Ïåäàãîãè÷åñêèå íàóêè/4. Ñòðàòåãè÷åñêèå íàïðàâëåíèÿ ðåôîðìèðîâàíèÿ ñèñòåìû îáðàçîâàíèÿ
Kruzhkova Y., Firsova Y.
Êàðàãàíäèíñêèé ãîñóäàðñòâåííûé óíèâåðñèòåò èì. Å.À. Áóêåòîâà, Êàçàõñòàí
About Realization of the Politics of Polylingual Education implementation in the Republic of Kazakhstan
In recent years, the informational and cultural expanse has been forming actively, the integral processes strengthen in the cultural, political, and economical speaks and it gives absolutely new possibilities for the modern system of Education.
First of all, it is a possibility to obtain the information from the different sources, including scientific, cultural, and informational center, which will permit to form our own, independent, but argued opinion on different issues, and it will give the opportunity for its detailed investigation.
Secondly, it is the formation of team-work skills to work in collaboration during solving various problems with the help of the definite communicative skills, including the opportunities for the communication with other nationalities and in different languages.
Thirdly, today, after the introduction of new possibilities for multicultural exchange, the education must fulfill a double protection function of the cultural identity with the expansion of international contacts.
It is obvious that the realization of polylinguality must start from the state machine, which based on its politics and main conceptions: linguistic ideology, linguistic policy, linguistic planning.
Linguistic ideology is a system of the views and ideas in which social groups’ relationship to ward the language, language role in the society, determination of the nation, nationality, and state, social problems and conflicts in the religion, culture and science are accepted and it should include the goals of preservation and change in the linguistic situation.
Linguistic policy is an element of the national, social, and cultural policy; it is the sphere of the state activity which is connected with regulation of the linguistic relationships in the society.
Linguistic planning a conscious concrete arrangement on the influence of the definite subject on the native speaker’s linguistic behavior. Its aims are: changing the languages’ functioning, controlling the language structure, creating the conditions for language development and/or its spreading abroad by means of the political, educational, and economical, social, and linguistic institutes.
According to this the president of Republic of Kazakhstan N.A. Nazarbaev set as a task for our society of the polylingual education which can serve as a firm base for developing of the competitive state, including which will be a member of the 50 developed countries of the world: “It will be a great advantage for us if we speak Kazak, Russian, and English languages fluently. Probably it is necessary to increase the quantity of hours of language studying in order to be literate and polylingual.
In the “Conception of the language development of the Republic of Kazakhstan” the role and the place of polylingual education is determined and objectified by the:
- Progressive adoption of Kazakhstan in the world civilization and economical space;
- Republic orientation toward the scientific and the technical, and industrial evolution;
- Annually rising flow of the foreign investments increasing number of firms and demanding for highly qualified specialists with knowledge of foreign language, with the technological skills, and business experience;
- Necessity of increasing state competitiveness on the worded market;
- Multicultural integration in the educational field, the possibility of getting the qualitative education in the home country and abroad.
- Free moving right (mobility) and ubiquitous living in the countries of the European Community;
- The man’s ability of the adoption to the modern living conditions in the multilingual and multicultural society; his access to the experience and knowledge. In the world, to the big informational field including the result of the multimedia means development.
On the ground of the “the conception of the educational development In the Republic of Kazakhstan” the plan of the trilingual adoption in the schools was confirmed (further it will be “Plan”). The plan provides the elaboration and publication of the educational and methodological manuals, and recommendations by the polylingual education introduction, which, in the first place, will be realized in the specialized schools for gifted children. In the network of it the new educational project “Murager” was worked up by the Ministry, according to which, the 31 specialized school of Kazakhstan realizes education in 3 languages.
The interaction of the educational institutions of the Republic of Kazakhstan with different multicultural organizations, such as: Soros Fund, Corps of Peace and other’s assists in the task realization of the giving world-class qualitative education services and the activation of the teacher’s and pupil’s participation in the multicultural educational projects. According to the order of the Ministry of the Education and Science from the 19.03.2004, ¹ 228 “About adoption of the trilingual teaching implementation in the comprehensive school of the Republic of Kazakhstan” and according to the agreement with the Corps of Peace from the 23rd of August till the 10th of November 2007 the English courses for the teachers of the Taldikorgan region were hold.
