Scientific and theoretical foundations of bilingual education for children. Bilingual education - what is it? The specifics of bilingual education

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The study of 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 the 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 a kindergarten with learning two languages are 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 this type.

See you, friends!

Recently, more and more people talk about bilingual education.

Such education, which implies the active practice of teaching in two languages at once, is used in educational institutions of countries where several languages “reign” in society.

This may be in a country where two languages are state languages (for example, in a number of subjects Russian Federation Adyghe, Altai, Udmurt, Karachay-Balkarian, Tatar, Tuva, Chechen, Erzya and many other languages are also the state language in addition to Russian)‚ and in the country where, in addition to the state language, the language component of national minorities is expressively present (here we can mention‚ for example, education in the Baltics).

In addition, bilingual programs are increasingly accompanied by schools, colleges and universities, where great attention is paid to the study of a foreign language, foreign cultures, and where the task is to create conditions for maximum immersion in an intercultural language environment. However, bilingual education can now be found already in preschool children's institutions (schools early development in kindergartens).

It is believed that bilingual education, “served” at an early age, is most effective. After all, children are more open to new things. They don't have all sorts of stereotype barriers yet.

However, bilingual education has both supporters and opponents. Indeed, bilingual education can have both pluses and minuses.

Pros:

Bilingual education allows the learner or student to feel comfortable in a multilingual world;

Education built on this principle is an opportunity to receive education in one of the world languages without losing connection with ethnic and linguistic affiliation (this moment can be observed, for example, if a student goes to study abroad, in addition, this example is very typical for education emigrants);

Bilingual education expands the "boundaries" of thinking, teaches the art of analysis;

Bilingual programs allow a person not to be afraid of the barrier of not understanding a foreign language and make pupils and students more adapted to learning other languages, develops a culture of speech, expands vocabulary;

Teaching in several languages at once promotes development communication skills‚memory‚ makes a pupil or student more mobile‚ tolerant‚flexible and liberated‚ and therefore more adapted to difficulties in a multifaceted and complex world.

Minuses:

Sometimes, under the guise of language integration, a person studying in bilingual education programs can actually undergo assimilation, lose touch with their native culture. On the one hand, a certain cosmopolitanism appears, and on the other hand, the knowledge of the language dissipates;

Alas, in order for bilingual programs to really work correctly, it is important not only to have them, but also the professionalism of teaching. Otherwise, about the student, it turns out a kind of educational marriage, because of which an unflattering "train" stretches behind the bilingual - the opinion: "Yes, he really doesn’t know a foreign language, but he doesn’t even know his native language!"

Thus, the advantages of bilingual education are much greater than the disadvantages. But in order not to tip the scales in the wrong direction, bilingual education must be treated very thoughtfully, delicately and, most importantly, professionally.

In this regard, it becomes relevant to address the problem of bilingual education of the speaker as an alternative way of learning a foreign language, which, in turn, is transformed from the goal of learning into a means of multicultural education. Bilingual education - education when two languages are used in the learning process - the native first and the second state foreign.

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Multicultural education

Abstract topic:

Principles of organizing bilingual education in
Russian schools

Introduction ………………………………………………………………………………..3

1. Bilingualism as a psychophysical and social phenomenon…………………………4

2. Types and models of bilingual (bilingual) education……………………8

3. Principles of organization and development of education on a bilingual basis…………11

Conclusion……………………………………………………………………………….16

References……………………………………………………………………………………………17

Introduction

A foreign language is increasingly in demand not as a means of communication, but as a tool for professional and cognitive activity. The use of a foreign language as a way to comprehend the world of special knowledge, the dialogue of different cultures, all these ideas of bilingual (bilingual) education have importance for the Russian school mastering the humanistic paradigm of education.

Significant practical experience in the implementation of bilingual educational programs accumulated in various educational institutions of Belgorod, Kazan, Kaliningrad, Kostroma, Moscow, Penza, Perm, Pskov, St. Petersburg, Saratov, Tyumen, which indicates the building of a system of bilingual education in Russia. However, the implemented bilingual models and programs in most cases are experimental.

And, despite the fact that considerable attention is paid to the study of a foreign language in modern Russian schools: schools are created with its in-depth study, the amount of study time increases, a foreign language as an academic subject continues to be isolated from the rest of the content of education.

In this regard, it becomes relevant to address the problem of bilingual education, which acts as an alternative way of learning a foreign language, which, in turn, is transformed from the goal of education into a means of multicultural education.

