. Belinsky. 2011. No. 24. P. 846-852. - The necessity of bilingual education implementation in Russia is proven and definition of concept ‘bilingualism’ and its various kinds are made in the paper. Distinctions between language and bilingual programs are described in details. The typology of bilingual education in foreign countries is made and existing national conceptions of bilingual education are given.
Keywords: foreign language, bilingualism, kinds of bilingualism, bilingual education, language programs, multilingualism, typology of bilingual education.
One of the current development trends modern society is the process of globalization, which covers almost all spheres human activity. And first of all, this is due to the development and spread of high telecommunication technologies, which provide great opportunities for organizations and companies, reducing distances, time and costs. However, the effectiveness of this process would not be so high if it were not for the significant role of language, which is a means of communication. First of all, we are talking about a foreign language, since it is well known that most of the information on the Internet, as well as all international legal, regulatory, technical and other types of documents are presented in a foreign language. At the beginning of the twenty-first century, knowledge of only one language is not enough for economic, social, and educational growth.
Accordingly, the requirements for education in the field of a foreign language in higher education have changed. Professionally oriented language courses can no longer fully meet the socio-economic needs of society, and therefore the first experience of bilingual (bilingual) education has already appeared in Russia. But before
how to consider the features of this type of education, one should refer to the concept of "bilingualism" (from Latin Bi - two times + Linqua - language).
The concept of "bilingualism"
On currently There are many classifications of bilingualism, which are based on its linguistic, cognitive, developmental and social aspects. Accordingly, scientists considered this phenomenon from different angles and built their classifications depending on the area with which they worked. It is very difficult to find an unambiguous definition of bilingualism and the classification of its types, since bilingualism is a multifaceted concept, and it cannot be explained within the framework of only one criterion. Moreover, bilingualism cannot be understood within the framework of only one science. Among the sciences involved in the study of bilingualism, linguistics, psycholinguistics, and sociolinguistics are mainly singled out. At the same time, each science considers this concept from a certain point of view, for example, linguistics is interested in linguistic competence, how a person simultaneously speaks two languages. Psycholinguistics most often considers the influence of bilingualism on psychological development personality, his way
ness. As a rule, psycholinguistic scholars study people who are bilingual from birth, that is, from childhood they are brought up in a bilingual environment. They are especially concerned early development children, since, although there are no scientifically confirmed facts, there are assumptions about the negative impact of bilingualism on children at an early age - this is stuttering, speech inhibition, and others Negative consequences. Sociolinguists are interested in where, for what purpose, and under what conditions people use a particular language, that is, they are interested in the functions of the language. So, for example, I.G. Balkhanov defines bilingualism as "a socio-linguistic and historical phenomenon that arose as a result of contacts between a multilingual population" . E.M. Vereshchagin defines bilingualism (based on psychological processes) as a mental mechanism (knowledge, skills, abilities) that allows a person to reproduce and generate speech works that consistently belong to two language systems. V.Yu.Rozentsweig defines bilingualism as the knowledge of two languages and regular switching from one language to another, depending on the situation of communication. As for pedagogy, it studies the methodology, various types and models of education aimed at the development of a particular type of bilingualism.
Therefore, it is necessary to give a definition that immediately most fully reflects several factors. This, in my opinion, is the definition of bilingualism given by Scutnab-Kangas (Scutnab-Kangas): “a bilingual is someone who is able to function in two or more languages either in a monolingual or bilingual community in accordance with the sociocultural needs formed from cognitive and communicative competence both by the individual and by society, at the same level as a native speaker, and is also someone who can confidently identify himself with both language groups (cultures) or their parts.
It is known that in modern psycholinguistics three types of bilingualism are usually distinguished: coordinative, subordinative and mixed, although the linguistic personality, in principle, always balances between these three types depending on the speech environment. Coordinative is considered ideal, when the student freely switches from one semantic base to another, that is, he speaks two languages fluently. Artificial bilingualism is acquired as a result of learning a second language after the mother tongue. With mixed bilingualism, a native speaker creates a single conceptual system for two languages. When learning a second language, subordinate bilingualism is most often created, in which the words of the second language are associated not with the system of concepts, but with the words of the native language. Subordinative bilingualism is typical for non-fluent language proficiency, and coordinative - for a higher level.
