Педагогические науки/ 5.Современные методы преподавания

Smagulova G.T., Kyrykbayeva Zh.

Buketov Karaganda State University, Republic of Kazakhstan

Common factors of personality’s development in polylingual and polycultural sphere

One of the theoretical basic conceptions of cultural conformity of polylingual education is sure to be the following one: the content of education in the specified system has to consist of three interconnected components.

First of all, it is the ethnocultural component to provide the opportunity for self-identifying to the personality as the representative of any national culture and tradition.

Then, the cross- or intercultural component to provide conditions for personality’s entering into equal dialogue with available foreign culture environment and to promote the integration of national culture values.

And, finally, the polycultural component to provide personality’s involvement into modern world and common human processes.

Implementation of training and education culturological content, “immersion into culture”, formation of cultural conformity way of life and behavior is impossible without development of the cultural creative environment.

The theoretical and methodological analysis of polylingual education development has proved its implementation tendencies:

- universalism of common human culture, its global planetary character and uniqueness of ethnic cultures, preservation and accumulation of the positive cultural traditions in general;

- cross-cultural and polycultural integration in education on the basis of national and universal self-identification;

- involvement into civilization processes based on national, international and world cultures;

-demonstration of historical regional and local features of interaction of the people to promote the realization of national and regional component of education;

- development of bilingualism and multilingualism as means of rapprochement and unity of the people throughout long historical development;

- globalization (transition through national education to world achievements of culture) as well as both regionalization and an ethnization (transition from universal values to variety of national cultures);

- combination of keeping cultural originality, national values of the people and expansion of their cultures’ interaction within integration into domestic and world polycultural sphere[1,2,3].

The question of studying language in ethnic and culture sphere predetermines the role of language not only as the major ethnogene characteristic and sign for fixing specifics of national character and mentality, reflecting the people’s world view but also as the factor of ethnos integration and ethnos differentiation. There is the ethnos sphere where language realizes the world building function. In response to it there is formed the people’s complete world view idea in collective ethnic language consciousness, and expressed a certain worldview, the unique viewpoint on surrounding reality.

Language and culture is expedient to be represented indissolubly and at the same time separately as two poles of the integrated cultural and language environment for consolidating ethnos. The similar view point on language and culture has got a number of important theoretical and practical consequences. First, there is a real opportunity to correlate language units according to the following parameter: language and cultural information kept in their content; secondly, to evaluate the language units on the basis of attached language and cultural information’s different volume and character; thirdly, to comprehend the correlated units in the terms of “peculiar, different” and “unfamiliar, indifferent” ones.

Culture study in the ethnolanguage perspective emphasizes its aspect that is prominent developed in well-known antithesis of foreign and homegrown cultures. The sense of originated shift of interest from foreign (exotic) cultures into directed scientific reflection about peculiar culture is fairly appreciated in modern science as the result of transfer of “oneself”. At the same time, opposition of personal and unfamiliar cultures has been overcome recently and there is entered anew aspect of their studying through comparison because, according to M. M. Bakhtin, foreign culture discloses itself more completely and deeply, revealing new semantic depths for us. That sort of foreign and native culture’s dialectics is especially productive both for cross-cultural dialogue and researching semantics of appeal to peculiar culture for highlighting cultural phenomena and cultural meanings borne by language [4].

The originality of ethno-cultural consciousness is defined by specifics of different ethnic communities’ world view, by distinctions in their cultures and languages. The problem of searching the specifics of ethno-cultural language consciousness can be considered from positions of micro-society and macro-society. In the first case the specified problem is solved in the following plane: social / collective and personal / individual. In the course of socialization and enculturation the language enters the person into society while providing the individual with possibility of mastering ethno-cultural experience and identification oneself with the ethnic community.

Thus, if any native language represents itself as ethno-cultural language consciousness existing out of and besides the individual, the individual language consciousness to be formed as the result of environment personal perception that defines the specifics of individual linguistic world view. Therefore, if to accept the following statement: “language portrays ethnos and individuals” [5], one can formulate the conclusion about existence of inverse relationship between social and personal.

Thus, we are sure to make the following statements:

- specifics of polylingual and polycultural education is determined by natural, economic, social living conditions of modern society, the leading cultural traditions, both national and universal values;

- productivity of polycultural education is provided with the mediated impact on internal structure of personality, by ethno-pedagogical forms and means in their optimum combination;

-efficiency of polylingual and polycultural education depends on extent of keeping the cultural traditions of the people and ethnoses.

References:

1. Zhetpisbayeva B.A., Smagulova G.T. Developing of the content of polylingual education // Education and science without borders. – Czech Republic, Republic of Kazakhstan. -2011. - №3. - T.2. - P. 94-96.

2. Zhetpisbayeva B.A. Polylingual education: theory and methodology. –Almaty: Bilim, 2008. – 328p.

3. Smagulova G.T., Kaskatayeva Zh.A. The issue of realizing the main principles of polylingualism didactics / Linguistic and cultural diversity in the modern world: The proceedings of international research and practice conference (November 28-29, 2013). Karaganda: KarSU edition, 2013. – P.228-230.

4. Bakhtin M.M. Problem of speech genres. – М., 1999. – 218p.

5. Arutyunova N.D. Language and world of man. – М., 1998. – 310p.