1. Bilingualism as a psychophysical and social phenomenon

The terms bilingualism or bilingualism usually refer to the knowledge and use of more than one language, and the degree of proficiency in one or another language can be very different. The highest degree of bilingualism occurs when the speaker recognizes the second language as his mother tongue. But ideal bilingual bilinguals, in fact, are almost never found. Individual bilingualism is rather a phenomenon that manifests itself primarily where linguistic minorities exist. Most often, the functional distribution of languages in one or another area is not the same.

Bilingual education is education when two languages are used in the learning process - native (first) and second (state, foreign). The forms of use of both languages (oral, written, visual, audio, etc.), as well as the types of didactic materials and their language are not regulated, but their level should correspond to the average language competence of the reference group. The advantage is a step towards education in several languages. The shortcomings are mainly related to the imperfections of the system for training bilingual teachers, a small number of relevant teaching aids and political speculation on the difficulties of education, which reduces the motivation of both teachers and students.

It is also worth distinguishing between bilingualism, which is called contact or "natural bilingualism", acquired in a linguistic environment in the conditions of the joint daily life of two peoples, for example:

Long-term residence abroad;

Due to immigration (at a more mature age, as a rule, when attending language courses);

Children's bilingualism, when the child was already born in a foreign language space in a family of a national minority;

In case of international marriage of parents.

Such natural bilingualism is more stable and permanent, it is transmitted from generation to generation and is the linguistic basis for language change when languages are crossed. Contact is bilingualism in the emergence of a language of interethnic communication.

In the created multicultural conditions of intercultural interaction on present stage The model of bilingual education is becoming more and more widespread. Bilingual or bilingual education refers to such an organization educational process when it becomes possible (for example, the language of the Turkish minority in Austria or German as a foreign language in Russia) to use more than one language as the language of instruction. The second language, therefore, is not only an object of study, but also a means of communication, the language of teaching. As such, the concept of "education on a bilingual basis" in one or another type of secondary educational institution includes (in accordance with the modern approach):

Subject teaching and student acquisition of subject knowledge in a particular area based on the interrelated use of two languages (native and non-native) as a means educational activities;

Education foreign language in the process of mastering certain subject knowledge through the interrelated use of two languages and mastering a foreign language as a means of educational activity.

Thus, the language in such training is considered, first of all, as a tool for familiarizing with the world of special knowledge, and the content of training is distinguished by the combination of subject and language components in all parts of the educational process. At present, certain experience of bilingual education has been accumulated in different countries. This takes place, as already mentioned, in regions with a natural bilingual environment (Switzerland, Belgium, Canada, etc.), as well as in states where there is an influx of immigrants who are forced to get used to a foreign culture (in Germany, the USA). In these countries, various kinds of bilingual courses function, in which languages are studied not so much as a means of communication, but as a way of familiarizing with the culture of the country of the language being studied, getting acquainted with its history, regional studies, science, literature, and art. There is experience in creating bilingual schools based on bilingual education in a number of cities in our country. For example, in Novgorod, on the basis of the university, a whole educational complex has been developed, which is based on the idea of implementing the concept of continuous bilingual education, starting from kindergarten and ending with higher education.

With regard to the modeling of the educational process in teaching a foreign language on a bilingual basis, it is important to note that bilingual educational programs can be grouped into three different models:

enrichment program,

transition program

And a language saver.

The enrichment program (from the methodological point of view, the case that interests us the most) is an arbitrary set of subjects and is focused on children who stand above others on the social ladder. The second language is studied here according to a more intensive and effective system. And this is done in an atmosphere of using a foreign language as the language of teaching, thus, immersion in the language is carried out when studying the German language in Russian bilingual schools. With language immersion, the basics of a second language are taught, that is, in school curricula, foreign and native languages \u200b\u200bare swapped.

Another model is bicultural cross-classes, in which classes are held in two foreign languages. The most widespread forms of bilingual education for children of national minorities, known as transitional programs, have received the greatest distribution in the world. Education from the very beginning is conducted within a certain framework, that is, 50% of the subjects are taught in the main language, and the rest - according to the bilingual 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.

The third type of training programs are the so-called 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 cultures that are in danger of extinction. 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. (For example, the study of the Russified Armenian language and culture by children in schools in the territory of the Armenian settlements of the Rostov region).

So, bilingual education, as the most effective form of teaching foreign languages, belongs to the type of education under the enrichment program. Here, too, there are various models of bilingual education, but they have one thing in common: a foreign language is not an object of study, but a means of obtaining knowledge, and as a result there is a double effect - at the same time, new knowledge and language skills are acquired in this way.

