What is bilingual education? Methods of bilingual education Education on a bilingual basis

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The problem of bilingual education of preschoolers in a multicultural environment is updated 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 languages. The features of multinational kindergartens are discussed. Organization of the educational process in preschool institutions based on the principle of double cultural conformity (I. Ya. Yakovlev). It is important to begin 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 an integral pedagogical system for teaching Russian as a second 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 what is being studied 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 child learns 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 - upbringing and schooling. People who have theoretical knowledge and practical readiness to solve the problems of developing true bilingualism from early childhood can properly raise bilingualism in young children.

Russian as a second language

bilingualism

bilingual education

1. Ivanova N.V. Professional 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. - P. 105-106.

2. Ivanova N.V. Development of Russian oral speech skills in Chuvash preschool children 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. - P. 15-23.

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

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

Today, in connection with the processes of globalization and integration in a multicultural society, the ability to understand others and be tolerant of 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 the modern unstable world is confirmed by the fact that in order to achieve the goal of developing educational innovations in the field of language acquisition in 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 speak two other languages ​​along with their native language. 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-regional conditions, it is necessary to take into account foreign experience. We relied mostly on the experience of German researchers.

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

• mastering the patterns and values ​​of world culture, historical and sociocultural experience of various countries and peoples ( cognitive level);
• formation of social-attitude and value-orientation 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 one’s 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 a society in which all life is determined by ethnic, linguistic, religious and social heterogeneity, and this dependence will continue to exist in the future more clearly expressed. It must teach them 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 an equal basis with the native one. 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, H. Zarter) believe that the most appropriate model of a bilingual kindergarten is an immersion model based on the principle of “One person - one language.” In particular, Zarter notes that preschool age, especially early childhood, 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 what language the child met a particular person: as a rule, it is in this language that he will speak to him. As a result, the involvement of teachers who are native speakers of the partner language is of great importance for bilingual kindergartens. All bilingual kindergarten teachers are required to speak, to one degree or another, both languages.

To raise a bilingual child in natural conditions, German teachers B. Kielhöfer and S. Jonekait formulated the following principles:

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

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

Modern multinational kindergartens are of several types:

1. For children who speak Russian to varying degrees and for whom Russian is not their native language. Basically rural kindergartens of our republic belong to this type.
2. Multi-ethnic kindergartens attended by children of different nationalities who speak their own languages. In such kindergartens, Russian becomes the language of interethnic communication. However, within national subgroups, children speak their own languages. Different native languages ​​develop differently in this reality.
3. A multinational kindergarten in which the majority of the contingent is made up of 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 poorly prepared to communicate throughout the day in Russian that is incomprehensible to them or is currently poorly understood. The process of adaptation to the conditions of a kindergarten includes in this case the need to get comfortable with Russian speech, learn to understand the teacher’s language, and join in 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. 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, complicating the process of socialization, which will have a negative impact on the psyche.

The basic provisions for organizing 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 stages:

1. Training in the native language, a stage for preparation for training in the state language.
2. Education in Russian is preparation for the transition to a national education system.

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

1. Upbringing and education of the younger generation in their native and Russian languages ​​according to the principle of priority of the first.
2. 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 published works and 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 developing the skills of Russian oral speech in preschool children as a non-native language:

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

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

Despite increasing attention to the study of problems of bilingual personality development, a number of its aspects remain insufficiently studied. It is essential to train specialists who ensure the successful development 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 capable of fully developing the linguistic competence of bilingual preschoolers who would have a high level of personal bilingual and bicultural competence.

People who have theoretical knowledge and practical readiness to solve the urgent need for the formation of true bilingualism from early childhood can properly raise bilingualism in young children and introduce them to the cultures of two friendly peoples.

Reviewers:

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

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

Bibliographic link

Ivanova N.V. BILINGUAL EDUCATION OF PRESCHOOL CHILDREN // Modern problems of science and education. – 2013. – No. 4.;
URL: http://science-education.ru/ru/article/view?id=9987 (access date: 02/01/2020). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"

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 where 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, the need to pay special attention to the problem of developing students’ ability to effectively participate in intercultural communication is quite obvious. In the context of a secondary school, one of the most appropriate ways to solve this issue is to focus on bilingual language education.

