Педагогические науки/ 4.Стратегические направления реформирования системы образования

Smagulova G.T., Master of Education

Academician Ye.A.Buketov Karaganda State University, Republic of Kazakhstan

AT THE POINT OF TESTING THE EFFECTIVE STRUCTURAL COMPONENTS OF ETHNOLINGUAL DIDACTIC APPROACH

Formerly we have specified the essence of ethnolingual didactic approach and designed its structural and logical model [1, 2, 3]. Creating the matrix model of didactic process with applying the effective ethnolingual didactic approach has been based on optimum selection of technologies [4]. All the analyses gave an option of tracing the mechanism of the approach action by means of experiment. The experiment for realizing one of the priority development directions of the higher and postgraduate education is called the Trinity of Languages Project and The Academician Ye.A.Buketov Karaganda state university is approved to be the basic education organization for its implementation.

The standard and legal base of polylingual education is presented by the Concept of polylingual education development in the Republic of Kazakhstan, the Program of polylingual education introduction for 2008-2012 years at Karaganda state university, the polylingual education organization Regulation, and the Center of polylingual education development Regulation at the university. The documents are drawn up according to the acts in the field of education and language policy [5-8].

Analyzing the course of experimental program for gradual training the polylingual identity of future teachers of non-language specialties on the basis of parallel acquiring three and more languages that is the sequential realization of ethnolingual didactic approach in the education system under appropriate pedagogical conditions, we have presented development of approach structural components in a certain way. According to the structural and logical model of approach the fundamental principles are:

- the principle of updating "double acquisition of knowledge" implying language as knowledge and means for knowledge;

- the principle of functional activity of the languages contacting in ethnocultural educational space. It means creating the conditions for active use of various languages according to requirements and interests of society in institutional sphere, and in accordance with interests and requirements of the person and separate social groups in extra-institutional and informal spheres;

- the principle of languages balance (first of all, state and official languages) in the content of education. The principle means the account of features of sociolinguistic situations in a certain region. To be more accurate, that is strengthening and expansion of the social and communicative functions of state language, preserving the common cultural functions of official language, developing other languages of the people of Kazakhstan according to the State program of languages functioning and development in the Republic of Kazakhstan for 2011-2020 years.

The principles are actualized by means of parallel studying and acquiring the languages during the whole course (four years) through studying the language disciplines and through the language of teaching the special disciplines.

Realization of these principles demands the adequate methods, i.e. the ways for getting a goal and working out a specific problem presented implicitly in the content of the principles described above and another ones [9].

The methods which become actual and more active in a special way within the ethnolingual didactic approach have to be specialized because of objective features of the analyzed phenomenon. While examining the problem of methods in pedagogics it is necessary to consider not just their simple classification but the specific one. One should accurately remember whether this means the methods of pedagogical research or the training methods, the education methods, the methods of pedagogical management. Thereby, there is presented the set of methods which reflects all the groups mentioned above.

There are included: first of all, the method of ascension from abstract to the concise as the universal method of knowledge and abstractness is said to be inherent to language as the sign system. Then follow the methods of motivation and stimulation of using the various languages according to requirements and interests of the cooperating in ethnocultural educational space that is developing and fixing the positive relation to learning and promoting active cognitive activity. And, now there are methods of organization of educational process for studying the languages (first of all, the state and official ones) according to sociolinguistic situation in a certain region. They imply the consideration of the language situation connected with the character of Russian-Kazakh and/or Kazakh-Russian bilingualism.

Efficiency of these methods is confirmed by the fact: at the general grade there are introduced the disciplines: "Kazakh/Russian/English for the special purposes" and also not less than five basic or major subjects taught in English. Graduation papers are designed and presented in Kazakh, Russian and English. Learning the Kazakh language is continued within an obligatory component of the working curriculum, and also due to the teaching discipline "History of Kazakhstan" in Kazakh.