2. Types and models of bilingual (bilingual) education

Experts conditionally divide bilingual education into two types - content and subject.

Meaningful bilingual education involves teaching the entire content of education equally in two languages in order to form a bilingual and bicultural personality. This method is applicable in societies with a multi-ethnic composition of the population. That is, children of national or linguistic minorities are given the opportunity to study the same subjects simultaneously in two languages - their native language and the language of the titular nation. This approach is acceptable in some cases, since it leads, on the one hand, to the integration of national minorities living abroad into this society, and, on the other hand, to the preservation of national identity.

Subject bilingual education involves the teaching of a number of disciplines in one language, and other disciplines in another. According to independent experts, this method cannot actually form a bilingual. If some of the cultural values are perceived in the native language, and the other in a non-native language, then it is impossible to ensure the bilinguality of the individual, since in this case neither thinking nor creative linguistic thought develops in any of the marked languages. This method leads to the assimilation of national minorities living abroad with the titular nation.

Experts rightly note that the content and subject approaches differ fundamentally from the point of view of psychological pedagogy, since, in fact, they pursue different goals.

In addition to the above two types related to the use of languages in the educational process, the foreign experience of education simultaneously in two languages also has 4 models related to the age threshold of teaching foreign languages:

1. Radical / extreme model: involves the organization of teaching students in a non-native language from the 1st grade.

2. Transitional language model: involves the gradual preparation of students for learning in a non-native language by increasing the number of subjects taught in this language.

3. The model of in-depth language learning: involves the simultaneous teaching of all or a number of subjects in two languages - native and foreign.

4. Model of language survival: aimed at preserving the native language. According to this model, all subjects are taught in the native language, and foreign languages play a supporting role.

A prerequisite for conducting classes in special subjects using the bilingual method is the initial knowledge of a foreign language as the basis of communicative cognitive activity. Students need to learn a foreign language at an early stage.

A striking example of bilingual education in Russian schools is the Saratov Project. The goal of 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.

According to the Saratov model, bilingual education is carried out as follows:

1. The teaching of German begins in the first grade of elementary school. In addition, music and physical education lessons are built on a bilingual basis.

2. In the third grade, the study of natural history is introduced and the teaching of music and physical education continues in 2 languages.

3. 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.

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.

3. Principles of organization and developmentbilingual education

The system and process in a bilingual education environment becomes a means of actualizing and activating the value-semantic formation of a person, helps to form generally significant guidelines, value and semantic attitudes, ensures independence and development of responsibility in choosing a life trajectory.

The principles of the development of the educational environment, based on the ideas of bilingualism, are the principles of multiculturalism, an open, rich, apolitical learning atmosphere. The principle of multiculturalism and multicultural education are based on the dialogue of the national and universal, the integration of human knowledge and cultures, the appeal to the personal and semantic essence of a person, the internal sources of consciousness, the diversity of cultures and subcultures in the world around us. The theory of multicultural education is based on the cultural concept of personality oriented education E. V. Bondarevskaya, theoretical and methodological foundations of multicultural education V. P. Borisenkova, Z.A. Malkova; multicultural education G. D. Dmitrieva, M. N. Kuzmina; the relationship of culture and education M. M. Bakhtin, V. S. Bibler, J. Huizinga and others.

The principle of an open learning atmosphere is focused on creating a comfortable social and humane environment, developing creative abilities and creative activity students, the transition from the principle of "education for life" to the principle of "education through life", the free development of individuality.

The principle of an apolitical learning atmosphere is the principle of understanding the essence, goals, functions of multicultural education, which are based on the idea of N.K. historians of our time (N.A. Danilevsky, E. Mailer, A. Toynbee, Yu. Yakovets) about the integrity of the cultural and historical development of mankind and the presence of some similar principles for the functioning of cultures of different peoples.

The principle of a rich learning atmosphere implies concreteness and clarity, simplification and compaction of the material, repetition of the material in different ways, the effect of language acquisition, the creation of a positive atmosphere, the use of repetitive elements of the lesson, the use of various pedagogical techniques, rich presentation of the material.

Along with the possibility of developing communicative competencies at a new level, the development of value-semantic competence in the preparation of graduates of a general education school is of particular importance.

As a result, the development of a bilingual environment ensures success in the formation of not only educational and cognitive competence, but also communicative, value-semantic, informational, etc.

Providing quality education in a bilingual educational environment orients the teaching staff towards creating the most favorable educational environment by updating the potential of external and internal resources: scientific and educational resources - providing teachers and students with modern scientific, educational and educational products; informational resources– development of information and computer technologies in educational process; personnel resource - creation of conditions for the professional growth of teachers and school staff; material and technical resource - the optimal use and development of the material and technical base of the school.

