On May 18, 2017, the foreign languages section answered this question at a pedagogical council prepared by teachers of this section. Almost the entire school staff attended the event. The teachers' meeting was held in the form of a modern lesson, which included the following stages - goal setting, updating knowledge, introducing new material, its initial consolidation and testing work in the form of each school's education department presenting the developed stage of the bilingual lesson. Of course, there was also physical training German and reflection!
So what is bilingual education?
Bilingualism, or bilingualism, is the functional fluency and use of two languages
Bilingual education is a purposeful process in which two languages of instruction are used; thus, the second language from an academic subject becomes a means of instruction; Some academic subjects are taught in a second language.
Bilingual education is a purposeful process of familiarization with 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.
Significant practical experience in implementing bilingual educational programs has been accumulated in various educational institutions in Belgorod, Veliky Novgorod, Kazan, Kaliningrad, and Kostroma. However, the bilingual models and programs being implemented are in most cases experimental. Only a small number of educational institutions have used the bilingual education system for educational process. For example, in Kazan, bilingual education is used in practice in some general education institutions.
Advantages of bilingual education:
- bilingual education 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);
- bilingual education expands the “borders” of thinking and 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 communication abilities, memory, makes a student more mobile, tolerant, flexible and liberated, and therefore more adapted to difficulties in a multifaceted and complex world.
- introduce them to world culture through the means of their native and foreign languages.
Modern school needs teaching methods that would help not only to teach qualitatively, but, first of all, to develop the potential of the individual.
Today, the problem of bilingual education is acute in schools. Bilingual children often enroll in general education schools not from the 1st grade, but from the 5th, 6th, 8th, 9th grades and are forced under the current conditions not only to learn Russian, but also to communicate and study in a non-native language.
The problem of bilingualism and bilingual education is widely covered in the literature. According to the most common point of view, the acquisition of a second language largely depends on the level of development of the first. If the first language is developed so much that the child is able to use it in isolation from the context, mastering the second language is relatively easy. If the first language is poorly mastered or there is a risk of losing the first language, the acquisition of the second language may slow down noticeably. Therefore, it seems to us that teaching bilinguals must begin with kindergarten or from elementary school. The general pedagogical aspects of school education and teaching of academic disciplines not in their native language at primary school age are analyzed by V.V. Arshavsky in his work “The Differences that Unite Us.”
As numerous studies on this issue show, bilingual students cannot master the Russian language program at the proper level. There is an interference between two language systems: the native language (turns out to be insufficiently studied due to a certain level of development corresponding to the younger school age) is mixed with the Russian language being studied. In oral speech, this interference manifests itself in systemic speech impairment. The problem is that at home a bilingual child speaks his native language, excluding communication in Russian.
In high school, writing will also suffer.
From here we can highlight the main problems of bilingual education in schools: bilingual students do not know the Russian language at the level necessary for learning, therefore they cannot comprehend the taught material equally in both the Russian language and mathematics; Teaching is conducted according to a program for children for whom Russian is their native language.
All of the above problems greatly complicate the work of school teachers and lower the level of academic performance in general.
In each middle school class there are 5-7 bilingual children of different nationalities. Our school is no exception.
At school No. 1788, in the middle level, lessons and additional classes are held for bilingual children in mixed learning. We noticed that, being in a group of Russian-speaking children (the main native speakers), bilingual children better master a non-native language (in this case, Russian). If a child does not understand the meaning of some words and concepts, then Russian-speaking children immediately explain this concept or rule to him. Here a bilingual child works according to the “do as I do” principle. At first he copies from a friend, but later he can do the same similar work on his own.
General activities, general work, collective creativity or work in the classroom not only unites children, but also helps to break down the speech barrier.
From all of the above, it follows that an in-depth study of the problem of bilingual education and the development of new teaching methods are necessary. It is necessary to develop textbooks for a bilingual child, in which the text would be compared with a picture that explains the situation in the text, or explained unclear words using a drawing. When taking exams, a child who has been studying a language for one or two years should not take the exam on the same basis as children those who know the language like a native. Such a child should be given a gentle type of exam. Develop the necessary legislative documents regulating the enrollment of bilingual children in mass educational institutions.