Development and adoption of means for exercising the ethnolingual didactic approach is the follow-up of the principles identification and selection of the methods to learn the essence of polylingual education. This component according to well-known definitions of the "methodological approach" concept has the practice oriented character. The first two means are:

- parallel functioning of several training languages in educational institutions;

- financial gain and moral encouragement. They are directed onto increasing the motivation of polylingual education’s subjects in the matter of parallel studying languages and their subsequent joint functioning;

- developing the uniform rules for drawing up the academic documents in the sphere of polylingual education. It provides the working out the Typical regulation defining the list of disciplines taught in the state, Russian, foreign languages irrespective of training language in educational institutions. The document also regularizes extra-institutional studying the native languages of ethnic groups.

Thus, according to the experimental program there are actually introduced the disciplines: "Kazakh/Russian/English for the special purposes", the basic or major subjects in English. Prize-winning places and grants for training are awarded by results of annually held linguistic Olympiads and scientific practice conferences. There have been worked out the Standard training programs in a basic course of Kazakh, Russian, English languages for specialties of the polylingual education providing level languages training. There have been also developed the experimental educational programs (the working curricula oriented onto profound language preparation (Kazakh, Russian, English languages) and teaching the separate basic and major subjects in English.

Experimental training that includes teaching the general professional disciplines and disciplines of specialization in a foreign language is ultimately directed onto developing the competences of graduate specialists. Intensifying the polylingual training of future specialists is actual and perspective in terms of developing the integration processes. It promotes comprehensive facilities for graduates’ employment and forms the base for involving the foreign students into national higher education institutions within the academic mobility, and vice versa.

Thus, according to the experimental program we have analyzed the algorithm of realizing the fundamental principles, specialized methods and specific means of the ethnolingual didactic approach in the system of higher education and defined the ultimate goal of polylingual education as training the teachers of humanitarian and natural sciences profile in foreign (English) language.

References:

1. Zhetpisbaeva B.A., Smagulova G.T. Etnolingvodidakticheskii podkhod kak tsentral'naya strategicheskaya liniya organizatsii poliyazychnogo obrazovaniya. Mezhd.nauch.prakt.konf.«Perspektivnye razrabotki nauki i tekhniki» (07-15.11.11). Peremyshl', 2011, T.27, S. 31-33.

2. Smagulova G.T., Zhetpisbayeva B.A. Essence of the ethnolingual didactic approach. Mezhd.nauch.prakt.konf. «Novosti nauchnoi mysli» (25.10.12-05.11.12). Praga, 2012, S.14-17.

3. Zhetpisbayeva B.A., Mikhailova N., Smagulova G.T., Bolatbekova A.K. Peculiar principles, methods and means of polylingual education in the frame of ethnolingual didactic approach. Vestnik Karagandinskogo universiteta. - Karaganda: Izd-vo KarGU, 2012, №2(70), S. 4-9.

4. K voprosu o mekhanizme realizatsii etnolingvodidakticheskogo podkhoda v sisteme vysshego obrazovaniya. Mezhd.konkurs nauch.trudov stud. i magistrantov, posv.40-l. KarGU im.akademika E.A.Buketova. – Karaganda: Izd-vo KarGU, 2012, S. 296-298.

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6. Programma vnedreniya poliyazychnogo obrazovaniya v Karagandinskom gosudarstvennom universitete imeni akademika E.A.Buketova na 2008-2012 gody / Sost. E.K. Kubeev, R.M. Zhumashev, B.A. Zhetpisbaeva i dr. – Karaganda: Izd-vo KarGU, 2008, 16 s.

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8. Polozhenie o Tsentre razvitiya poliyazychnogo obrazovaniya Karagandinskogo gosudarstvennogo universiteta imeni akademika E.A. Buketova / sost. B.A. Zhetpisbaeva. – Karaganda: Izd-vo KarGU, 2008, 8 s.

9. Zhetpisbaeva B.A. Poliyazychnoe obrazovanie: teoriya i metodologiya. Almaty: Bilim, 2008, 328s.