Principles of bilingual education.

The principle of didactic cultural conformity;

The principle of problem-search and problem-based forms of education;

The principle of priority of educational cooperation in education and self-education;

The principle of integrativity and interactivity in interdisciplinary modeling of multicultural bilingual education;

The principle of didactic community of traditional pedagogy and Internet pedagogy;

The principle of taking into account educational human rights when modeling the pedagogical cultural environment.

The dominant principles of organizing education on a bilingual basis are:

The principle of succession- allows you to highlight the core content academic discipline of the school curriculum and its conceptual and terminological apparatus into a special module, the re-study of which, with the semantization (disclosure of content) of terms and concepts in the languages used to study the subject, is the beginning of adaptive teaching of the discipline on a bilingual basis.

The principle of input control of knowledge- provides for the organization of teaching a discipline (for example, chemistry) in accordance with the actual level of formation of educational and cognitive skills.

The principle of information semantization- aimed at revealing the content, clarifying the meaning of concepts, the correct use of scientific terms and their free operation in the assimilation and transfer of knowledge; holistic perception of an object or phenomenon.

The principle of a favorable emotional climate for learning- involves preventing the occurrence of various stressful situations in the educational process by reducing the language barrier; filling gaps in knowledge; creation in the team, at the lessons of the atmosphere of comfort.

The principle of novelty and diversity of forms, methods and teaching aids- guides teachers to the choice of the most effective methods, means, forms of organizing schoolchildren's education in a bilingual environment, providing for a reduction in the language barrier and raising the level of their educational activities. Learning activities involves the assimilation of theoretical knowledge, the acquisition of skills and abilities through communication, practical actions carried out in a team with the help of teachers, which necessitates the use of all types of speech activity in the languages of instruction, their communicative communication.

Taking into account the specifics of education in the Russian-speaking educational space, complementary principles of education have been introduced, which are in accordance with the dominant principles:

Mother tongue principle(orientation to the native language) when teaching foreign-speaking children takes into account the specifics of the composition of the scientific and technical sector of the vocabulary of the national language,

The principle of using nationally oriented educational materialis an addition and implementation of the principle of taking into account the native language, since it involves the use of brief bilingual thematic minimum dictionaries or methodological guides in the "ambulance" mode to eliminate problems that have arisen or prevent possible difficulties in learning; the use of texts with marked terms, bilingual parallel educational texts in two languages and practical exercises with the presentation of plans and keywords in teaching languages, access to national-cultural, socio-economic, geographical material on the country of a foreign language.

However, bilingual education has both supporters and opponents. Indeed, bilingual education can have both pluses and minuses.

Pros:

Bilingual education allows the learner or student to feel comfortable in a multilingual world;

Education based on this principle is an opportunity to receive education in one of the world languages without losing connection with ethnic and linguistic affiliation (this moment can be observed, for example, if a student goes to study abroad, in addition, this example is very typical for education emigrants);

Bilingual education expands the "boundaries" of thinking, teaches the art of analysis;

Teaching in several languages at once contributes to the development of communication skills, memory, makes a student more mobile, tolerant, flexible and liberated, and therefore more adapted to the difficulties in a multifaceted and complex world.

Minuses:

For bilingual programs to really work correctly, not only their availability is important, but also the professionalism of teaching. Otherwise, about the student, it turns out a kind of educational marriage, because of which an unflattering opinion stretches behind a bilingual: “Yes, he really doesn’t know a foreign language, but he doesn’t even know his native language!”

Thus, of course, the advantages of bilingual education are much greater than the disadvantages.

Conclusion

Briefly summarizing the merits of systematically teaching children a foreign language from the youngest school age, it can be noted that it is useful to all children, regardless of their starting abilities, since it has:

Indisputable positive impact on the development of the basic mental functions of a person: memory, attention, thinking, perception, imagination, etc.;

Stimulating effect on the general speech abilities of the child;

Early learning a foreign language gives a greater practical effect in improving the quality of mastery of the first foreign language, creates a reliable basis for continuing its study in the main school, and also opens up opportunities for mastering a second foreign language, the need for which is becoming more and more obvious;

The educational and informative value of early learning a foreign language is undeniable, which manifests itself in the earlier familiarization of the child with the sources of universal culture through various forms of communication in a new language for him. At the same time, constant attention to the experience of the child, taking into account his speech and thinking abilities, his perception of the surrounding reality allows children to better understand the phenomena of their own language of culture in comparison with the realities of the country of the language being studied.