Today at school No. 1788 we are trying to introduce several approaches into the educational process:
- teaching a subject and the student’s mastery of subject knowledge in a certain area based on the interconnected use of two languages (native and non-native) as a means educational activities;
- teaching a foreign language in the process of mastering certain subject knowledge through the interconnected use of two languages and mastering a foreign language as a means of educational activity.
Elena ANDREEVA, teacher of Russian language and literature, school No. 1788
1.3. Bilingual education
Pedagogical significance. IN secondary school problems associated with the introduction of bilingualism (or bilingualism) are being solved. It is taken into account that the language of the leading ethnic group is a unique instrument of interethnic communication and a guarantor of national identity, the main intermediary 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 or more education is established in the education system: Russia, Australia, Belgium, Kazakhstan, Canada, USA, Finland, Switzerland, etc.
When assessing 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 word values that correlate with ethical standards. Through bilingual education, intercultural communication competencies are acquired in a multilingual and multicultural environment. In this regard, the cultural orientation of bilingual education acquires particular importance, when languages not only serve intercultural communication, but also introduce them to ways of thinking, feeling, behavior, and other spiritual values of various subcultures.
Bilingual education allows you to understand cultural, ethnic identities and diversity, and become familiar with national values. Thanks to such training, communication between different ethno-linguistic groups is established, and additional linguistic knowledge is acquired as one of the guarantees of social mobility. In the course of bilingual education, mutual influence, interpenetration, and awareness of the common and specific speakers of different languages and cultures occur. A child’s imaginative thinking is formed in close connection with language, and bilingualism, built on comparative meanings, makes it possible to more adequately understand one or another culture, and, consequently, resolve interethnic contradictions.
Bilingual students have a wider cultural horizon than the rest of their peers. They are more open to intercultural dialogue. This is especially noticeable in bilingual education of gifted people. Schoolchildren from low social strata often perceive a non-native language as part of a foreign and incomprehensible culture. Such students do not receive decent education and training in any language.
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 not possible to master such academic subjects as mathematics, physics, biology, the terminology of which is virtually absent in national languages.
The function of dialogue between Russian-speaking culture and the linguistic cultures of the peoples of Russia through bilingual education is manifested in Russian Federation differently. In addition to large autochthonous linguistic 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 illiterate; the youth of these ethnic groups practically do not know their native language. Under these conditions, bilingual education contributes to the preservation of the languages and culture of small ethnic groups.
Thus, when bilingual teaching the small peoples of the North, it should be taken into account that ethnocultural 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, native speakers of a minority language and culture will learn the language of the dominant ethnocultural group, enriching themselves with its cultural values. Then the carriers of the subculture more deeply master the language and culture of the Russian majority, create their own cultural values, primarily the written language and literature in Russian. Further, we can expect them 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. Thus, in the regions and territories of the Russian Federation, such training can occur 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 languages) is carried out in national schools. Their number is growing: in the early 1990s, there were total number There were about 13% of general education institutions, in 2011 – 45%. The native language can be studied as a separate subject in national schools. 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, training is conducted in 39 languages. A student who has studied his native language and native literature can take them as part of the Unified State Exam as an elective subject. At the same time, an exam in Russian as a national language is mandatory.
Table 2
Number of national schools with instruction in the native language in percentage (8 most common) [Bulletin of Education (2008)]
Bilingual education in ethnic republics is structured differently. So in Kabardino-Balkaria, national-Russian bilingual education looks like this: the choice of the native (ethnic) language of instruction, which dominates before the formation of language ability; transition to a second language (Russian) when the student reaches functional readiness to study it; When speech abilities in the native (non-Russian) language are achieved, the educational process is switched at any stage to the second (Russian) language. Russian-national bilingualism is implemented according to a different scheme: Russian as the first language; free choice of the studied (ethnic) language; propaedeutics of familiarization with an ethnic language without relying on written literacy. In Dagestan, teaching in schools is conducted in 14 languages, primary school is in the native language, and further education 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 according to 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 primary school; 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 will be difficult to teach the entire population of the country to speak Russian and preserve other languages and dialects. At the same time, a search is underway to improve bilingual teaching methods. Thus, in Moscow, in order 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” year-long language classes for 6–7-year-old children to study Russian as a foreign language. The class program includes singing lessons, acquaintance with Russian folklore, and regional 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 are proficient in teaching methods of Russian as a language. foreign. There are few teaching aids for bilingual education.
