4 approaches in bilingual education. Modern problems of science and education. How it is implemented

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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!

1.3. Bilingual education

pedagogical significance. The problems associated with the introduction of bilingualism (or bilingualism) are being solved in the general education school. It is taken into account that the language of the leading ethnic group is a unique tool for interethnic communication and a guarantor of national identity, the main mediator with world culture: in Russia - Russian, in the USA and Great Britain - English, in France - French, Germany - German, etc. In a number of countries this function is performed by two or more official languages: Russia, Belgium, Canada, Switzerland, etc.

Bilingual education is one of the most promising methods of effective education. In many countries with large multilingual communities, bilingual, trilingual and more education is established in the education system: Russia, Australia, Belgium, Kazakhstan, Canada, USA, Finland, Switzerland, etc.

When evaluating the role of languages in education, it is necessary to take into account that each ethnic group has a specific pragmatics of speech and that sociocultural values are transmitted through the manner of speaking, the use of certain modal verbs, and phrases that correspond to ethical norms. Through bilingual education, the competencies of intercultural communication in a multilingual and multicultural space are acquired. In this regard, the cultural orientation of bilingual education is of particular importance, when languages not only serve intercultural communication, but also introduce them to the ways of thinking, feeling, behavior, and other spiritual values of various subcultures.

Bilingual education makes it possible to realize cultural, ethnic identities and diversity, to join national values. Thanks to such training, communication between different ethno-linguistic groups is established, additional linguistic knowledge is acquired as one of the guarantees of social mobility. In the course of bilingual education, there is mutual influence, interpenetration, awareness of the general and specific of speakers of different languages and cultures. The figurative thinking of a child is formed in close connection with the language, and bilingualism, built on comparative meanings, makes it possible to adequately understand one or another culture, and, consequently, to remove interethnic contradictions.

Bilingual students have a broader cultural outlook than the rest of their peers. They are more open to intercultural dialogue. This is especially noticeable in the bilingual education of gifted people. Schoolchildren from low social strata often perceive a non-native language as part of an alien and incomprehensible culture. Such students do not receive a decent upbringing and education in any of the languages.

Russia. Bilingual education in Russia creates awareness of the equal value of the Russian language and culture, languages and cultures of other ethnic groups. At the same time, without knowledge of the Russian language, it is impossible to master such subjects as mathematics, physics, biology, the terminology of which is virtually absent in the national languages.

The function of the dialogue of the Russian-speaking culture and the linguistic cultures of the peoples of Russia through bilingual education is manifested in the Russian Federation in different ways. In addition to large autochthonous language groups, in Russia there is a special group of indigenous peoples whose adaptive and regulatory functions of their native languages and traditional cultures are weakened. Many of them are unwritten, the youth of these ethnic groups practically do not know their native language. Under these conditions, bilingual education contributes to the preservation of languages and cultures of small ethnic groups.

Thus, in the case of bilingual education of the small peoples of the North, it should be taken into account that ethno-cultural groups with a poorly developed written culture participate in the dialogue. The tasks of bilingual education in this case are carried out in stages. At the first stage, the speakers of the language and culture of the minority will learn the language of the dominant ethno-cultural group, enriching themselves with its cultural values. Then the carriers of the subculture master the language and culture of the Russian majority more deeply, create their own cultural values, primarily the written language, literature in Russian. Further, they can be expected to generate qualitatively new cultural values, including literature in their native language.

The prospect of bilingual education is obvious: in Russian and the language of another ethnic group, being variable in its cultural and educational functions. So in the regions and territories of the Russian Federation, such training can take place in conditions where the Russian language acts as the dominant language, while in the territories of ethnic republics it shares this position with the languages of local ethnic groups.

