Multilingualism is the basis of multicultural personality formation
It is known that only the country
can develop successfully and harmoniously with a number of leading countries of
the world, which will be able to create for its citizens decent living
conditions for the acquisition of high-quality and modern education. The
President of the country N. And.Nazarbayev has set a high bar to the domestic
education. It should be a competitive, high-quality, so that graduates of the
Kazakh school could easily continue their education in foreign universities.
The most important strategic task of education is, on the one hand, the
preservation of the best of Kazakhstani educational traditions, on the other
hand, providing graduates an international qualification qualities, development
of their linguistic consciousness, based on the mastery of the state, native
and foreign languages.
Kazakhstan, being a multi-ethnic
and multi-religious state, is experiencing today a complex and contradictory
period of its cultural and linguistic development, as evidenced by the
prevailing linguistic situation, the characteristics of which are given in the
Concept of language policy of the Republic of Kazakhstan. It should be noted
that practically in all papers in the field of language policy the core idea is
the need of mastering several languages. The concept of extending the
functioning of the state language, improve its competitiveness for 2007-2010
aims to improve the quality of teaching the state language, the functioning of
the state language in all spheres of public life, enhancing its role as a
factor strengthening ethnic harmony and Kazakhstani patriotism. The concept of
language policy of the Republic of Kazakhstan determines the Russian language
as the main source of information on various fields of science and technology,
as a means of communication with the near and far abroad. In this regard, the
new sound becomes the problem of language education. The source is the idea
that learning a language should be accompanied by studying the culture of
speakers of that language. Moreover, this process should proceed sinkrate, not
in separate planes. In this regard, it would be legitimate to speak of
multicultural education, which should lead to the multilingualism of the
citizens of the society. Terms of multilingualism should be the native language
that reinforces the awareness of belonging to their ethnic group, the Kazakh
language as state, the possession of which contributes to the successful
integration of civil, Russian language as a source of scientific and technical
information, foreign and other non-native languages, developing their identity
in the world community.
Therefore, the study of language
as one of the main indicators of human adaptation to new socio-political and
socio-cultural realities is now of topical scientific-theoretical and
scientifically-practical task. Also, objectively there is a need to rethink
prevailing in the period of independence of the traditional concept of language
policy and language situation. Most vividly this issue in relation to the
language situation of modern Kazakhstan is reflected in the Message of the
President of the Republic of Kazakhstan N. And. Nazarbayev "New Kazakhstan
in new world" from 2009, where in order to ensure the competitiveness of
the country and its citizens proposed phased implementation of the cultural
project "Trinity of languages", according to which it is necessary to
develop three languages: Kazakh as the state language, Russian as a language of
interethnic communication and English as the language of successful integration
into the global economy. In these circumstances, the problem of formation and
development of multilingual education, including the development of its
theoretical and methodological grounds. Answers to questions related to the
problem of multilingual education because of its complexity and
multidimensionality, can be found only by studying, in a systematic and
comprehensive analysis of theoretical concepts of different scientific schools.
Therefore, as a methodological reference points for our study are the works of
scientists in the field of philosophy, Ethnology, pedagogy, ethnological
pedagogy, sociology and ethnosociology, ethnopsychology and psychology,
linguistics, and ethnolinguistics. So, the worldview of our study are
determined by the philosophical teachings of A. Kunanbaev, directly related to
the problem of personality and its formation, the essence of the sociological
concept of Valikhanov and ideas of the Kazakh enlighteners and teachers
Altynsarin S., Zh. Aimauytov, A. Baitursynov, M. Zhumabayev and others,
allowing you to realize the significance of native language in personal
development.