There are many complaints about 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 in those national schools where teaching is conducted in their native language is alarming. Many of them do not read and write Russian well. In national schools, the Russian language is often disadvantaged and its status is downgraded [see: O. Artemenko]
USA. The spread of bilingual education in the United States is a consequence 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. Bilingual education is primarily insisted on by Latin Americans and immigrants from Asia.
US laws (1967, 1968, 1974), in addition to compulsory study and knowledge of the state (English) language, also provide for bilingual education. Officially, the bilingual education system is formulated as follows: “It is the use of two languages, one of which is English, as the medium of instruction for the same group of students in a clearly organized program covering the entire syllabus or only part of it, including teaching the history and culture of the native language.”
Bilingual education is approved by law in 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 Instructional Program), which involve the use of the native language in school. Students who do not speak an official language receive English lessons. Training is also organized in private educational institutions: in English and the language of the ethnic minority. Classes are being created with teaching in the native language, “simple” English, as well as mixed classes whose students do not experience difficulties with the English language. Classes are divided into different levels, depending on the depth and volume of material studied.
Programs and methods of bilingual education are varied. The so-called is widely used. immersion method. The popularity of the method turned out to be a consequence of the rejection of traditional foreign language teaching with an emphasis on phonetics, grammar, and spelling. The most common model is called “transitional bilingual education”. In this case, 50% of the subjects are taught in English, and the rest are taught in a bilingual or multilingual program. Later, students are included in the monolingual (English) learning process in a multinational school. Training can be group or individual. Some programs and methods provide for the development of speaking skills in a non-English language. All programs also assume that schoolchildren must acquire such competence in the language and culture of the majority that will provide the necessary level of communication in society. There are three types of bilingual education. The first is supporting the ability to speak, read and write in your native language while learning English. Initially, lessons are taught in the native language, and English is studied as a foreign language. Provision is therefore made for a transitional use of the mother tongue of minorities as a mode of instruction (especially in the first year of education) before supporting bilingual education in the upper grades. Then schoolchildren 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 mastery of English, after which instruction is conducted only in that language. The third type of training 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 Canadian ethnic communities 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, compulsory study of the French language is being initiated in Quebec.
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 “new immigrants” do not speak official languages, and special education is provided for them in English and French. Ottawa provides financial support to provincial governments to provide appropriate multilingual education. As a result, since the late 1980s. such training has become popular throughout the country.
In Canada, second language teaching is widely used from the very beginning of education - 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, training takes place intensively, in an atmosphere of using French as the language of instruction. The second (transition option) is that children from national minorities gradually become familiar with French and English. However, most of the curriculum is taught in the official languages, and the rest 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 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. To receive government financial support, students in heritage classes must demonstrate effective mastery of the English and French sections of the curriculum.
Western Europe. In Western Europe, bilingual education is considered as one of the conditions for intercultural dialogue and opposition to national intolerance and xenophobia. Supranational bodies of integrated Europe have prepared and launched relevant educational projects: “European Charter for Regional and Minority Languages” (1992), “Pluralism, Diversification, Citizenship” (2001), etc. The implementation of projects should teach “accepting, understanding and respecting the views and beliefs, values and traditions of representatives of other nationalities”, “promote the teaching of languages of national minorities”, “form in students from the first days of school ideas about the linguistic and cultural diversity of Europe”.