As can be seen from the above, for Russia, which does not differ in a natural foreign language environment,
Unlike the USA, Canada and European countries, an artificial subordinate type of bilingualism is characteristic. In turn, the development of a specific type of bilingualism depends on the corresponding bilingual education, therefore, below we will consider various types of bilingual education. First, let's turn to the rich experience of European countries, the USA and Canada and define what this type of education is.
Definition of bilingual education and its difference from linguistic education
As Cazden (Kazden) and Snow (Snow) point out, bilingual education “is just a label for a really complex phenomenon.” Colin Baker, one of the most eminent scholars in the field, suggests that the term is sometimes used to refer to the education of students who are already bilingual, and in some cases to those who are learning additional languages. . Many language learners belong to the linguistic majority, but at the same time they may be immigrants, refugees, indigenous people, linguistic minorities, or even majority learners of another language - the main language of the school.
It should be noted that in this article, we use the term "bilingual" and not "multilingual education" (multilingual education), i.e. in this case, bilingual education is a general term and covers a wide range of language practices and policies in this area .
There are various forms of bilingual education, including those that include a separate explanation in two or more languages or their combinations. And all these are certain stages of bilingual education. And what we call bilingual education is referred to by many as multilingual, for example, Cenoz (Senoz), Genesee (Genesee), García (Garcia), Skutnab-Kangas. The European Commission also uses the term multilingual education in its “Mother tongue plus two others for all” policy. Also, the use of this term implies a trilingual education, which, for example, exists in Luxembourg. But preference is given to bilingual education, since, in comparison with multilingual education, this term has a higher validity in theoretical terms, research, in practice and in reality. In addition, it is much easier to uncover the full complexity of this phenomenon if you start with an analysis of the use of two languages, and then move on to considering multilingual possibilities.
According to Baker, bilingual education is education in more than one language, often including even more than two languages. Very often, due to the complexities surrounding this phenomenon, it is misinterpreted. So, for example, in the United States, many lay people believe that teaching immigrants only in English is
bilingual education. But in fact, it is different from traditional foreign language programs. The main difference is that in most language programs, a foreign language is the subject of study, while bilingual educational programs use it as a learning tool, which means that content is taught in an additional language different from the native one.
Traditional foreign language learning programs in education often focus on the non-native language being mastered, and bilingual educational programs always include more than one language in one form or another, at least at least in some part of the education. But while approaches vary, some forms of bilingualism are achieved through the use of both language learning programs and bilingual educational programs.
Based on the type of language program and bilingual education program, it is sometimes difficult to distinguish between the two. As we can see from the materials of the Council of Europe, for example, Content and Language Integrated Learning (Integrated learning of language and content), abbreviated as CLIL, the programs of the twenty-first century are aimed at increasing the integration of the language and content of education, which is similar to bilingual education, and the bilingual programs are increasingly
It should be said that even the generally accepted definition of bilingual education - the use of two languages in education, is not unambiguous. As Baker says, being bilingual is not as easy as having two wheels or two eyes. Bilingual education is not just one language plus the second equals two. The vision of bilingual education as the sum of two languages reduces it to the use of two or more languages separately, usually in different settings, in different time or depending on what language the teachers speak. According to this simplistic view, bilingual education is often interpreted as simply the sum of individual experiences in each language. Students are expected to have specific and general competencies in each language. Moreover, such an “idealized” bilingual experience
attention to the explication of the language of instruction, which makes them related to language.
And although many language programs claim to be focused only on the language, in fact, very often contain bilingual ways of using the language - in the teaching material, in the use of the language by the teacher, and, of course, in the use of the language by the students.
Moreover, with the attempts of teachers to use only the target language in teaching, sometimes in bilingual educational programs one can trace a language ideology very close to the ideology of language programs, namely the lack of translation and the prohibition of the use of two languages in one lesson.
But, what continues to separate these two types of programs is related to a broader common goal bilingual education - the use of two languages in teaching, and the narrower goal of language programs - to master an additional language. In a broad sense, bilingualism concentrates not only on mastering additional languages but also on helping students to become responsible citizens, acting globally, working with different cultures and countries, which in practice means transcending the cultural boundaries in which they are most often trained by the traditional school.