Bilingual education (Russian and non-Russian) is carried out in national schools. Their number is growing: in the early 1990s, there were about 13% of such schools in the total number of general educational institutions, in 2011 - 45%. The native language in national schools can be studied as a separate subject. In some cases, all training is conducted on it. As of 2011, out of more than 239 languages and dialects, 89 languages are studied in national schools; of these, instruction is provided in 39 languages. A student who has studied his native language and native literature can take them as part of the USE as a subject of choice. At the same time, an exam in Russian as a national language is mandatory.

table 2

Number of national schools with instruction in mother tongue in percentage (8 most common) [Education Bulletin (2008)]

Bilingual education in ethnic republics is built differently. So in Kabardino-Balkaria, national-Russian bilingual education looks like this: the choice of the native (ethnic) language of instruction, which dominates until the formation of language ability; transition to a second language (Russian) upon reaching the functional readiness of the student to study it; upon reaching the formation of speech abilities in the native (non-Russian) language, the educational process is switched at any stage to the second (Russian) language. Russian-national bilingualism is implemented according to a different scheme: as the first language - Russian; free choice of the studied (ethnic) language; propaedeutics of initiation to the ethnic language without reliance on written literacy. In Dagestan, teaching in schools is conducted in 14 languages, elementary school - in their native language, then instruction is in Russian. In Ingushetia, education in national schools is in Russian and it is planned to open gymnasiums with instruction in the Ingush language. In the regions of the North, the models of national schools in terms of the language of instruction are as follows: with Russian as the language of instruction; with native language of instruction from grades 1 to 9; with the native language of instruction in the primary grades; schools with native language as a subject from grades 1 to 9; with the native language as a subject in primary school.

Methods of teaching Russian and national languages remain the same. Otherwise, it is difficult to teach the entire population of the country to speak Russian and to preserve other languages and dialects. At the same time, there is a search for improving the methods of bilingual education. So in Moscow, to increase the effectiveness of teaching Russian as a foreign language, it was proposed to create language camps during the holidays, as well as “zero” language classes for 6–7-year-old children to learn Russian as a foreign language. The class program includes singing lessons, acquaintance with Russian folklore, country studies lessons.

When organizing bilingual education, many questions arise related to the distribution of teaching hours, compliance with the voluntary nature of language learning, overload of those students who study more than two or three languages, uneven language competence of schoolchildren, etc. There are not enough specialists who know the methods of teaching the Russian language as foreign. Few textbooks for bilingual education.

A lot of criticism is caused by the quality of the Russian language in national schools. Only in educational institutions where schoolchildren for whom Russian is, in fact, their native language (Koreans, Tatars, for example), the level of proficiency in it is quite high. The knowledge of the Russian language of students of those national schools where teaching is conducted in their native language causes anxiety. Many of them do not read and write well in Russian. In national schools, the Russian language is often infringed, and its status is belittled [see: O. Artemenko]

USA. The spread of bilingual education in the United States is the result of a complex of pedagogical and social reasons, including the intentions of interethnic communication, the growth of “linguistic nationalism” (the desire to preserve cultural roots with the help of language), etc. First of all, Latin Americans and immigrants from Asia.

The US laws (1967, 1968, 1974), in addition to the mandatory study and knowledge of the state (English) language, also provide for bilingual education. The official bilingual education system is formulated as follows: “The use of two languages, one of which is English, as a means of instruction for the same group of students in a well-organized program covering the entire curriculum or only part of it, including the teaching of history and mother tongue culture.

Bilingual education is confirmed by the legislation of 22 states. In Hawaii, English and the local language are considered equal languages of instruction. Bilingual education is supported by federal funds and programs. Among them are special alternative programs (Special Alternative Insructional Program), which involve the use of the native language at school. Schoolchildren who do not speak the official language receive English lessons. Education is also organized in private educational institutions: in English and the language of the ethnic minority. Classes are being created with teaching in their native language, “plain” English, as well as mixed classes, whose students do not experience difficulties with English. Classes are divided into different levels, depending on the depth and volume of the material being studied.