The European Union and the Council of Europe initiate the dissemination of educational materials in all European official languages and languages of national minorities, the use of modern communication and information technology. It is proposed to take into account the starting level of proficiency in a non-native language, encourage the development of verbal communication skills in a non-native language, etc.
In general education institutions Western Europe The scheme of multilingual education is as follows: students need to master three languages: their native language, one of the working languages of the European Union, as well as any other official language of the European Union countries.
Of particular importance 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, and Finland, from 54 to 66% of students do this.
In certain countries of Western Europe, the tradition of bilingual education develops in a special way. Thus, in Spain, bilingual education is considered as a manifestation not only 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 master two languages (indigenous and Spanish). Teachers are required to speak indigenous and Spanish languages. In Catalonia, a certificate of general education is issued only if sufficient knowledge of the indigenous language is demonstrated. The language of instruction in general education institutions is chosen according to the wishes of the parents; 99.9% of public primary schools teach in Catalan; in high school it is more popular to study in Spanish. Other statistics in private general education. There are fewer schools teaching in Catalan, and there has been a downward trend in the number of such institutions (from 1992 to 1997 from 70 to 58%).
The Basque country also encourages the teaching of the indigenous language as a way of preserving ethnic identity. Escuara (the Basque language), spoken by 25% of the region's 2 million inhabitants, is required learning at all levels of education.
The consequences 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-Catalan people. 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 to be their native language. It is spoken by all residents and serves for interethnic communication. In Tahiti, besides French, the second official language is Tahitian. For the Tahitians, bilingual education (French and Tahitian) is a long-standing practice. 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 mother tongue (Kanak or French) initially serves as the language of instruction, and the “second language” (Kanak or French) is taught as a subject. The second language should be introduced after complete mastery of the native language (from the second or third year of study) and gradually turn into the language of instruction, while Kanak languages are then taught as subjects.
Wales (Great Britain) is one of the examples of successful consideration of the educational needs of indigenous minorities through bilingual education. The Act of 1967 in Wales equalized the rights of the Welsh and English languages. By the beginning of the 1980s. The number of Welsh-speaking residents amounted to 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, and special training centers are being created to provide assistance in learning this language. As a result, there has been an increase in Welsh-speaking children under five.
An interesting practice of multilingual education can be observed in the tiny state of Andorra. As a result of population growth, Andorrans, whose official language is Catalan, are no longer the absolute majority. Pupils attend French, Spanish and Catalan schools. Along with teaching in Spanish and French Studying the Catalan language and culture is mandatory.
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I imagine the vast sphere of science as a wide field, some parts of which are dark, while others are illuminated. Our works are aimed either at expanding the boundaries of illuminated places, or at multiplying light sources on the field. One is characteristic of the creative genius, the other is characteristic of the insightful mind that makes improvements.
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.
Bilingualism (bilingualism) is fluency in two languages at the same time. A bilingual person is able to alternately use two languages, depending on the situation and who he is communicating with.
Currently, various didactic models are being implemented in Russian schools, reflecting the diversity of concepts and approaches to education.
The problem of bilingualism (“bi” (Latin) - double and “lingua” (Latin) - language) is one of the most pressing in modern multicultural society. The globalization of the world space serves as a prerequisite for the mixing of nationalities, cultures, and, as a consequence, languages.
Alferova G. A., Lutskaya S. V.
Hence the need to devote special attention the problem of developing students' ability to effectively participate in intercultural communication. In the conditions of a gymnasium, one of the most expedient ways
The solution to this issue is to focus on bilingual language education.
The concept of 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.”
Of particular importance are pedagogical models focused on the socialization of the individual in line with the humanistic and cultural approach to education, aimed at developing internal potential
the student, his socialization as a cultural and historical subject, the development of dialogical thinking and awareness of cultural meanings (B.S. Bibler, S.Yu. Kurchanov, A.N. Tubelsky).
However, these concepts today are usually focused on socialization
individuals through the means of only one, native, language and do not take into account the significant potential of bilingual education for the formation
key competencies of students and creating conditions for their entry into a multicultural space.