Thus, all the main differences between bilingual and language educational programs can be presented in Table. 1.
education almost does not take into account the way languages are used in society, that is, true bilingualism.
Typology of bilingual education
According to modern estimates, about 60-75% of the world's population is bilingual, and bilingual education is a common approach in education around the world. It can be implemented in different ways for the linguistic minority and the majority, and in different countries there may be different linguistic and educational goals. To quote Baker, one might add: “First of all, a distinction must be made between education that uses and encourages two languages and education for the children of a linguistic minority. This is the difference
The difference between bilingual and language education
Distinction criteria Bilingual education Language education
Main goal Achieve some form of bilingualism Acquire foreign language competence
Academic Objectives To teach in two languages and be able to work with different cultures To master a foreign language and to get to know a foreign culture
Use of a foreign language Language is used as a means of teaching Language is studied as a subject
Use of a language for teaching purposes Use of two or more languages in some form Use of the target language in most cases
Pedagogical value Integration of language and learning content Explicit language learning
between a classroom where the teaching is officially bilingual and a classroom where there are already bilingual children but the curriculum does not promote bilingualism. While remaining ambiguous and imprecise, the general term "bilingual education" refers to both situations. An attempt to achieve accuracy can be made by identifying the main types of bilingual education.
Therefore, in order to understand all its complexity, it is necessary to draw up a typology of bilingual education.
According to the first criterion, bilingual education with natural and artificial bilingualism is distinguished. An example of a natural language environment are the countries of the European Union, where several nations can live in one small area at once (for example, in Belgium), as well as the USA, Canada, where there is a very a large number of refugees, emigrants, residents of Latin America and representatives of national minorities.
Artificial bilingualism is caused by entering the global information and business space, which is impossible without knowledge of a foreign language. According to statistics, English is the most popular language in the world, as well as the official language in 53 countries, followed by German and French. Therefore, in those countries where there is no indigenous population that speaks the above languages, artificial bilingualism develops and the experience of Russia, Japan and China serves as a striking example.
According to the ratio and preservation of the native and studied languages, they distinguish: submersion, bilateral bilingual, foreign as a second language, immersion and a system of three languages.
Submersion: The student is in an English-speaking classroom with native English speakers, regardless of their level of English proficiency. The student is expected to study the material in English, even if he is still continuing to study it. Formally, this is not a bilingual education, since the educational material is taught only in a foreign language.
So, according to the analysis of existing studies and literature on this issue (Skutnab-Kangas, Baker, Kummunis, etc.), bilingual education can be classified according to the following criteria:
Geopolitical and socio-cultural factors;
Correlation and preservation of native and studied languages;
Objectives of educational programs;
Types of education models.
In a generalized form, the typology of bilingual education is presented in Table. 2.
Bilateral bilingual education: in
the classroom contains both native English speakers and representatives of another language, and they are taught alternately in both languages. For both groups, the goal is to acquire another language. This form is most effective if administered over several years.
Foreign as a second language (for example English English as a Second Language, abbreviated as ESL): non-English speaking students are in English classes for some of the school hours. The rest of the time they spend with an experienced English teacher where they focus on learning English and receive personalized guidance. But students are evaluated according to the classes that are taught to them in English.
Immersion: students study in a foreign language throughout the school day. Immersion programs differ from submersive programs in that immersion is usually designed to teach a foreign language majority (in this case, ordinary English speakers). Most students who can participate in such a program belong to a higher socioeconomic status and always participate on a voluntary basis. Such programs can be very effective in developing students' bilingualism.