Programs and methods of bilingual education are varied. Widely used so-called. immersion method. The popularity of the method turned out to be a consequence of the rejection of traditional teaching of a foreign language with an emphasis on phonetics, grammar, and spelling. The most common model is called "transitional bilingual education" (transitional bilingual education). In this case, 50% of the subjects are taught in English, and the rest - in a bilingual or multilingual program. Later, students are included in a monolingual (in English) learning process in a multinational school. Training can be group and individual. Some of the programs and methods provide for the development of speaking skills in a non-English language. All programs also assume that students must acquire such competence in the language and culture of the majority, which will provide the necessary level of communication in society. There are three types of bilingual education. The first is to support the ability to speak, read and write in one's native language while learning English. At first, lessons are taught in the native language, and English is studied as a foreign language. There is therefore a transitional use of the native language of minorities as a mode of instruction (especially in the first year of study) to the support of bilingual education in the upper grades. Then the students are taught in two languages. The second type of training does not aim to teach knowledge of two languages. The native language is used until students have sufficient knowledge of English, after which instruction is given only in that language. The third type of education is addressed to classes consisting of English-speaking and non-English-speaking students. By communicating, children learn each other's languages.

Canada. The popularity of multilingual education is due to the desire of the ethnic communities of Canada to master their own cultural ideals, which is difficult without a good knowledge of their native language, as well as to achieve success in life, which is impossible without mastering the state languages (English and French). This raises specific problems. So the authorities of French Quebec are concerned that new immigrants prefer English to French. In this regard, the compulsory study of the French language in Quebec is initiated.

Bilingualism, that is, education in two official languages - English and French - is guaranteed by the Constitution of Canada. More than two-thirds of the children of the "new immigrants" do not speak the official languages, and special education is provided for them in English and French. Ottawa provides financial support to provincial governments for the provision of appropriate multilingual education. As a result, since the late 1980s such training has become popular throughout the country.

In Canada, teaching a second language is widely used from the very beginning of studies - early total immersion (early total immersion). The model is practiced in two versions. The first (enrichment option) is used by the English-speaking population when learning French. In this case, the training is intensive, in an atmosphere of using French as the language of instruction. The second (transition option) is that children from national minorities are gradually introduced to French and English. However, most of the curriculum is taught in the official languages, while the rest is taught in the minority language.

In relation to Canada, we can talk not only about bilingual, but also multilingual education. In addition to the fact that, in fact, it is mandatory to study two national languages - English and French, multilingual education is widespread in the so-called. heritage classes, where children from small subcultures are introduced to the language of their historical homeland. Heritage classes are organized en masse in six provinces. They teach, in addition to English and French, in the language of one or another small national group. Heritage classes operate outside of school hours, or within educational institutions. In order to receive government funding, students in heritage classes must demonstrate effective proficiency in the English and French sections of the program.

Western Europe. In Western Europe, bilingual education is seen as one of the conditions for intercultural dialogue and opposition to national intolerance and xenophobia. The supranational bodies of integrated Europe have prepared and launched relevant educational projects: the European Charter on Regional and Minority Languages (1992), Pluralism, Diversification, Citizenship (2001) and others. The implementation of projects should teach “to accept, understand and respect the views and beliefs, values and traditions of representatives of other nationalities”, “to promote the teaching of the languages of national minorities”, “to form students' ideas about the linguistic and cultural diversity of Europe from the first days of study”.

The European Union and the Council of Europe initiate the distribution of educational materials in all European official languages and languages of national minorities, the use of modern communication and information technologies in the study of languages. It is proposed to take into account the starting level of proficiency in a non-native language, to encourage the development of speech communication skills in a non-native language, etc.

In general educational institutions of Western Europe, the scheme of multilingual education is as follows: the student must master three languages: native, one of the working languages of the European Union, as well as any other state language of the EU countries.

In a special place is the problem of linguistic training of small national groups. Bilingual education is seen as an important guarantee for the development of small national autochthonous groups. Teachers have to overcome significant difficulties. Students from small subcultures often have poor command of non-native languages. Outside the classroom, in the family, they prefer to use their native language. In Germany, Switzerland, Finland, 54 to 66% of students do this.