Updating the methodology and content of teaching foreign languages is manifested in the fact that the selection of topics and issues of foreign language communication is focused on the real interests and actual needs of modern schoolchildren, taking into account different age groups, on strengthening the activity-based nature of education in general. Increasing attention in the selection of the content of teaching foreign languages is paid to socio-cultural knowledge and skills that allow a more complete and adequate representation of the culture of one's country in the process of foreign language communication.

Bibliography

Aliyev R., Kazhe N. Bilingual education. Theory and practice. - Riga: RETORIKA, 2011. - 384 p.
Baur R.S. Bilingual education at school // Foreign languages at school. 2012. - No. 4. - S. 13-14.
Galskova N.D., Koryakovtseva N.V., Musnitskaya E.V., Nechaeva N.N. Education on a bilingual basis as a component of in-depth language education // Foreign languages at school. - 2013. - No. 12. -p.12-16.
Rudolf de Ceplia. What does bilingual mean? Forms and models of bilingual education // Foreign languages at school. - 2013. - No. 6. - p. 12-15.
Stolyarchuk L. V. Quality management of the bilingual environment educational institution// http://schooloftomorrow.ru/content/articles/
Shafrikova A. V. Multicultural approach in teaching and educating schoolchildren / Abstract. - Kazan, 2008. - 26 p.
Davydenko G.V. Teaching a second foreign language in a linguistic gymnasium // Foreign languages at school. -2014. -#6. –S. 14-16.
Denisova L. G., Solovtsova E. I. Second foreign language in secondary school // Foreign languages at school. -2014. -№3.- S. 10-14.

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At present, a new education system is being formed, focused on entering the world educational space. This process is accompanied by significant changes in 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 global telecommunication networks.

· 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 adequate to the level of public knowledge.

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 improving the efficiency of educational structures, the 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, to test new forms in practice - additional alternatives to the state education system, and to use 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, trends, 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 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 reasonable conclusion that mastering a second language is not just the accumulation of linguistic 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 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 regional 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 pictures, 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. On the basis of 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; various types of 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 has been in the focus of attention of teachers in recent years.

In 2000, bilingual education is seen as a very promising direction. This is reflected in "Homburg Recommendations" 1979, according to which at the preschool level and in primary school a foreign language should be taught in a playful way.

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. BUT Pleaquin sees in the bilingual gymnasiums of Eastern European countries, with their rich 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 or audiovisual method developed by K. Dodson and V. Buttskamm. 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 according to the 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 cultures that are in danger of extinction. 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, too, there are different models of bilingual education, but they have 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 using 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 when teaching individual subjects or one subject.

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, which consists 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 from 1991-1992 school year there is a model Graz International Bilingual School- comprehensive school working 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 study it as the most important source of culture, after which special attention is paid to teaching 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 is the following: from the periodic use of a foreign language in a regular subject education to its long and continuous use in the subject teaching of one of the many disciplines throughout the 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 (for English and French) and additionally with French-speaking groups (for French) to find out the level of knowledge of their native language. 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 oral speech skills. 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 math showed that students in the immersion groups performed as well 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 variety of 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 into the Russian education system as its program component. Such a system of education can only be realized if the goals set are taken into account in the training of teachers in teacher training institutions and if the school is provided with the necessary educational materials relevant 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, we can proceed from the fact that bilingual education is fundamentally possible in all existing types 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 of 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).

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 is Saratov project.

Since 1990, the Saratov Pedagogical Institute has been developing and implementing measures, thanks to which German can take its strong place as a second native language in the education system, especially in those regions where there is a compact population of Germans.

This concept of bilingual education at school is the preliminary results of joint developments of the 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.

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 wrong, 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 during translation, 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 and educational guidelines of the German federal states are being processed;

2) the curriculum and curriculum of bilingual education in subjects are approved;

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.

Actual problems of introducing bilingual education in modern school

Any of the educational models of the countries of the modern world sets as one of its primary tasks the formation of social stereotypes in a person that determine universal value orientations one society or another. In other words, education is called upon to convey to a person the attitude to the world around him, developed by society in the process of its development, inherent in the vast majority of its members and considered within this society as the norm. The most important factor in the effectiveness of education in this context is the choice of the language of instruction. One of the main theses of psycholinguistics that "language determines thinking" implies that it is from the language in which learning is carried out with early years, depends on how "technically" a person will form ideas about the world around him, that is, how he will build his judgments.