In turn, immersion can be complete, that is, all subjects are taught in English, and partial, when 50% of the subjects are read in a foreign language, and their number varies depending on the institution.
table 2
Typology of bilingual education
Type of BO Language affiliation Language of instruction BO model Language purpose
Submersion Linguistic minority Language of the majority Transitional Monolingualism
Bilateral bilingual Minority and majority language Majority and minority language Supportive Bilingualism
Foreign as a second language Minority language Majority language - Limited bilingualism
Immersion Linguistic majority Minority and majority language, with emphasis on the second Enriching Bilingualism and literacy in both languages
Trilingual system (tri-lingual education) Majority language Minority and majority language Transitional Trilingualism
Trilingual system (trilingual education): students are initially educated in the state language. The second language, the official language of the territorial unit, is introduced after approximately two years of study. A few more years later, a third language is taught. Upon completion of education, knowledge of at least three languages is expected. Such a system exists, for example, in Luxembourg. Luxembourgish is taught in kindergarten and in elementary school during the first years of education. Also, in the first year of elementary school, they study German, and then smoothly switch to it by the end of the 6th year of study. French is introduced at the end of year 2. IN high school Most of the classes are conducted in German. French replaces German in the fourth year, while some classes are still taught in German. Thus, in elementary school, preference is given to German, in secondary school - French, and the native language is completely replaced by them as a means of education.
Among the models of bilingual education, the following types are distinguished: transitional, supporting and enriching.
Transition programs aim to move a child from their mother tongue of a national minority to the predominant language of the majority. At the same time, the child can either forget his native language altogether, mastering the main one, or he will never develop language skills in his native language. This type of program involves education in their native language, usually no more than three years, so that children, while learning English, do not lag behind in the content of education, especially in mathematics, science and social subjects. The main goal is to move to the English-speaking class as soon as possible, and the linguistic goal, respectively, is to master only English.
Supportive (bilateral or dual immersion) programs are aimed at the enhanced development of the language of national minorities and ethnic groups, encouraging bilingualism and biculturalism of students. These programs are designed to help English speakers and non-native speakers become bilingual and bilingual literate.
Enrichment programs (developing, late transition programs (Late-Exit)) are aimed at developing and promoting the development of a second (foreign) language and, depending on the context, are aimed at achieving full bilingualism or simply foreign language competence at work.
The level of implementation of bilingual education refers to the levels of education. And the following levels are distinguished: primary (kindergarten-primary school), secondary (secondary school) and tertiary (university).
Russian experience of bilingual education
But as mentioned earlier, due to the lack of a natural multilingual environment, Russia is developing its own Russian type of bilingual education. And this problem needs to be given great
attention, since artificial bilingualism also has ample educational opportunities. results experimental studies studies carried out over the past two decades show that bilingual children not only do not lag behind their peers, but most often outpace them in many indicators of neuropsychic development. It has been found and proven that the memory of bilinguals is better developed. Such a child usually thinks more logically than his monolingual peer, and is smarter. Bilingual children almost always focus on linguistic phenomena, they are easy on mathematics and humanitarian sciences.
In Russia on this moment an active research search is being conducted in the field of bilingual education, the experience of foreign countries is being studied. But the most valuable and most relevant to the Russian educational environment is the example of Germany, which combines both the presence of a natural foreign language environment associated with a large number of emigrants and global integration into the general cultural and business space.
As you know, Germany consists of 16 federal states, each of which has its own school system. But, nevertheless, bilingual education in Germany has the following common features:
Additional classes in a foreign language to develop the necessary language skills for 5-6 years of study;
The beginning of the study of bilingual subjects such as history, geography, biology, physical education, visual arts, political science in the 7th year of study, taught in a foreign language, as well as studied in the native language, in an additional lesson in order to ensure a complete understanding of technical terms and concepts;
Bilingual education is not compulsory;
Bilingual teachers should have the appropriate qualifications, both in the subject area and in the language.
Thus, in Russia, several concepts of bilingual education have already been developed: “Perm”, “Novgorod”, “Saratov” and “St. Petersburg”. In Veliky Novgorod is formed pedagogical school, the basis of which was laid by the work of Professor M.N. Pevzner. She developed the following typology of bilingual education.
Acculturation type - extends to the natural multilingual environment, when political, economic and socio-cultural prerequisites arise for the "growing" of ethnic minorities into the dominant culture. Varieties of this type are considered to be repressive bilingualism, which involves the study of all subjects in a second language (as a rule, in the language of the ethnic majority) with a consistent displacement of the native language and culture, and preserving bilingualism, pre-
assuming mastery of a second (official) language while maintaining own language and culture.