Concept bilingual language education presupposes “the interconnected and equivalent acquisition by students of two languages ​​(native and non-native), the development of native and non-native/foreign language culture, the development of the student as a bilingual and biocultural (multicultural) individual and his 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 students’ communicative competence in their native and studied foreign languages;
• development in students of the ability to receive additional subject (extra-linguistic) information from different areas of the functioning of a foreign language.

To realize these goals means to form the 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 content of education, i.e. system of values, or life meanings. Language provides an initial and in-depth view of the world, forms that linguistic image of the world and the hierarchy of spiritual ideas that underlie the formation of national character and are realized in the process of linguistic dialogue communication;
• cultural component, i.e. the level of cultural acquisition as an effective means of increasing interest in the language. Involving 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 of adequate use and effective influence on the communication partner;
• personal component, i.e. that individual, deep thing that exists in every person.

Thus, although it is impossible to draw a direct parallel for the linguistic personality with the national character, 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. Consequently, it seems possible to interpret a linguistic personality as a deeply national phenomenon and consider in connection with a specific language a specific linguistic personality (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 the totality of a person’s abilities to adequately interact 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 involves:

• awareness of oneself as a linguistic personality in general, including the motivational level, linguocognitive level and semantic level;
• the ability to use language in textual activities - communication;
• ability for self-development, to ensure creative textual activity.

Currently, data from physiology and psychology allow us to draw a fairly reasoned conclusion that mastering a second language is not simply the accumulation of linguistic 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, this requires developing the skill of switching from language to language, and at later stages, neutralizing one system to create more favorable conditions for the functioning of another.

That is why one of the primary tasks 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 conditions of the need or possibility of choice between two language systems.” Everyone who begins to study a foreign language has denotative or situational connections between the lexical units of their native language. They know, within the necessary limits, how to designate this or that object, this or that phenomenon, and what speech units to respond to the emerging situation. When studying lexical units of a 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 denoted itself. In this case, there is a danger of creating false symbolic connections in the event that a new foreign word does not have a full 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 connections 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 student’s personality is formed, his abilities are identified and developed. 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.

Consequently, we are talking about, on the one hand, preventing the creation of false sign connections between speech units of the native and foreign languages, and on the other hand, promoting the formation of a new national system of concepts, correlating with the system of concepts of the native language. This is possible by implementing the following tasks:

• consolidation of sign connections of foreign language 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 connections between lexical units and structures of the second and first languages;
• development of a mechanism for switching from one language to another;
• creating conditions for the generation of foreign language utterances regardless of the structures of the native language.

The practical implementation of the above provisions is possible by using the following teaching 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 its significant connections with other words;
• systematic exercises to create and consolidate symbolic connections of word combinations by translating them, primarily from the native language into a foreign language;
• development of speech micro-situations to create and consolidate situational connections of speech clichés;
• exercises in reading, taking dictation, digital 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. For this purpose, students are given the task of writing down the content of a foreign language text using any conventional signs, including drawings, but without using words of their native language. Based on their notes, students construct 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 language text based on the text in the native language;
• complex listening (listening while reading another text);
• visual perception of text with counting, etc.

At the initial stage of education in the conditions 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 culture. 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 a 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 festive dinner. He is very tasty (5). Dad buys (6) a big cake. Decorate it with candles. I get (7) a lot of gifts. etc.

The students’ task is to write down the Russian equivalent of foreign words. Then they read the text in a foreign language without having any difficulty understanding the content. After this, the following type of work is proposed: 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 languages, choosing from the list proposed by the teacher.

When working with poems, you can use the following technique: students must assemble a poetic work from scattered passages. Having completed this task, they receive a literary translation of this poem and, after 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 this do students receive the original poem.