Each multinational state, one way or another, is faced with the problem of rational combination of several models of thinking in society at once. Taking advantage of the natural right to develop their culture, and consequently to the freedom to use national languages, all peoples living on the territory of such a state must also assimilate the value stereotypes that are common to them as a single nation. In other words, the authorities must ensure that the representatives of all peoples living in the country speak their own languages, as well as the language that has the status of the state. The practical form of implementation of this concept is the creation of a system of bilingual, that is, bilingual education. Developed models of bilingual education appear only in the 20th century and differ significantly depending on the cultural and political situation in modern multinational states.

The intensive processes of globalization require the modern system of higher education to use foreign languages not only as an academic discipline, but also as a means of teaching. Such training is increasingly carried out within the framework of bilingual education, which involves internalization. professional competencies by means of native and foreign languages.

Political, economic, technological and cultural changes in Europe since the end of the 20th century have expanded the socio-cultural basis for personal, group, ethnic and geopolitical relationships between people and countries. In this context, the most significant is a person's awareness of his place and his culture in the dialogue of cultures and civilizations of the planetary community in the process of cooperation and cooperation with other people. Multicultural bilingual education by means of co-studied native and foreign languages has been an important part of the modernization of the goals and content of national educational systems in countries since the 90s, which greatly contributes to the expansion of opportunities for intercultural communication of people in various spheres of human life. However, the possibility and success of co-studying languages and cultures on the principle of an expanding circle of interaction between cultures and civilizations depends on a number of non-pedagogical and pedagogical factors.

Non-pedagogical factors influencing the process of co-learning languages, cultures and civilizations.

Political and economic situation in the geopolitical area;

National political and economic situation in the geopolitical area;

language policy;

Social environment (intercultural, regional, local);

Sociocultural aspect of human life;

Geographic factors;

Linguo-political factors;

Economic, technological factors;

Information and communication factors.

Pedagogical factors influencing the process of co-learning languages, cultures and civilizations.

Didactic environment (family, school, university);

Educational language policy;

The range of intercultural interaction in education;

Model of language education at school, university, after university;

Teaching second languages in society (including foreign languages).

One of the effective ways to achieve productive bilingualism is recognized as bilingual education, which involves not only the study of a second language (foreign) as a subject, but also the constant use of both languages as a means of education or self-education. In modern conditions, bilingual education is focused on the co-development of communicative competence in all co-learned languages, the development of cognitive and creative activity of students using the multilingual and multicultural possibilities of Internet communication.

Theory of bilingual education has been intensively developed recently both in Russia and abroad. When considering this issue, most researchers agree that the key factor in bilingual education is not only the study of a second/foreign language as an academic subject, but also its use as a learning tool in teaching non-linguistic subjects.

Bilingual education , according to A.G. Shirin is understood as an interconnected activity of a teacher and students in the process of studying individual subjects or subject areas by means of native and foreign languages, as a result of which a synthesis of certain competencies is achieved, ensuring a high level of foreign language proficiency and deep mastering of subject content.

Bilingual education contributes to the development of the ability to use a foreign language to obtain additional information from various areas of its functioning, forms a bilingual vocabulary in the subject, promotes the need to use a foreign language as a means of deepening subject knowledge, forms and develops students' communicative competence, intercultural competence and a culture of interethnic communication .

For modern students, knowledge of a foreign language is especially important, the ability to use it to obtain various information from various sources: scientific literature, the media, and especially Internet resources, since schoolchildren have been widely using them in recent years. English is often chosen as a foreign language in bilingual education. This is due, firstly, to its growing role in society, especially in computer field which is of great interest to the modern student. Currently, in order to communicate, search for the necessary information, students spend a lot of time on the Internet, including on foreign language sites. Secondly, English language widely studied in schools.

Usagebilingual approach at school is one of the conditions for the development of the creative component, language and communicative competence of the individual.

The specificity of bilingual education helps to solve a number of tasks :

create a high level of motivation in the classroom;

use literary text (including in the original language) for the development creativity students;

to form the speech and communicative culture of schoolchildren, etc.

allows the learner or student to feel comfortable in a multilingual world;

expands the "boundaries" of thinking, teaches the art of analysis;

Teaching in several languages at once contributes to the development of communicative abilities, memory, makes a student more mobile, tolerant, flexible and liberated, and therefore more adapted to difficulties in a multifaceted and complex world.

However, there are still a number of unresolved problems that need to be developed.

Issues of research in bilingual education:

programs and curricula;

use of new educational technologies in bilingual education;

ways of effective expansion of socio-cultural and intercultural space;

consistency in the interaction and exchange of information;

problems of advanced training of teachers, participants of bilingual education;

testing, control and certification;

systematic educational relationships and exchanges;

implementation of a student-centered approach in bilingual education;

ways of developing abilities for multilingual self-education;

ways to achieve partial competencies.