The isolating type - teaching children from ethnic minorities, mainly in their native language, in order to prevent their acculturation (that is, familiarizing them with the leading type of culture in the country) and full integration into society. According to Novgorod scientists, this type education, we are talking about segregation, which has both physical (residential ghettos, special schools), psychological and political (discrimination, racism) components.
The open type is the most common type of bilingual education in modern European society. Its goals are integration into the common European and world space, intercultural communication and multicultural education.
Three models of bilingual education have been tested in Perm. On the basis of school No. 22, with the support of the municipality, graduates received, in addition to the Russian one, an international diploma equivalent to a French baccalaureate. At school No. 12, graduates receive additional German language diplomas as part of cooperation with Germany. Lyceum No. 1, participating in the pan-European project EDRUS, in addition to in-depth study of the English language, organized the teaching of mathematics, physics, chemistry and biology in English. This made it possible to show high quality education of lyceum graduates, who carried out the final certification together with the graduates of the gymnasium in Denmark.
AND I. Minor developed the "Saratov" model of bilingual education for elementary school on the example of the German language.
The Novgorod concept was widely spread in schools and universities and was taken as a basis by them. Here is the content of its models:
The duplicating, or accompanying, model involves the presentation of the same content unit in the native and foreign languages. Example: description of a picture, process, concept. The model promotes fund accumulation language tools able to adequately express the subject content. In the process of using this model, the student establishes a stable associative relationship between the content unit and the set of language tools.
The additive model (complementary) involves the presentation of additional information in a foreign language, partially or significantly enriching the content studied in the native language. Additional Information, as a rule, is extracted from foreign language sources and presented in the form of a teacher's story, printed text, special didactic material(video clips, audio recordings, etc.). Comparison and discussion of the main and additional content blocks is conducted both in native and foreign languages.
The parity model assumes the equal use of native and foreign languages in
disclosure of subject matter. A necessary condition for the use of this model is the achievement by students of a sufficiently high level language competence. This means knowledge of a certain amount of special terms, sufficient knowledge of the basic conceptual apparatus of the subject, the ability to identify semantic nuances, features of the use of special terms.
The displacement model. The name itself suggests that in this model a foreign language plays a dominant role in the disclosure of subject content. The use of this model is possible only at an advanced level of bilingual education, since students must speak a foreign language to such an extent that they can communicate freely and penetrate deeply into the subject content using a foreign language.
Thus, in the process of bilingual education, students are supposed to smoothly slide from simpler models, gravitating towards the use of their native language, to more complex ones, such use is practically exclusive.
It should be noted that most of the work and research in this area is devoted to bilingual education in primary and secondary schools. However, on present stage development of this type of education, there is an increasingly noticeable trend towards implementation at the tertiary level, i.e. in universities. For example, in the EU countries, the practice of CLIL is widely implemented at various universities and has great success. In Russia, the first experience of such education was carried out at the universities of Novgorod and Tomsk. For example, the Tambov State Technical University has a Center for the Training of International Specialists, where students of economic and technical specialties are taught in a foreign language. Undoubtedly, this type of education requires a number of didactic, organizational, methodological developments, but its advantages are obvious - the development of language competence, access to the global information space, academic mobility, dissemination of scientific results, wider educational and economic opportunities, personal growth and many others. others
Summing up all of the above, we can conclude that bilingual education has a great future and has a number of advantages. But all this can be achieved only if it is properly designed according to the language goals, conditions educational environment, geopolitical factors, etc. The success and positive results of Russian bilingual education largely depend on the elaboration of existing foreign experience and the correct combination of didactic and methodological aspects. It should also be noted that this type of education is suitable not only for the humanitarian, but also for the technical fields. Moreover, current trends are increasingly gravitating towards the development and transition to a bilingual type of education not only in kindergarten, school,
but also at university. As Fishman (Fishman) said: “It is quite obvious that in a multilingual world it is more expedient and reasonable to be a multilingual than not to be one, and this undoubted truth is increasingly true of both the greats of this world and people who do not have much weight in society".
BIBLIOGRAPHY
1. Balkhanov I.G. Bilingualism in the process of interethnic integration. Ulan-Ude: IPK VSGAKI, 1998. 80 p.
2. Boytsov I. Once again about bilingualism: advantages, types, conditions, mixing of languages // Russian Cultural Center in Budapest “Russian Courier”. 2006. May 25. URL: http://www.kurier.hu/node/569 (accessed 09/18/2010).