When working with a simple foreign text, you can use the following technique: while reading it with your eyes, count out loud 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 speech technique, 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.

To summarize all that has been said, we can draw the following conclusion: modern language education requires interdisciplinary integration, multi-levelness, variability, and focus on the intercultural aspect of language acquisition.

Linguistic culture is an integral and essential part of human culture as a whole. There is no doubt that correctly delivered linguistic education is the only path to the creation of a higher culture.

Bilingual language education is, on the one hand, the best means for learning the native language, and on the other hand, for overcoming it philosophically and for developing dialectical thinking.

“Throughout the course of classes, students learn not to skim over the phenomena of their native language that are familiar to them, but to notice different shades of thought that have not yet been noticed by them in their native language. This can be called overcoming the native language, leaving its magic circle.”

According to many experts, it is quite possible to master your native language - i.e. You can appreciate all its capabilities only by studying a 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 methods of its expression. Bilingual language education gives us this opportunity, helping us to discover a variety of means of expression in both a foreign and native language.

LITERATURE

1. Galskova N.D., Koryakovtseva N.F., Musnitskaya E.V., Nechaev N.N. Bilingual education as a component of advanced language education // Foreign languages ​​at school. - 2003. - No. 2. P.12-16.
2. Minyar-Beloruchev R.K. The mechanism of bilingualism and the problem of the native language when teaching a foreign language // Foreign languages ​​at school. - 1991. - No. 5. P.15-16.
3. Shcherba L.V. Language system and speech activity. L., 1974. P.354.

I. Goals of the Bilingual (bilingual) Russian-French department:

1. Development of a fruitful dialogue between Russian and French culture, based on respect and recognition of the identity of each of them.
2. Development of school students' ability and readiness for intercultural communication.
3. Creating conditions for professional self-determination of students.
4. Developing in students qualities such as independence, ability to analyze and think critically, as well as their needs, motivation and creativity.

II. Participants of the Bilingual (bilingual) Russian-French department:

• School teachers with linguistic education who teach in-depth French and non-linguistic disciplines in French;
• school students from 8th to 11th grade.

III. Enrollment of students in the Bilingual Department:

1. Submission by parents of an application addressed to the school director with a request to enroll their child in the Bilingual Department;
2. Students passing the entrance test, by level, depending on the age category:
   - end of 7th grade: level A2 DELFJunior
   - end of 9th - beginning of 10th grade: level A2+ DELFJunior
   - end of 10th grade: B1 DELF Junior
3. Based on the test results, the director issues an order for enrollment, about which the students’ parents are informed at a parent-teacher meeting.

IV. Contents of the activities of the Bilingual Department:

1. Development of students’ communicative competence in the French language and their achievement of level B2 on the European scale by the end of 11th grade with 4 hours per week of in-depth teaching of the French language;
2. Teaching students two non-linguistic disciplines in French from grades 8 to 11 (at least one of them on an ongoing basis);
3. Conducting intermediate (at the end of grades 8, 9, 10) and final (at the end of grade 11) certification in the French language and non-linguistic discipline;
4. Involving students in a variety of extracurricular activities in French: olympiads, competitions for the defense of research projects, competitions of the French Embassy, ​​the Institute of the French Language, passing the DELF exam, participation in international school projects, etc.

V. Assessing student achievements:

Assessing the achievements of students from grades 8 to 10 is carried out using a rating system, taking into account the following components and their coefficients:

1. year mark in French;
2. annual mark in DNL (non-linguistic discipline);
3. mark for the exam in French in 9th grade;
4. DNL exam mark;
5. Portfolio;
6. A folder (Dossier) of the student's personal achievements (1 point for participation in an extracurricular activity, 2 points for a prize).

Final markat the end of grade 11 consists of

Marks for the oral exam in French language level B1-B2 on the European scale;
- marks a written research work or project on DNL prepared by the student during his studies in the 10th grade;
- marking the oral defense in the presence of a commission consisting of a DNL teacher, a representative of the French Embassy or the Institute of the French Language, a representative of one of the Bilingual Schools in Moscow;
- final grade on DNL for grade 10;
- final grade on DNL for 11th grade.