On the 7th of December in the 2007 the meeting was hold in the school ¹14 in Pavlodar on the theme “Polylingual education and its respective development”, where the scholars of the language and literature department of the RGKP PhD of the language and literature, professor Beken Sigindikuli took a part; the dean of the RGPI PhD of the language and literature, associate professor – Tekjanov K.H. and the teachers of the school ¹14 were the members of the active creative group on the polylinguality.
The round-table discussion was about the main problems of the polylingual education, and the perspectives of the further collaboration of school with university.
On the 22nd of December in 2007at the eastern part of Kazakhstan in Ust-Kamenogorsk regional theoretical and practical center “Daryn” which was devoted to the theme “The usage of the innovative pedagogical technologies for the development of the polylingual gifted person” was hold a seminar on the basis of the regional specialized- school-lyceum for the gifted youth.
The aim of the meeting was to improve of the level of the teacher’s training in teaching pupils using the different languages through Natural sciences, and the humanities. In the course of the seminar the exhibition “The language is the support of national and intellectual wealth” was organized. The public lessons of mathematics, physics, chemistry, Kazak and English languages lessons and master classes were demonstrated for the participants. The directors, deputy directors of the educational institutions, the methodologists of the Ministry of Education, and subject teachers of the Ust-Kamenogorsk, Semey, Kurchatov, Ridder, Abay, Kokpektinskiy, Glubokovskiy, Shemonaihinskiy, Urdjarskiy, Zaysanskiy regions took a part in the seminar.
On the 11th of February in 2008 the republican theoretical and practical seminar on the theme “polylingual Education of the gifted children: condition and perspectives” was hold. Opening the plenary meeting the Minister of the Department of Education and Science Janseit Tuymebaev mentioned : “The education and science are prior directions and they are under the special attention of the Head of the State, and the president’s message to the people of the Republic of Kazakhstan is the evidence of it”. The whole year passed since we began the realization of the cultural project “the Trilinguality of the Languages”. The haggling work is coming for the teachers of the country, and at the same time the reasonable, balanced, and dynamic activity is required”, underscored Janseit Tuymebaev.
The representatives of the international academy of Internet service of the USA, the fund “KATEV” of the institutes of higher education, departments of education, of PNPC “Daryn” attended the comprehensive school.
Three schools of Shimkent inculcate polylingual education, according to the decision of the Ministry of Education and Science, the experimental area became the school gymnasium ¹8 named after Dulaty, “Darin-1”, and boarding school ¹12. The Ministry of Education and Science of the Easter part of Kazakhstan is planning to invite 82 foreign specialists to work at schools.
E.A. Buketov Karaganda State University became the initiator of the conceptual polylingual project educational which has already been begun at several faculties of the university.
These procedures significantly extend the possibility of socialization as far as the sphere of human interests frequently involves brand-new, absolutely different stratums of culture.
It allows to assert polylingual education is an effective mean for widening the educational possibilities and rising the cultural level.
It is an undeniable fact that the considerable part of parents will choose a polylingual school, i.e. innovative one, as far as the quality is connected both with the ground knowledges and development of child’s self-sufficiency, his ability and readiness to do conscious choice.
The achievement of these results is possible only with changes of both the content and the organization of educational process.
Thus, the main reasons providing achievement of new educational results and the demand for the polylingual schools are:
- The polylingual education allows to enhance the communicative skills and to enrich child’s intellectual, spiritual, and social experience at the expense of the other’s nation cultures.
- The comfort of the school’s atmosphere and the organization of the educational process allow the child to be successful and his parents to realize their participation in the school activity.
- The efficiency of the teaching appears in the educational results, professional realization, and their mastery.
Thus, the investigation of urgent condition if the educational system and prognostication of possible tendencies and their future development cannot be realized out of the socio-economic aspect and without taking into account the interests and necessities of all the social individual in the educational sphere. At the same time, the analysis of the educational institutions’ species diversity, the peculiarities of their educational process organization can serve an indicator of the dynamics social structure of the society.
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