Currently, Russia is planning to establish a new education system, focused on entering the global educational space. This process is accompanied by significant changes in pedagogical theory and practice of the educational process. There is a change in the educational paradigm; suggesting new content, new approaches, new relationships, a new pedagogical mentality.
Already in grades 1-2, “knots of understanding” and a kind of “point of misunderstanding” are tied in order to form “points of surprise”, to see the world not as something understandable, known, but as something mysterious, surprising, full of interest (riddles of words, numbers, an object of nature, a moment in history, I-consciousness).
At points of surprise, questions and problems arise, and the “little why” attitude develops.
Since a bilingual child has much more experience with language communication, he is more interested in
etymology of words. He begins to realize early on that the same concept can be expressed in different ways. different languages. Sometimes children come up with their own etymology of words by comparing two languages.
If parents don't pay attention speech development child, that is, they do not plan in which language to communicate with the child, they mix languages, then the child will make a lot of mistakes in both languages.
In order to avoid this, it is necessary to think in advance about how communication will take place in each language.
The most favorable option for the formation of bilingualism is the option in which communication in both languages occurs from birth.
The lesson of Russian as a non-native language has its own specifics and has its own methods that are different from the lesson of Russian as a native language.
The term Russian as a non-native language has many meanings: it means, on the one hand, a means of multinational communication between the peoples of Russia; on the other hand, an academic subject, both national and Russian system preschool, school, higher education. Teaching Russian as a non-native language has much in common with studying Russian as a native language.
The specificity of teaching Russian as a non-native language, in comparison with mastering the native language, lies in a number of reasons. Native language (mother tongue is the language of the homeland, acquired by a child in early childhood by imitation of surrounding adults; it is learned first, most often used, a person speaks it long before entering school).
IN elementary school- the written basis of speech forms a new look at the system of the native language, intensive reading develops passive vocabulary, academic disciplines contribute to the acquisition of terminology, child
learns speech styles, masters various types of retelling, presentation, and formulation.
This way of mastering the native language is the famous psychologist L.S. Vygotsky defined it as a “bottom-up” path, i.e. the path is unconscious, unintentional.
Effective development of bilingualism requires a particularly well-thought-out methodology. In an unorganized situation, bilingualism, which develops spontaneously, will depend on random factors and the advantages of childhood in mastering Russian as a new language may not be fully used.
In learning to read in a new language, you cannot do without working on the word; the most obvious lag that reduces the meaningfulness of reading lies in the area of vocabulary: you should learn a few words every day, alternating this process with writing, drawing, and modeling. Expanding the vocabulary is associated with personal motivation: therefore, work on the word should be specially organized.
I can say that bilingualism in primary school is a complex linguistic problem, the study of which requires multidimensional research and the development of appropriate methods, as a result of the child’s language contact with the surrounding society. This language contact will contribute to the comprehensive development of the child’s personality, who, in the process of parallel assimilation, develops and learns about the world and himself.
Since bilingualism occurs where there is contact between several cultures, it contributes to the enrichment of the child’s personality with the cultural values of different peoples.
This article touches on only some aspects of this problem. It seems that considering the problem of bilingualism will allow us to solve not only linguistic, but also methodological problems that arise during the child’s acquisition of two or more languages.
A teacher combines love for his work and for his students; he knows how not only to teach children, but is also able to learn from his students.
Incredible dedication is the key to success for every teacher!
CONTENT
INTRODUCTION ………………………………………………………………………………… 3
Bilingual education as a basic component in the modern education system.
1.1 Concept « bilingual oh teach e"…………....................................5
1.2 Advantages of studying on a bilingual basis………….…….6
II
. The impact of bilingual education on the level of foreign language proficiency2.1 analysis of the degree of influence of bilingual education on the level of foreign language proficiency through a system of specially designed test tasks …………………..………………………8
CONCLUSIONS……………………………………………………….......……………………….12
LITERATURE……………………………………………………..................... ...............13
INTRODUCTION
Throughout the long history of the school, teachers have strived to abandon the conservative, frozen stencils of lessons, to master the most effective methods and methods of teaching students, implement different forms of organizing non-standard lessons that would encourage students to active cognitive and creative activity.