VI. Certification

1. Each graduate who studied in the Bilingual Department and successfully passes the final exam receives a certificate confirming his level of proficiency in French and exempting him from the test, which is required as part of the preliminary admission procedure for admission to a French higher education institution.
2. A student who did not want to take the final exam or was unable to confirm level B2 during the exam, who studied at the Bilingual Department from grades 8 to 11, receives a certificate certifying his studies at the Bilingual Department of School No. 1286, containing his marks on the intermediate certification.

VII. Informingabout the activities of the Bilingual Department and the results of certification are posted:

At a special stand;
- on the school website;

VIII. DocumentationThe Bilingual Department is under the responsibility of the school's Bilingual Department.

IX. Preparationfor admission to the Bilingual Department has been organized for students in the 7th grade of the school and other educational institutions in Moscow since September 2008.

X. Cooperation with partnerswithin the bilingual department.

To develop training programs, teaching aids and an assessment system at the Bilingual Department, cooperation with the following partners is expected:
- teachers of Moscow educational institutions No. 1251, 1265, 1231, 1464, Central Educational Center No. 1666, where Bilingual departments are open;
- French-speaking teachers of higher educational institutions in Moscow;
- employees of the Institute of French Language in Moscow.

Current problems of introducing bilingual education in modern schools

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 the universal value orientations of a particular society. 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 the language in which learning is carried out from an early age that determines how "technically" a person will form ideas about the world around him, that is, how he will make his own 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 government must ensure that representatives of all peoples living in the country speak both their own languages ​​and the language that has the status of a state language. A practical form of implementing this concept is the creation of a system of bilingual, that is, bilingual education. Developed models of bilingual education appear only in the twentieth century and differ significantly depending on the cultural and political situation in modern multinational states.

Intensive processes of globalization require the modern higher education system 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 the internalization of professional competencies through the means of native and foreign languages.

Political, economic, technological and cultural changes in Europe since the end of the 20th century have expanded the sociocultural basis for personal, group, ethnic and geopolitical relationships between people and countries. In this context, the most significant becomes 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 through the means of co-learned native and foreign languages ​​has been an important component of the modernization of the goals and content of national educational systems in countries since the 90s, which significantly contributes to expanding the opportunities for intercultural communication of people in various spheres of human life. However, the possibility and success of co-studying languages ​​and cultures according to the principle of an expanding circle of interaction between cultures and civilizations depends on a number of extra-pedagogical and pedagogical factors.

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

Political and economic situation in the geopolitical region;

National political and economic situation in the geopolitical area;

Language policy;

Social environment (intercultural, regional, local);

Sociocultural aspect of human life;

Geographical factors;

Linguo-political factors;

Economic, technological factors;

Information and communication factors.

Pedagogical factors influencing the process of co-learning of 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 an academic 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 capabilities 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 means of learning in the teaching of non-linguistic subjects.

Bilingual education , according to A.G. Shirina is understood as the interconnected activity of the teacher and students in the process of studying individual subjects or subject areas using native and foreign languages, as a result of which a synthesis of certain competencies is achieved, ensuring a high level of proficiency in a foreign language and in-depth mastery of subject content.

Bilingual education promotes the development of skills in using a foreign language to obtain additional information from various areas of its functioning, forms a bilingual vocabulary in a 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 opportunity to use it to obtain various information from different 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 the computer field, which is of great interest to modern schoolchildren. Currently, in order to communicate and search for the necessary information, students spend a lot of time on the Internet, including on foreign language sites. Secondly, English is widely studied at school.

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

The specifics of bilingual education help solve a number of tasks :

create a high level of motivation in the lesson;

use literary text (including in the original language) to develop students’ creative abilities;

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

allows a 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 touch with ethnic and linguistic affiliation (this point can be observed, for example, if a student goes to study abroad; in addition, this example is very typical for education emigrants);

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

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

Learning in several languages ​​at once promotes 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.