In some countries of Western Europe, the tradition of bilingual education develops in a special way. Thus, in Spain, bilingual education is seen not only as a manifestation of the linguistic independence of the Basques and Catalans in the field of culture and education, but also as an important basis for their autonomy. The state guarantees the right to study in Catalan and Basque. The laws of Catalonia and the Basque country require students to learn two languages (indigenous and Spanish). Teachers are required to have knowledge of indigenous and Spanish languages. In Catalonia, a certificate of general education is issued only upon confirmation of sufficient knowledge of the indigenous language. The language of instruction in general educational institutions is chosen according to the wishes of the parents; 99.9% of public primary schools teach in Catalan; in high school, teaching in Spanish is more popular. Other statistics in private general education. There are fewer schools where teaching is conducted in Catalan, and there has been a tendency to reduce the number of such institutions (from 1992 to 1997 from 70 to 58%).

In the Basque country, the teaching of the indigenous language is also encouraged as a way to preserve ethnic identity. Escuara (Basque language), which is spoken by 25% of the region's 2 million inhabitants, is compulsory for all levels of education.

The implications of bilingual education in Catalonia and the Basque Country differ. The Catalan language is widespread not only among the indigenous ethnic group, but also among non-Catalans. In the Basque Country, the situation is different: Escuara is difficult to learn and cannot compete with Spanish as a tool for monolingual communication.

In France, in primary schools since the mid-1970s. the law provides for the teaching of regional languages - Corsican, Catalan, Italian, Alsatian, Breton, Basque and Flemish. The pedagogical prospects of bilingual education are confirmed by the experience of the overseas departments of France. In New Caledonia and Tahiti, French is the official language and also the language of instruction. A significant part of the population consider French as their native language. It is spoken by all residents, it serves as interethnic communication. In Tahiti, besides French, the second official language is Tahitian. Bilingual education (French and Tahitian) is a long-standing practice among the Tahitians. In New Caledonia, where up to 30 Kanak languages are spoken, teaching is almost exclusively in French, and bilingual education in French and Kanak remains fragmented. To change the situation, a model of bilingual education has been proposed whereby the native language (Kanak or French) initially serves as the language of instruction, with a "second language" (Kanak or French) being taught as the subject. The second language should be introduced after full mastery of the native language (from the second or third year of study) and gradually become the language of instruction, while the Kanak languages are then taught as subjects.

Wales (Great Britain) is one example of successfully addressing the educational needs of indigenous minorities through bilingual education. The 1967 Act in Wales equalizes the Welsh and English languages. By the beginning of the 1980s. the number of Welsh-speaking residents was about 20% of the population of Wales (500 thousand). The number of students studying the school curriculum in Welsh is growing, the list of basic subjects of secondary education taught in the indigenous language of Wales is increasing, special training centers are being created to assist in the study of this language. As a result, there has been an increase in Welsh-speaking children under the age of five.

A curious practice of multilingual education can be observed in a tiny state - Andorra. As a result of population growth, Andorrans, whose official language is Catalan, have ceased to be an absolute majority. Pupils attend French, Spanish and Catalan schools. Along with teaching in Spanish and French, it is compulsory to study the Catalan language and culture.

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Taking into account the accelerating integration of Europe and the trend towards globalization, the knowledge of a foreign language is now becoming a key component of an educated person. This fully applies to the German language, which is a priority language of communication in many sectors of the economy and science. This fact is fully taken into account by our school when developing educational strategies.

The school has many years of experience in the field of bilingual education. Bilingual education is the teaching of one or more subjects of the school curriculum in a foreign language. In our school, such subjects for middle and high school are chemistry, physics, biology, mathematics, literature, history, and economics. Bilingual lessons in music, the world around us, drawing, mathematics are also successfully held in elementary school.

The goal of bilingual education in our school is to have knowledge of the German language that goes beyond the accepted school educational framework. School students learn to communicate in a foreign language in various life situations.