After analyzing the relevant
scientific literature, legislative acts in the field of language and education
by examining the educational documentation of the schools we tried to formulate
the following contradictions and problems of our research: society's need for
multilingual personality and lack of an appropriate system of multilingual
education as a process of its preparation in the learning environment; the
awareness of the need to develop a system poliacikova of education and the
inadequacy of its legal and scientific and methodological support; the
complexity and large amount of proposed educational material; the inability of
children in an age of advanced technology to conduct their own search for more
information, and sometimes even unwillingness to read not only more, but also
mandatory literature. The resolution of these contradictions and problems, led
to the choice of themes of our research as follows "Multilingualism is the
basis of formation of multicultural personality". To implement this
research within a comprehensive school we have developed a phased plan for its
implementation: ^ The first stage included the study of this problem on the
basis of regulatory documents, scientific and methodological literature, Internet
resources; the accumulation and collection of empirical data on the problems of
improvement of language education, summarizing the innovative work of teachers
in teaching the native, non-native and foreign languages; The second stage
included the immediate development and implementation of lessons as English,
and a number of integrated lessons and extra-curricular activities and
organization of project activities of students on the implementation of
multilingual education; ^ The third stage - included generalization and
systematization of the results of research, introduction in educational process
of the results obtained on the basis of recommendations of colleagues in order
to improve the work in this direction. Understanding the role of languages in
the modern world with special urgency poses the question of effectiveness of
language training and raising the level of language proficiency of students.The
concept of education development in the Republic of Kazakhstan are aimed at
updating the forms and methods of professional training, qualification meets
the worldwide standards. Great attention has been paid to multilingual
education, which is regarded as an effective tool for preparing the young
generation for life in an interconnected and interdependent world. One of the
tasks of the school is to involve the younger generation to the universal,
global values, the formation of children's and teenagers ' abilities to
communicate and interact with representatives of neighboring cultures and in
the global space. Along with the Kazakh language has the status of state, and
Russian – the language of interethnic communication, an important means of
communication speaks a foreign language. The main task faced by teachers and
pupils, is the development of a multicultural personality, capable of social
and professional self-determination, knowing the history and traditions of his
people, speaks several languages, is able to carry out communicative and active
surgery in three languages in all situations, striving for self-development and
self-improvement.
To achieve this goal to
date in the schools of our city is of early English language training, as well
as his in-depth study in high school. Training is provided by new textbooks.
Experience shows that early and deep study of a foreign language in school,
especially in light of the transition of schools to 12-year education, where we
are talking about professional training, it is advisable. An important place is
given to applied courses, elective courses and courses of choice for students
of specialized senior classes relevant to the needs of students electing them.
Currently in our school (comprehensive high school No. 74) is the optional
course in grade 10 and 11 public Humanities “English grammar”. This course is
in the nature of intensive language workshop. With the implementation of this
program, students systematized the grammatical structures listed in the program
are skills of discernment and use of grammatical structures, both orally and in
writing, in reading. In 9th grade already two years of PGC, where the main
subject speaks a foreign language. In this regard, the school is being enhanced
training of graduates of these classes in linguistic disciplines, namely
English language. Weekly testing on the program "Finist" with
subsequent monitoring of results, school consultations and pilot testing of
TDE, preparation of pupils for each lesson on the most difficult aspects of
grammar and vocabulary of the English language. Directly by the teachers of our
schools are tiered tests for all Parallels English language learners taking
into account how mental abilities of the individual student and his / her
physiological features. Also our students annually participate in language
festivals and win prizes (dramatizing tales in the English language, singing
foreign songs). Within the school teachers together with the administration
spend weeks of Philology, where students grades 5-11 will present their
creative work (video projects, wall Newspapers, posters, presentations, hand-drawn
films, etc.), show open classes in English and extracurricular activities in
the form of KVN, themed kaleidoscopes, quizzes, games and more. Together with
teachers of such subjects as Kazakh language, Russian language and literature,
computer science, history, geography are integrated lessons on such topics as:
"the Great poets and writers, and their influence on the creativity of
each other", "Travel the world", "the Great mighty.",
"Historical excursion into the past", etc. The graduates of our schools
often choose at the UNT English language as a subject of choice, and
demonstrated the results of their knowledge (20 points and above). Also become
owners of grants for language specialties of higher educational institutions of
the city, to travel abroad to participate in educational programs. The
knowledge of the Kazakh, Russian and foreign languages is becoming in
contemporary society an integral component of personal and professional
activities. All this causes the need for a large number of citizens who
practically and professionally speaking several languages and receiving in this
regard is a real chance to take in society as more prestigious social and
professional status. We are confident that a reasonable, competent and correct
implementation of trilingualism will allow the graduates of our schools to be
communicative and adaptable in any environment.
Литература:
1. Бондаревская Е.В.
Ценностные основания личностно-ориентированного воспитания: Ростов-на-Дону,
2000.
2. Зимняя И.А., Сахарова Т.Е.
Проектная методика обучения английскому языку. // Иностранные языки в школе.
1991. № 3. С. 9 -15.
3. Никишина И.В.
Инновационная деятельность современного педагога. Волгоград: Учитель, 2007.
4. Полат Е.С., Бухаркина
М.Ю., Моисеева М.В., Петров А.Е. Новые педагогические технологии в системе
образования. - М.: Академия, 2000.
5. Новейший психологический словарь.
Шапарь В.Б. Ростов-на-Дону: Феникс, 2005.
6. Энциклопедический словарь.
Туймебаев Ж.К.: Астана, 2008.