At the same time, there remains 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 to effectively expand sociocultural and intercultural space;

consistency in the interaction and exchange of information;

problems of advanced training for teachers and participants in bilingual education;

testing, control and certification;

systematic educational relationships and exchanges;

implementation of a student-centered approach in bilingual education;

ways to develop 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 for education and self-education in the study of school subjects and include an international aspect 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 accompanying this process. A summary 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 introducing bilingual education

Teachers

Students

Administration

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

Students' poor knowledge of a foreign language. Students are required not only to have sufficient vocabulary and the ability to read text, but also to have listening comprehension of foreign language speech and speaking in a foreign language.

Lack of administrative infrastructure and organizational problems

Not only good knowledge of a foreign language is required, but also experience in teaching a special discipline.

Different levels of foreign language proficiency

Insufficient moral and material incentives for teachers conducting bilingual education

Reluctance of subject teachers to teach in a foreign language

Students' reluctance to participate in bilingual education due to fears of misunderstanding the subject and receiving low grades.

Lack of a sufficient number of teachers willing to participate in the 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

Alleged discrimination against the native language and domestic scientific achievements

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

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

Alas, for bilingual programs to really work correctly, it is important not only their availability, but also the professionalism of teaching. Otherwise, about the student, you get a kind of educational marriage, because of which an unflattering “train” trails behind the bilingual - the opinion: “But he doesn’t really know a foreign language, but he doesn’t even know his native language!”

Thus, an 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 still, the advantages of bilingual education are much greater than the disadvantages. But so that the scales do not tip in the wrong direction, bilingual education must be approached very thoughtfully, delicately and, most importantly, professionally.

Methods and techniques of bilingual teaching.

In modern pedagogical research on bilingual education, the main emphasis is on studying the possibility of a foreign language as a means of dialogue between cultures, promoting people’s awareness of belonging not only to their country, a particular civilization, but also to a planetary cultural community. Since by bilingual education we understand the mastery of patterns and values ​​of world culture through the means of native and foreign languages, when a foreign language acts as a way to comprehend the world of specialized knowledge, assimilate the cultural, historical and social experience of various countries and peoples, the didactic and methodological aspects of this become essential. process. These 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 varying 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 own country and the country of the language being studied.

2. The principle of a 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 determine the main didactic and methodological approaches to the content and organization of bilingual education in schools and universities.

Event-instance approach proposes to concentrate 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.Comparativist 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 mentioned approaches and involves the study of individual “cases” in a comparative analytical manner.

The content and basic 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);

person-oriented;

culture-oriented;

integrative.

The subject of study 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 (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, the USA or Australia have shown that immersion “works” great, 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 immersion methodology and technique. Bilingual education requires its own methods.” As “his” special ones, E. Thürmann identifies methods of visual support, methods of forming techniques for reading special texts (reading support), cognitive methods of language support (language support), as well as methods of “inclusion” in the language (input), “bridging prompting”, “code switching”, etc. In our opinion, the set of bilingual teaching methods can be represented by four groups:

general didactic (traditional, developmental, 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 Conversation in a circle

Brainstorming Group Pairs

Free activity Individual curriculum

Educational project

Immersion

Language support

BO techniques

Total Soft

Visual Support (reading) Cognitive

"Incorporation" into language

“Bridge hint” “Code switching”

Scheme 1. Set of bilingual teaching methods

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

There are a numbermethodological techniques , allowing for the implementation of bilingual education (consecutive interpretation, code switching, visual support, “Inclusion” in the language, “Bridge hint” and etc.).

A universal methodological technique that can be used in any lesson on learning about the world in the process of bilingual education isconsecutive translation , which involves translating individual sentences or semantic parts of a sentence immediately after the speaker during special pauses. The teacher acts as a translator in the first lessons or in classes with weak language training; later, the students themselves can be involved for this purpose. Consecutive translation is carried out both from a non-native language into the native language, 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, better assimilation of it. Consecutive translation involves the simultaneous formation of a concept 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 this. For example,

Consecutive translation:

Family - these are people who don't always live together, but they never forget to take care of each other.