Bilingual education changes the situation of learning: from learning a foreign language to learning with the help of a foreign language. German is the language of bilingual education at school. Through the use of a foreign language in the classroom, children learn the subject content of school disciplines. At the same time, bilingual education does not replace the teaching of a foreign language, but significantly expands and supplements it. In bilingual lessons, the native language is also used, vocabulary is studied in two languages.

The school has developed bilingual modules for teaching natural sciences and the humanities. Each bilingual lesson involves two teachers: a subject teacher and a German language teacher. Experiences and practice-oriented research are preferred by us when teaching disciplines on a bilingual basis.

Students quickly realized the promise of bilingual education: hard work in bilingual lessons is already bearing fruit. The use of authentic teaching material, a tangible increase in German language skills, the possibility of a more intensive penetration into another culture and professional perspectives are among the most significant advantages of bilingual education at our school.

Bilingual education allows students to successfully carry out their educational activities in the classroom in German gymnasiums during language internships.

Bilingual education at the senior level greatly facilitates the study of our graduates in universities and vocational education institutions both in Russia and abroad, and also opens up additional prospects for employment in the natural sciences.

The problem of bilingual education of preschoolers in a multicultural environment is actualized by the need to promote the introduction of classes in a non-native (foreign) language in preschool educational institutions and the use of non-native (foreign) languages in the educational process as working ones. The features of multinational kindergartens are discussed. Organization of the educational process in preschool institutions based on the principle of dual cultural conformity (I. Ya. Yakovlev). It is important to start the early formation of a child's bilingual personality even before he enters school. The implementation of this goal depends on the effectiveness of building a holistic pedagogical system for teaching Russian as a non-native language in preschool educational institutions, since in early childhood the linguistic foundation is laid, on the basis of which the entire process of mastering a second language is built in the future, a positive psychological attitude is created, and interest in the studied language is formed. language. It is at this age that the Russian language, due to the sensitivity of preschool children to the acquisition of languages, is easily and painlessly included in the structure of their consciousness. It is well known that everything that a baby learned in the first years of life will forever remain in his memory, especially if the education received in kindergarten naturally develops into the next stage - into education and training at school. Correctly raising bilingualism in young children can be people who have theoretical knowledge, practical readiness to solve the problems of forming genuine bilingualism from early childhood.

Russian as a foreign language

bilingualism

bilingual education

1. Ivanova N.V. Vocational training of students for the formation of bilingual competence among preschoolers in a multicultural environment // International Journal of Applied and Fundamental Research. - 2013. - No. 6. - S. 105-106.

2. Ivanova N. V. The development of the skills of Russian oral speech in Chuvash children of preschool age in conditions of bilingualism: a textbook. - Cheboksary, 2009.

3. Krasnov N. Bilingual school I. Ya. Yakovleva and its types // People's School. - 1986. - No. 4. - S. 15-23.

4. Protasova E. Bilingual preschool institutions: organization of work // Preschool education. - 2003. - No. 3. - S. 17-21.

5. Suleymanov I. Preparation of preschool children for life in a multicultural society // Preschool education. - 2009. - No. 8. - S. 92-96.

Today, in connection with the processes of globalization and integration in a multicultural society, the ability to understand others and tolerantly treat the cultural, including linguistic, diversity of the modern world is of particular importance. Early exposure to a second language and the culture it reflects is seen as an "investment" in the child's future well-being. This explains the increase in the number of bilingual and multilingual kindergartens in many countries of the world.

The relevance of bilingual education in today's unstable world is confirmed by the fact that in order to achieve the goal of developing educational innovations in the field of language acquisition at preschool age, formulated in the White Paper of the European Commission on Education "Teaching and learning - towards a cognitive society", special attention must be paid to promoting the introduction of classes in a (non-native) foreign language in preschool educational institutions and the use of (non-native) foreign languages as working languages in the educational process. It was also noted that all citizens of the European Union must know two other languages along with their mother tongue. This idea was reflected in the Decision of the Council of Ministers of Education of the EU countries (98/C/1).