This is especially true in our time. A modern school needs teaching methods that would help not only to provide high-quality education, but, first of all, to develop the individual’s potential. Modern education is aimed at preparing students not only to adapt, but also to actively master situations of social change.
The modernization of school education, which is currently being carried out in our country, is associated, first of all, with a qualitative update of the content and ensuring its developmental, culturally appropriate nature. In this regard, special attention is paid to creating conditions for the development of the student’s creative personal potential and expanding the possibilities of modern in-depth education, including language education. Within the framework of advanced language education, such conditions arise in the process of learning on a bilingual basis. Meanwhile in recent years The problem of bilingual education is increasingly being discussed, and the relevance and progressiveness of this technology is being confirmed. Education in conditions of bilingualism is recognized by many scientists as one of the possibilities for the most effective formation of teaching
foreign languagesat school and therefore is currently the focus of attention of researchers. Many scientists advocate the introduction of bilingual education and believe that success is ensured if the number of bilingual schools and classes is increased. (Freudenstein, Galskova, Protasova, Shubin, Baur, Zhdanova, Vygotsky, Luria, Negnevitskaya, Voronina, Leontyev, etc.) They express the opinion that this form of education can be introduced in any school already at the junior level of education.Object of study
: the impact of bilingual education on the level of foreign language proficiency.Purpose of the study
: determine the impact of bilingual education on the level of foreign language proficiency.Tasks:
To specify the concept of “bilingual education”;
Identify the advantages of this type of training;
To identify the degree of influence of bilingual education on the level of foreign language proficiency through a system of specially designed test tasks.
Hypothesis: Bilingual education improves the level of foreign language proficiency.
BILINGUAL EDUCATION AS A BASIC COMPONENT IN THE SYSTEM OF MODERN LANGUAGE EDUCATION.
1.1 The concept of “bilingual education” .
The new concept of education includes a rethinking of not only the content, but also the structural component. Along with traditional forms of training, alternative teaching technologies have been intensively developing recently. The idea of variability in education is one of the priority areas for reforming the entire educational system.
The term “bilingual education” has become widely used in the world since the early 90s of the last century. Bilingualism, or bilingualism, is the functional fluency and use of two languages; bilingual education is a purposeful process in which two languages of instruction are used; thus, the second language from an academic subject becomes a means of instruction; Some academic subjects are taught in a second language.
As such, the concept of “education on a bilingual basis” in one or another type of secondary educational institution includes (in accordance with the modern approach):
teaching a subject and mastering subject knowledge by a student in a certain area on the basis of the interconnected use of two languages (native and non-native) as a means of educational activity;
teaching a foreign language in the process of mastering certain subject knowledge through the interconnected use of two languages and mastering a foreign language as a means of educational activity.
Thus, in such training, language is considered primarily as a tool for introducing special knowledge to the world, and the content of training is distinguished by the combination of subject and language components in all parts of the educational process. That is, bilingual education is a purposeful process of familiarization with 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.
1.2 Advantages of bilingual education
Bilingual education has many advantages. Some of them are:
1. multicultural orientation, which involves building the content of the program on the principle of a dialogue of cultures, including a “meeting” of educational and professional pedagogical cultures of different countries.
2. the variety of goals put forward in it, aimed at overcoming the existing framework of subject monoculture, which took shape in the traditions of a particular country and region. Diversity and heterogeneity of tasks delivered in bilingual educational program goals are predetermined high level interdisciplinary integration, involving optimal ratio subject, special and language knowledge.
3.
providing greater mental flexibility in relation to the multicultural materials used and creating effective preconditions for expanding the knowledge base and developing language abilities.4. the use of open learning technologies, which provide scope for independence and creativity of students in the educational process.