The identified problems have not yet lost their relevance for developers of bilingual programs using native and foreign languages. Some of them are used as a tool of education and self-education in the study of school cycle subjects and include an international dimension in the content of school education, thus preparing students for intercultural cooperation in various fields of activity in a multilingual world.

The experience of introducing bilingual education in education abroad and in Russia over the past ten years has made it possible to identify the most characteristic problems that accompany this process. A generalization of these problems from the point of view of the interacting subjects of bilingual education (students, teachers and administration) is shown below (Table 1).

Table 1

Difficulties in implementing bilingual education

teachers

students

Administration

Insufficient level of knowledge of subject teachers in a foreign language, especially in terms of oral communication

Poor knowledge of students of a foreign language. Students are required not only to have sufficient vocabulary and the ability to read the text, but also to listen to foreign speech and speak in a foreign language.

Lack of administrative infrastructure and organizational problems

It requires not only a good knowledge of a foreign language, but also experience in teaching a special discipline.

Different levels of foreign language proficiency

Insufficient moral and material incentives for teachers conducting bilingual education

The unwillingness of subject teachers to teach in a foreign language

The reluctance of students to participate in bilingual education due to fears of misunderstanding the subject and getting low grades.

Lack of sufficient number of teachers willing to participate in a bilingual project

Teachers are unfamiliar with the specifics of teaching in a foreign language

Students do not read foreign textbooks, use only teacher materials, or textbooks in their native language

Imaginary discrimination of the native language and domestic scientific achievements

Difficulties in passing exams: students do not understand what is required of them, cannot answer questions

Thus, the analysis of the literature on the problem under study shows that bilingual education is interpreted ambiguously. There are contradictions in his assessment and the need for a number of clarifications, but nevertheless, the advantages of bilingual education are much greater than the disadvantages. But in order not to tip the scales in the wrong direction, bilingual education must be treated very thoughtfully, delicately and, most importantly, professionally.

Methods and techniques of bilingual education.

In modern pedagogical studies of bilingual education, the main focus is on studying the possibility of a foreign language as a means of dialogue between cultures, which contributes to people's awareness of belonging not only to their country, a certain civilization, but also to the global cultural community. Since by bilingual education we understand the mastering of samples and values of world culture by means of native and foreign languages, when a foreign language acts as a way to comprehend the world of special knowledge, assimilate the cultural, historical and social experience of various countries and peoples, the didactic and methodological aspects of this process. To these we include the content, models and methods of bilingual education. Based on the structural-functional approach, the content of education is considered as a pedagogically adapted analogue of social experience, structured taking into account the goals and principles of bilingual education and consisting of three interrelated components - subject, language and multicultural, each of which reflects the general structure of the content of education. The content of bilingual education is implemented in units of various levels of complexity - individual elements, subject-thematic blocks, academic subjects studied in a bilingual mode.

Taking into account the specifics of bilingual education, the following can be distinguished:principles content selection:

1. The principle of a comparative-analytical approach to the selection and presentation of content relating to society, state, economy, nature and culture of one's country and the country of the language being studied.

2. The principle of dual evaluative perspective and reflection of the realities of the native country from the point of view of a foreign culture.

3. The principle of reflecting trends in pan-European and global integration.

Based on these principles, we will define the main didactic and methodological approaches to the content and organization of bilingual education in schools and universities.

Event-instance approach proposes to focus the main subject content around one significant "case" (Fall) - a historical fact, a political event, a geopolitical reality, a natural phenomenon. The description of such specific cases does not require a high level of generalization. The main sources of knowledge about the essence of such facts and phenomena for students are not abstract theories, not abstract conclusions, but specific documents and materials: historical texts, geographical maps, archival data, interviews and reports, etc. Since this approach does not require a high level of theoretical generalization from students, most authors recommend it primarily for the initial stage of bilingual education.Comparative approach , in fact, permeates the entire process of bilingual education at all its stages and involves a comparative analysis from the point of view of domestic and foreign cultures of events, phenomena and facts from life: a) the country of the language being studied, b) one's own country, c) countries of the world.

Integrated approach combines the features of the two previously named approaches and involves the study of individual "cases" in a comparative-analytical manner.

The content and main didactic and methodological approaches to its organization are reflected in the leading models of bilingual education.