Definition:

Aile – bubazyinsanlar,, ammabirbirini er vakytkaseveteteler.

Methodical technique "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 introduced 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 a term and the disclosure of its meaning are given in the native language, and the term itself is given in a non-native language. For example,

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

Kyzylkitap - it informs which plants and animals are in danger and encourages us to study nature.

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

Visual support involves writingnon-genusname 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 encounter words and terms that are new or difficult for them. In this case, the teacher should write them down on the board with a translation into their native language or use 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 in bilingual communication, in their 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 learning a foreign language, but also a broad process of introducing students to the values ​​of world culture.

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Learning foreign languages ​​is of great importance for modern people. 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 adverbs 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?

Which ones are they studying?

When readers hear the term “bilingual education,” they imagine a school or kindergarten where children are taught bilingually. What kind of bilingual education system is this?

The principle of understanding is correct, but it is worth noting that the training system will be different in Russia and abroad.

What's the difference?

Let's compare two countries: Russia and Canada.

In Canada, as many people know, two official languages ​​are considered - English and French. Therefore, in order to be full 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 and with each other.

The end result is that the kids write, talk, and read fluently.

In Russia there is only one state one. 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. Thus, Russian and Belarusian are studied in Belarus, Russian and Kazakh are studied in Kazakhstan, etc. At the same time, Russian is necessary only as a means of communication between representatives of the former republics of the USSR, although in Belarus it is native language for the majority of residents.

Consequently, bilingual education translates into learning two foreign languages ​​through communication with their native speakers. Let's consider how the principles of learning are implemented in both cases.

Learning foreign languages

Bilingual education for preschoolers is gaining popularity in Russian children's institutions. Its essence is that kindergartens are organized where children learn two languages ​​at the level of their native ones.

The teachers are native speakers, so children immediately learn the correct pronunciation, use of expressions, and meaning of words.

The combination of languages ​​may be different, but one of them must be English.

Why is such an early education necessary when the baby has difficulty speaking his native language? Teachers and psychologists believe that children have a good memory, so they quickly learn new material.

The foreign language they learn remains in their subconscious. Even if the baby doesn’t continue to study intensively, if necessary, he will learn it much faster in adulthood and will not get lost in the company of native speakers.

Whether these statements are true or not is still difficult to verify. Children studying in bilingual kindergarten are just becoming schoolchildren. Researchers will see the results only in ten years.

Teaching foreign languages ​​to schoolchildren in Russia is even worse. In secondary 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 be introduced. This path has a great future if continuity between kindergartens, schools and institutes is found.

Learning native words

The situation is completely different if instruction is conducted in two dialects considered native to a particular community. In Russian establishments, this phenomenon can only be found in some regions.

In Europe, bilingual education is more common. One of the subjects studied may be English, but for the peoples of Europe it is easier to learn:

• the alphabet is almost the same (it is 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. Therefore, it is also easier to invite him to work at school.

In our country, a similar principle of education can be seen in Tatarstan or neighboring former republics of the USSR. Thus, 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 family.

How is this implemented?

The principle of constructing lessons in bilingual institutions is the same. It is most effective if classes are taught exclusively by native speakers, with lessons and communication alternating.

Children should also address teachers and talk to each other in two dialects. Some institutions set specific days of the week for everyone.

So, on Monday everyone can study only English, and on Tuesday they can speak only French. This principle also applies to national dialects.

To consolidate speaking skills, songs, tongue twisters, proverbs, and poems are used. A special place is occupied by the celebration of national dates of the country whose culture is being studied.

In this regard, in Russian schools, teachers face an important task: not only to teach children to speak, but also to preserve a sense of national identity.

Bilingual education has its place and should be developed. But for it to have a future, it is necessary to ensure continuity between educational institutions of this type.

See you later, friends!