When organizing a bilingual educational space in national and regional conditions, it is necessary to take into account foreign experience. We relied mostly on the experience of German researchers.

For example, in Germany, bilingual education is seen as “... an educational process in which a number of subjects, with one or another type of school, taught entirely in a foreign language (Permanent Federal Conference of Ministers of Education of the Lands of Germany). It provides:

development of samples and values of world culture, historical and socio-cultural experience of various countries and peoples ( cognitive level);
formation of social-attitude and value-oriented predispositions of students to intercultural communication and exchange, development of tolerance towards other countries, peoples, cultures and social groups (value-motivational level);
active social interaction with representatives of different cultures while maintaining their own cultural identity ( activity-behavioral level).

Krueger-Potratz believes that (we share this opinion) “...bilingual education, through its bicultural nature, is designed to help students navigate in a society in which all life is determined by ethnic, linguistic, religious and social heterogeneity, and this dependence will be even more in the future. more clearly expressed. It should teach them how to deal with this diversity and find their place in it. In addition, bilingual education encourages, along with the knowledge of a foreign culture, to analyze the system of one's own culture.

It is known that there are various models for organizing bilingual education in kindergartens. One of the most popular in Germany is the immersion model (immersion - immersion), which implies that from an early age children hear two languages, due to which they are immersed in a “language bath”, while unconsciously assimilating sound structures. Language acquisition occurs in the course of the child's usual daily activities (drawing, singing, playing, constructing, etc.). In the ideal case, the partner language is present in the educational process on a par with the native language. It has been established that with such “immersion”, the child independently builds a system of rules and meanings of the language, and mistakes and confusion of languages are considered as natural and necessary elements of development (X. Vodz). An important component of immersion is contextualization, when what is said is associated with a certain activity and is supported by gestures, actions, and display.

Another approach to bilingualism in German preschool education is represented by the principle "One person - one language", proposed at the beginning of the last century by the French researcher in the field of phonetics Grammont. In accordance with this principle, one educator speaks German, and the second one speaks a partner language, providing in the mind of the child the correlation between the language and the person speaking this language.

Another approach - the "spatial model" - is that one of the premises of the kindergarten is assigned to the partner language. It is designed accordingly and equipped with the necessary teaching materials and equipment. At a certain time, one educator, using only the partner language, is engaged with pupils in this special room - the “partner language space”.

German researchers (W. Wenzel, X. Zarter) believe that the most appropriate model of a bilingual kindergarten is an immersion model based on the principle "One person - one language". In particular, Zarter notes that preschool age, especially early age, is characterized by the attribution of languages to certain people, i.e. children identify language with a specific person using a given language. At the same time, it is important in which language the child met a particular person: as a rule, it is in this language that he will speak with him. As a result, the involvement of teachers who are native speakers of the partner language is of great importance for bilingual kindergartens. All teachers in bilingual kindergartens are required to have some degree of proficiency in both languages.

For the upbringing of a bilingual child in natural conditions, German teachers B. Kilhöfer and S. Jonekait formulated the following principles:

functional use of the language: the language should be used in the process of joint activities of the child and the educator (playing, drawing, walking, etc.);
separation of languages: all participants in the educational process must clearly and consistently correlate the teacher with the language he speaks;
emotional and linguistic attention to the child: regular emotional and linguistic reflection is necessary;
positive language attitude; language acquisition should be associated in a child with positive emotions.

In our country, modern preschool institutions are characterized by a diverse national-linguistic composition. This fact causes certain difficulties for employees of preschool institutions in organizing educational work with children. Our conclusions are based on experimental data obtained in the course of observations of the speech behavior of children in different situations of everyday life in rural kindergartens in the Morgaushsky district of the Chuvash Republic.