Didactic and methodological aspects are largely reflected in the typology proposed by N.E. Sorochkina, which, based on the parameters characterizing the intentional, content and operational components, identifies the following models of bilingual education:

cognitive-oriented (including linguistic and subject-oriented models);

personality-oriented;

culture-oriented;

integrative.

The subject of this work is the question of the existence of special methods specific to bilingual education. Some authors insist on the need to highlight such methods. Thus, N. Wode considers immersion to be a universal method of bilingual education, because it "determines the way of organizing the educational process." At the same time, he means both total immersion (a special subject is completely studied in a foreign language, references to the native language and literature are extremely limited) and soft immersion (the use of the native language is allowed, mainly when introducing and interpreting concepts). E. Otten argues with this approach: “One way or another, immersion programs in Canada, in the USA or in Australia have shown that immersion “works” perfectly, but it does not “work” when it comes to students who have little contact with the language outside of school, do not communicate with native speakers. In this case, we cannot rely on the methodology and technique of immersion. Bilingual education requires its own methods.” E. Thürmann singles out the methods of visual support (visual support), methods of forming the technique of reading special texts (reading support), cognitive methods of language support (language support), as well as methods of "inclusion" in the language (input) as "his" special ones. "bridging prompting", "code switching", etc. In our opinion, the totality of bilingual learning methods can be represented by four groups:

general didactic (traditional, developing, open);

special methods and techniques of bilingual education;

methods of teaching special subjects (geography, history, politics);

methods of teaching a foreign language (see diagram 1).

Discussion

Dispute

Role play Talk in a circle

Brainstorming Group Doubles

Free activity Individual study plan

Educational project

Immersion

Language Support

BO techniques

Total Soft

Visual Support (reading) Cognitive

"Inclusion" in the language

"Hint Bridge" "Code Switch"

Scheme 1. A set of methods of bilingual education

Bilingual education, according to A.G. Shirin is understood as an interconnected activity of a teacher and students in the process of studying individual subjects or subject areas by means of native and non-native languages, as a result of which a synthesis of certain competencies is achieved, ensuring a high level of non-native language proficiency and deep mastering of subject content.

There are a numbermethodological techniques , allowing to implement bilingual education (consecutive translation, code switching, visual support, "Inclusion" in the language, "hint bridge" and etc.).

A universal methodological technique that can be used in any lesson in understanding the world in the process of bilingual education isconsecutive translation , which involves the translation of individual sentences or semantic parts of the sentence immediately after the speaker during special pauses. The teacher acts as an interpreter in the first lessons or in classes with poor language training, later the students themselves can be involved for this. Consecutive translation is carried out both from a non-native language into a native one, and vice versa.

The purpose of consecutive translation is a more complete understanding by students of the information presented by the teacher or students in a non-native language, and, consequently, its better assimilation. With consecutive translation, the concept is formed simultaneously in two languages: native and non-native.

When learning a new term, the teacher gives its definition in a non-native language and immediately translates it into the native language or asks the student to do it. For example,

Consecutive translation:

Family - they are people who do not always live together, but they never forget to take care of each other.

Definition:

Aile - bubazyinsanlar,, ammabirbirini er vakytkaaseveteteler.

Methodical reception "code switching » involves the use in one text of units that belong to different language systems, i.e. words or phrases in another language are entered into the text in one language. In elementary school lessons, when a non-native language is the subject of study, we recommend using the native language as the main language when implementing this methodological technique.

It is advisable to use code switching when learning terminology. The definition of the term, the disclosure of its meaning is given in the native language, and the term itself is given in a non-native language. For example,

Koruk - a reserved place where rare plants, animals, unique parts of nature are protected and preserved.

Kyzylkitap - it informs which plants and animals are in danger, calls to study nature.

Aile are people who do not always live together, but they never forget to take care of each other.

visual support involves writingnon-rodname on natural objects or their images while working with bilingual texts or in the process of bilingual communication. When working with bilingual texts (that is, in two languages: native and non-native) or during oral bilingual communication, students may come across new or difficult words and terms for them. In this case, the teacher should write them out on the board with a translation into their native language or use the so-called visual support cards. By visual support cards, we mean printed didactic material that presents lexical units that are new to students and necessary for bilingual communication, in native and non-native languages. At the same time, it is easier for students to work with information, and new lexical units are better remembered.

Thus, bilingual education has a wide arsenal of didactic tools that provide not only alternative opportunities for teaching a foreign language, but also a wide process of introducing students to the values of world culture.

What are they studying?

Learning foreign languages

Learning native words

How is it implemented?

ecosystems

Zoology

Biology

Long 19th century

recent history

Middle Ages

new time

Interwar period