3. Vereshchagin E.M. Psychological and methodological characteristics of bilingualism. M.: Publishing House of Moscow State University, 1969. 160 p.
4. Kostyuk O. V. Bilingualism: types of bilingualism [Electronic resource]// Theory of teaching foreign languages: website. URL: http://gnezdoe.narod.ru/spalnya/toia.htm (accessed 17.09.2010).
5. Pevzner M.N., Shirin A.G. Bilingual education in the context of world experience (on the example of Germany). Novgorod: NovGU, 1999. 96 p.
6. Rozentsveig V.Yu. Basic questions of the theory of language contacts // New in linguistics. Issue. VI. Language contacts. M., 1972. S. 5-24.
7. Shirin A.G. Didactic and methodological aspects of the process of bilingual education // Vestnik Novgorodskogo state university. 2005. No. 31. S. 63-66.
8. Baker C. Foundations of Bilingual Education and Bilingualism. Clevedon: Multilingual Matters. 2006. 492pp.
9. Fardon R. African languages, Development and the State. Canada: Routledge. 2003. 254pp.
10 European commission. multilingualism. [Electronic resource]// Content and Language Integrated Learning (CLIL): site. URL: http://ec.europa.eu/education/languages/language-teaching/doc236_en.htm (accessed 05.09.2010).
11. Skutnabb-Kangas T. Bilingualism or not? The education of minorities. Clevedon, Avon: Multilingual Matters, 1984. 378 pp.
12. TEL2L. Teaching subjects through the medium of foreign language [Electronic resource] // Bilingual Education Programmesin Germany: website. URL: http://www.unavarra.es/tel2l/eng/germany.htm (Accessed 18.09.2010).
13. TEL2L. Teaching subjects through the medium of foreign language [Electronic resource] // Models of bilingual education: site. URL: http://www.unavarra.es/tel2l/eng/Worldcontext.htm (Accessed 09/18/2010).
14. TEL2L. Teaching subjects through the medium of foreign language [Electronic resource] // The Trilingual Education system in Luxembourg: site. URL: http://www.unavarra.es/tel2l/eng/luxembourg.htm (accessed 17.09.2010).
Sections: Foreign languages
Modernization school education in our country is due to a number of objective circumstances and, above all, a change in the geo-economic and geo-cultural situation. In conditions when a person must be able to coexist in a multicultural space, language is probably the only tool through which mutual understanding and interaction between representatives of different linguistic communities becomes possible. Hence, it is quite obvious that it is necessary to pay special attention to the problem of developing the ability of students to effectively participate in intercultural communication. In the context of a secondary school, one of the most appropriate ways to address this issue is to focus on bilingual language education.
concept bilingual language education assumes “interrelated and equivalent mastery of two languages (native and non-native), development of native and non-native / foreign culture, development of the student as a bilingual and biocultural (multicultural) personality and awareness of his bilingual and biocultural affiliation” .
In this regard, the practical goals of bilingual language education can be defined as:
- mastering subject knowledge using two languages (native and foreign);
- formation and improvement of intercultural competence of students;
- development of communicative competence of students in their native and studied foreign languages;
- the development of students' ability to receive additional subject (extralinguistic) information from different areas of the functioning of a foreign language.
To realize these goals means to form a student's linguistic personality, that is, a personality capable of generating and understanding speech utterances. The content of a linguistic personality usually includes the following components:
- value, worldview component the content of education, i.e. system of values or life meanings. Language provides an initial and deep view of the world, forms the linguistic image of the world and the hierarchy of spiritual ideas that underlie the formation of a national character and are realized in the process of linguistic dialogue communication;
- cultural component, i.e. the level of mastery of culture as an effective means of increasing interest in the language. Attracting the facts of the culture of the language being studied, related to the rules of speech and non-speech behavior, contributes to the formation of skills for adequate use and effective influence on a communication partner;
- personal component, i.e. that individual, deep, that is in each person.