Modern multinational kindergartens are of several types:

For children who speak Russian to varying degrees, for whom Russian is not their native language. Basically rural kindergartens of our republic belong to this type.
Multinational kindergartens attended by children of different nationalities who speak their native languages. In such kindergartens, the Russian language becomes the language of interethnic communication. However, within national subgroups, children speak their own languages. Different native languages develop in this reality in different ways.
A multinational kindergarten, in which the majority of the contingent is Russian-speaking children. Small inclusions of national elements emphasize the role of the Russian language as a means of interethnic communication. Most of the city kindergartens of the republic belong to this type.

In multinational kindergartens, children are determined at the age of 3-4 years. As a rule, they are ill-prepared to communicate throughout the day in Russian that they do not understand or that is still poorly understood. The process of adaptation to the conditions of the kindergarten includes, in this case, the need to get used to Russian speech, learn to understand the language of the teacher, and join the general activities of the group. Of course, these conditions are realized only when the work is carried out consistently, consciously and purposefully.

A bilingual multinational kindergarten is also characterized by a special way of developing communication between speakers of different languages and cultures and the difficulties that often arise in this. It is these reasons that create obstacles in the way of solving program problems. And if appropriate measures are not taken in time, this fact threatens children with a general developmental delay, complicates the process of socialization, which will negatively affect the psyche.

The main provisions of the organization of work in bilingual preschool educational institutions, which are relevant in modern conditions, were developed by I. Ya. Yakovlev in the 19th century. .

He believed that when teaching children in bilingual educational institutions, it is necessary to follow a clear sequence of stages corresponding to two main steps:

Teaching in the native language, a step to prepare for learning in the state language.
Education in Russian - preparation for the transition to a national education system.

A bilingual educational institution, in his opinion, should perform the following functions:

Upbringing and education of the younger generation in the native and Russian languages according to the principle of priority of the first.
The rural school should be a conductor of the ideas of Christian enlightenment, rapprochement and unification of the Chuvash with the Russian people.

Based on the analysis of the published works, archival materials of I. Ya. Yakovlev, the following characteristic features of his pedagogical theory and practice were established, which formed the basis of the technology we developed for the formation of Russian oral speech skills as non-native in preschool children:

constant striving to strengthen the national element in the activities of the bilingual school;
education within its walls of the younger generation in the spirit of patriotism, observance of Christian ideals, respect for the culture of the Russian and other peoples;
widespread use of folk pedagogy.

In Chuvash educational institutions, educational work is carried out on the principle of dual cultural conformity. The native and Russian languages, monuments of folklore, history, literature of the two peoples serve as a means of international education of children, the comprehensive development of their nature.

Despite the increased attention to the study of the problems of the development of a bilingual personality, a number of its aspects remain insufficiently studied. It is essential to train specialists who ensure the successful formation of bilingual competence in preschool children, taking into account national and regional characteristics. However, these conditions have not yet been identified and scientifically substantiated.

Chuvash preschool institutions are in dire need of highly qualified specialists who are able to fully form the language competence of bilingual preschoolers who would have a high level of personal bilingual and bicultural competence.

Correctly raising bilingualism in young children, introducing them to the cultures of two friendly peoples can be people who have theoretical knowledge, practical readiness to solve the urgent need for the formation of genuine bilingualism from early childhood.

Reviewers:

Anisimov G.A., Doctor of Pedagogical Sciences, Professor, Head of the Department of the Russian Language, Chuvash State Pedagogical University. I. Ya. Yakovleva, Cheboksary.

Kuznetsova L.V., Doctor of Pedagogical Sciences, Professor, Chuvash State Pedagogical University named after I.I. I. Ya. Yakovleva, Cheboksary.

Bibliographic link

Ivanova N.V. BILINGUAL EDUCATION FOR PRESCHOOL CHILDREN // Modern problems of science and education. - 2013. - No. 4.;
URL: http://science-education.ru/ru/article/view?id=9987 (date of access: 01/05/2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"

Sections: Foreign languages

The modernization of school education in our country is due to a number of objective circumstances and, above all, changes 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, the best way to learn the native language, and on the other hand, to overcome it philosophically and develop 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

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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.