That is Bilingual lessons contribute to the development of multicultural education, that is, on the one hand, they contribute to ethnic identification and the formation of cultural self-awareness of students, and on the other hand, they prevent their ethnocultural isolation from other countries and peoples, and undoubtedly increase the level of students’ proficiency in foreign languages
INFLUENCE OF BILINGUAL TRAINING ON THE LEVEL OF FOREIGN LANGUAGE PROFICIENCY.
2.1 Analysis of the degree of influence of bilingual education on the level of foreign language proficiency through a system of specially designed test tasks
Our gymnasium has the status of a school with in-depth study of a foreign language, in our case English. In order to achieve the set goal, that is, to teach children a foreign language, every year the teachers of our gymnasium introduce more and more new teaching methods. One of these methods is the method of bilingual education, which has been practiced in our gymnasium for several years.
In this work, we decided to analyze how effective the bilingual teaching method is in learning a foreign language. For this purpose, teachers of the English language department developed special test tasks, which will help to identify the level of language acquisition at different stages of training in the gymnasium.
So, when children enter the gymnasium, still during the adaptation period of training, students are asked to take a diagnostic test in English (Appendix 1), which contains questions of such levels as
Elementary And Pre- intermediate. The results of this test are unsatisfactory, since 75% of children do not score even 50 points out of a possible 100:English language diagnostic test results.
Such results can be explained by the fact that children enter the gymnasium from different cities and villages of Crimea and not only Crimea and upon admission have different levels of foreign language proficiency.
The first year of study at the gymnasium is characterized by intensive study of a foreign language and the introduction of a bilingual education system, that is, subjects such as mathematics, physics, biology, chemistry and computer science are taught in two languages. At the first stage, this system has a largely theoretical status, since during bilingual lessons during this period, lessons are taught in Russian, and terms are given in English, that is, students are being prepared for a full transition to the bilingual education system.
At the end of the first year of study (at the end of 7th grade, since the gymnasium accepts students starting from 7th grade), students are offered another English language test (Appendix 2), which includes tasks of such levels as
Pre- intermediate And Intermediate. At this stage, we check how much students’ level of foreign language proficiency has increased as a result of intensive study (9 foreign language lessons per week) without the influence of bilingual education (as mentioned above, it has a theoretical status and does not have a special impact on the level of language proficiency).English language test results at the end of 7th grade.
The results of this test are more satisfactory, since we can observe positive changes, only 45% of students have a result below 50 points out of a possible 100, while in the first test this figure was 75% of students.
Grades 8 and 9 are characterized by a decrease in the number of hours in English (5-6 hours per week) and the introduction of a bilingual education system in 5 subjects (mathematics, physics, biology, chemistry and computer science). At the end of 9th grade, students are asked to take a comprehensive test in English (Appendix 3), which includes questions on English at levels such as
Intermediate And Upper- intermediateand questions from the subjects they studied in two languages.Results of comprehensive testing at the end of 9th grade
The results of this test show that only 35% of students scored below 50, which is 10% lower than the previous testing. This positive shift occurred thanks to the bilingual education system, as the intensity of teaching English was reduced and the emphasis was placed on bilingualism.
So, after analyzing the results of these studies, we can conclude that bilingual education has a great impact on increasing the level of proficiency in a foreign language.
CONCLUSIONS
The use of innovative methods, including bilingual lessons, forms an active approach to learning, as a result of which children develop a holistic perception of the world.
The methodology of such training aims to help students:
Learn to know
Learn to do
Learn to work in a team
Such goals lead to the formation of critical thinking in children - to find the optimal solution among many, to think outside the box, to find their place in a chain of interrelated tasks.
Bilingual lessons have a great impact on increasing the level of foreign language proficiency, since:
They are a motivating factor, as they are perceived by students with great enthusiasm and desire to work;
allow you to activate cognitive activity students, strengthen the tendency to synthesize knowledge.
help to identify students' interests, which is important point in teaching.
significantly increase the vocabulary (in a foreign language) of students;
expand the scope of application of a foreign language;
increase the advantages of students, as they master not only a literary foreign language, but also terminology in individual disciplines.
introduces to world culture through native and foreign languages
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