Thus, although it is impossible to draw a direct parallel with the national character for a linguistic personality, there is a deep analogy between them. It is impossible not to mention that the great German linguist Wilhelm von Humboldt considered language as a certain spiritual energy of the people, as a special vision of the picture of the world. Therefore, it seems possible to interpret a linguistic personality as a deeply national phenomenon and consider a specific linguistic personality in connection with a specific language (for example, the Russian language is a Russian linguistic personality).
In relation to the study of a foreign language, it is necessary, along with the concept of “linguistic personality”, to consider the linguodidactic category “secondary linguistic personality”, which is understood as a set of human abilities for adequate interaction with representatives of other cultures. In this case, the use of native and foreign languages is carried out in parallel on a parity basis.
In accordance with the concept of a secondary linguistic personality, awareness of oneself as a secondary linguistic personality provides for:
- awareness of oneself as a linguistic personality as a whole, including the motivational level, the linguocognitive level and the semantic level;
- the ability to use the language in text activity - communication;
- the ability to self-development, to ensure creative textual activity.
At present, the data of physiology and psychology allow us to draw a fairly reasoned conclusion that mastering a second language is not just the accumulation of language material as a result of the selection of lexical units, situations and the assimilation of grammatical forms and structures, but the restructuring of human speech mechanisms for interaction, and later and parallel use of two language systems. At the first stages of assimilation, for this it is necessary to form the skill of switching from language to language, and at later stages, to neutralize one system in order to create more favorable conditions for the functioning of another.
That is why one of the priorities of bilingual language education should be considered the creation of a mechanism for bilingualism.
Considering the essence of the formation of the mechanism of bilingualism, it should be noted that it consists in “exciting sign, denotative (semasiological) or situational connections of lexical units in the conditions of the need or possibility of choosing between two language systems” . Everyone who starts learning a foreign language has denotative or situational connections of lexical units of their native language. They know, within the necessary limits, how to designate this or that object, this or that phenomenon, with what speech units to respond to the situation that arises. When studying the lexical units of the second language, each new foreign language lexical unit is associated not with one or another subject of reality, but with the corresponding word of the native language and only through it with the signified itself. In this case, there is a danger of creating false sign relationships if the new foreign word does not have a full-fledged equivalent in the native language.
R.K. Minyar-Beloruchev highlights some features of the formation of the mechanism of bilingualism. The possibility of creating false sign relationships between lexical units of two languages is the first feature of this mechanism.
The second feature of the formation of the mechanism of bilingualism is the connection of a foreign language with the native one, which also causes its connection with the corresponding semantic system, which is formed around any lexical unit.
Its third feature is associated with the rule of the dominant language, which suppresses the second and other languages and is the cause of not only lexical, grammatical, but also linguistic and cultural interference.
The above features of the formation of the mechanism of bilingualism indicate the need for its formation already at the initial stage of education. At this stage of education, the formation of the student's personality, the identification and development of his abilities take place. Mastering a new language, the child expands not only his horizons, but also the boundaries of his worldview and attitude. At the same time, how he perceives the world and what he sees in it is always reflected in concepts formed on the basis of the student's native language and taking into account the whole variety of expressive means inherent in this language. The phenomena of a different culture are always evaluated by a child through the prism of cultural norms and values accepted in their native linguistic society, through the prism of the worldview model they have mastered.
Therefore, we are talking about, on the one hand, preventing the creation of false sign connections between the speech units of the native and foreign languages, and on the other hand, contributing to the formation of a new national system of concepts that correlates with the system of concepts of the native language. This is possible when implementing the following tasks:
- consolidation of sign connections of foreign speech units with their equivalents in the native language;
- development of situational connections of situational clichés of a foreign language;
- inhibition of the process of creating false sign relationships between lexical units and structures of the second and first languages;
- development of a mechanism for switching from one language to another;
- creation of conditions for the generation of foreign language statements, regardless of the structures of the native language.
The practical implementation of the above provisions is possible when using the following training methods already at the initial stage:
- presentation of foreign language lexical units, taking into account their semantic fields, i.e. an explanation of the boundaries of its meaning, as well as essential connections with other words for it;
- systematic exercises for the creation and consolidation of symbolic connections of phrases by translating them, primarily from the native language into a foreign one;
- development of speech microsituations for the creation and consolidation of situational connections of speech clichés;
- exercises in reading, writing from dictation, numerical designation of numerals, names of days of the week, months;
- the use of a visual subjective code as a means of teaching monologue speech, limiting the influence of the native language. To this end, students are given the task to write down the content of a foreign text using any conventional signs, including drawings, but without using the words of their native language. Based on their notes, students build a monologue statement. Working with a “personal code” is of great interest and helps to increase motivation.
The creation of the mechanism of bilingualism at the initial stage of training will also be facilitated by exercises aimed at the formation of accompanying speech mechanisms:
- repetition of a foreign text, varying in pace of speech and time period (lagging behind the leader’s speech, measured in the number of words);
- tongue twisters in the target language;
- listening to a foreign text based on the text in the native language;
- difficult listening (listening while reading another text);
- visual perception of the text with an account, etc.
At the initial stage of education in the context of bilingual language education, a special role is played by techniques that form not only the mechanism of bilingualism, but also the interest of students in learning their native and foreign languages, contributing to a deeper understanding of their native and foreign cultures. One of the most effective is reading a text in the native language, in which new lexical units are given in a foreign language, and the meaning of which can be guessed from the context, or reading a text in a foreign language interspersed with phrases in the native language. For example, at a slow pace, the teacher reads the text in his native language, replacing some words with foreign ones:
My birthday (1) is January 5th. We celebrate (2) him in the family circle (3). Mom cooks (4) a gala dinner. He is very tasty (5). Dad buys (6) big cake. Decorate it with candles. I get (7) a lot of gifts. etc.
The task of students is to write down the Russian equivalent of foreign words. Then they read the text in a foreign language without any difficulty in understanding the content. After that, the following type of work is offered: students read a foreign language text in which the activated lexical units are translated into their native language. Students need to replace them with foreign-language ones, choosing from the list proposed by the teacher.
When working with poems, you can use the following technique: students must collect a poetic work from scattered passages. Having completed this task, they receive a literary translation of this poem and, comparing it with the received version in a foreign language, make the necessary changes. Or, having collected a poem in a foreign language, students receive a poetic text in their native language on the back. The presence of the Russian text gives them the opportunity to follow its logic and make the necessary adjustments. Only after that, students receive the original poem.
When working with a simple foreign text, you can use the following technique: reading it with your eyes, counting aloud in your native language. At first it will be difficult to do, but soon the students will adapt and be able to extract the meaning of a foreign text, despite the oral calculation. After reading such a text, you must definitely tell what is written there, and after that you can check yourself by referring to the text again.
The formation of the mechanism of bilingualism also requires work on the technique of speech, during which students practice various tongue twisters in a foreign and native language, select adjectives for nouns, expand a simple sentence, pronounce short monologues on a given topic, etc.
Summing up all that has been said, we can draw the following conclusion: modern language education requires interdisciplinary integration, multilevelness, variability, orientation towards the intercultural aspect of language acquisition.
Language culture is an integral and essential part of human culture as a whole. There is no doubt that a well-placed linguistic education is the only way to create a higher culture.
Bilingual language education is, on the one hand, best remedy for the knowledge of the native language, and on the other hand, for its philosophical overcoming and for the development of dialectical thinking.
“Students throughout the course of their studies are taught not to glide over the phenomena of their native language that are familiar to them, but to notice different shades of thought that they have not yet noticed in their native language. This can be called overcoming the native language, leaving its magic circle.
According to many experts, to fully master the native language - i.e. to appreciate all its possibilities is possible only by studying some foreign language. Nothing can be known without comparison, and the unity of language and thinking does not give us the opportunity to separate thought from the ways of its expression. Bilingual language education gives us this opportunity, helping to discover a variety of means of expression in both foreign and native languages.
LITERATURE
1. Galskova N.D., Koryakovtseva N.F., Musnitskaya E.V., Nechaev N.N. Education on a bilingual basis as a component of in-depth language education // Foreign languages at school. - 2003. - No. 2. P.12-16.
2. Minyar-Beloruchev R.K. The mechanism of bilingualism and the problem of the native language in teaching a foreign language // Foreign languages at school. - 1991. - No. 5. S.15-16.
3. Shcherba L.V. Language system and speech activity. L., 1974. S.354.
