Philological
sciences. Theoretical and methodological problems of a research of language.
Knol M.V.
Meirbekova M.K.
Amanbaeva G.U.
(The Karaganda State University of the name of academician E. A. Buketov)
Basic issues of realization
trilingual formation in the Republic of Kazakhstan
In the last
decade aspects of polylingual education were an object of research within
scientific projects which were carried out by domestic scientists. Namely:
applied researches within the scientific project on the subject "Scientific
and Methodical Bases of Functioning
Polylingual Education in the context of a New Educational Paradigm" (the
project head of dative of N Kabdolova K.L., National Academy of Education of I.
Altynsarin, 2009-2011); dissertation research "Theory-methodological Bases
of Polylingual Education" (B.A. Zhetpisbayeva, 2008); "Scientific and
methodical attending of the continuous language training of engineering frames
in the conditions of polylingual education (college - higher education
institution)" (the project manager of dative of N, professor Zhetpisbayeva
B.A., Karaganda state university of E.A. Buketov); "Scientific and
methodical support of polylingual education in the system of the high and
higher school" (project head of dative of N Bulatbayeva K.N., National
Academy of Education of I. Altynsarin, 2012-2014); "Scientific and
methodical support of an eligibility of polylingual education in the system
"school higher education institution", "Scientific and
Methodical Support of Early Training in Foreign Languages". Results of
these research works are reflected near in 100 scientific and educative –
methodical works.
- scientifically – methodical bases of creation of textbooks and manuals
on not language disciplines at school and higher education institution taking
into account communicative technology and contents of manuals for schools in
three languages;
- didactic bases of continuity of trilingual education on the basis
of-level model of training in languages in the "school-higher education
institution" system;
- lexicon – grammatical means of trilingual system for polylingual
education in all classes of schools;
As a result of the carried-out research works the main strategies of
development of trilingual education in the country have been revealed, the
characteristic of the current state of trilingual education in educational
institutions of Kazakhstan is given. Functions organizationally – pedagogical
objects and subjects of this complex, from didactic units of training to
officials of management in a republic education system which are directed to
achievement of the goals connected with realization of trilingual education
have been defined and distributed.
In addition to application-oriented results in the works of domestic
researchers stated above are developed also the theorist – methodological
aspects of trilingual education. For example, as methodological support of
trilingual education ethnolinguo-didactic approach of Zhetpisbayeva B.A. is
offered. [1, page 31]. It is set of the fundamental principles, specialized
methods and specific means.
Fundamental methods are:
1) principle of "double entrance of knowledge";
2) the principle of the functional activity of the languages contacting
in ethnocultural educational space;
3) the principle of balance of languages in the content of education;
4) principle of continuity and eligibility of polylingual education.
Specialized methods are served as:
1) ascensions from abstract to concrete;
2) methods of motivation and stimulation of use of various languages
according to requirements and interests interacting in ethnocultural
educational space;
3) methods of the organization of educational process for studying of
languages according to a sotsiolingvistichesky situation of the concrete
region.
Among specific means are
especially distinguished:
1) organization of formation of several languages of training;
2) material remuneration and moral encouragement;
3) development of uniform rules of drawing up educational and
organizational documents of polylingual education [1, page 43].
To define conceptual bases of trilingual education the considerable
importance have theoretical provisions of foreign-language education. So, for
example, in the monograph by the linguist S.S. Kunanbayeva "Modern
foreign-language education: the methodology and theories" is narrated the
idea of modernization of foreign-language education, on the basis of the
updated cognitive and culturological methodology [2, page 124]. In this
monograph it is based internationally – the adaptive system of national
foreign-language education, uniting the all-European and national standards of
education. It agrees to the main directions of State policy in an education
system and his development of the Republic of Kazakhstan till 2015,
methodologists under the leadership of S.S. Kunanbayeva have developed
"The concept of development of foreign-language education in RK" [3].
This concept provides set and advantage of levels of proficiency of a foreign
language at all stages of educational system, complex modernization of
foreign-language education according to the standard and legal base existing in
RK education. According to provisions of this concept the model of
the textbook of a foreign language which became model for a series of manuals
of foreign languages for different levels of both humanitarian and technical
branches of system of foreign-language education is created. The Karaganda
state university of a name of the academician E.A. Buketov expands a row of the
specialties of a bachelor degree and magistracy according to educational
programs foreign-language and international the direction.
By the greatest relevance and the significance for development of
educational and language system of the country, are characterized
scientifically – research works on projects, under the leadership of S.S.
Kunanbayeva: "Kazakhstan in global cross-cultural and language community
(Kazakh and languages of the world)" and "Models and mechanisms of a
universalization of systems of the higher education in the conditions of an
internationalization of education in a pattern". However in respect of
implementation of results of scientific research the above-stated "Concept
of development of foreign-language education in the Republic of
Kazakhstan" has the huge significance, this concept is approved by Council
of UMO on the basis of KAZUMOIMYA of Abylaykhan (The protocol No. 1 of
25.02.2006) and agreed with the Ministry of Education and Science of the
Republic of Kazakhstan. This Concept is developed according to requirements of
the international standard. Results of scientific research in the field of
training in a foreign language it agrees domestic and internationally –
standard system are reflected in the monograph by D.N. Kulibayeva "Innovative
model of formation internationally standard levels of proficiency in a foreign
language in the conditions of international type schools" [4, page 18].
Importance of these researches is that training in a foreign language is made
by use of a foreign language for training in not language objects. Therefore,
the purpose is not training in a foreign language, but foreign-language
education.
Conceptual bases of polylingual education are defined by set below the
given methodological principles:
- the principle of continuity is understood as communication, coherence
and prospects of all components of system (the purposes, tasks, contents,
methods, means, forms) between levels of polylingual education (down);
- the principle of continuity is the factor providing integrity of all
components of system (the purposes, tasks, contents, methods, means, forms) at
each level of polylingual education (across);
- the principle of "double occurrence of knowledge" provides
parallel acquisition of languages through studying of language disciplines and
through language of training of not language disciplines (for example, the
chemistry, physics are studied in English, history of Kazakhstan, the Kazakh literature – on Kazakh,
the Russian literature, world history – in Russian, etc.).
- the principle of functional activity of the languages
contacting in ethnocultural educational space which means creation of
conditions for active use of various languages according to the needs and the
interests of society for the institutional sphere, and with interests and needs
of the personality and separate social groups in out of institutional and
informal spheres;
- the principle of balance of state (Kazakh) and official (Russian) of
languages in the content of education means accounting of features of a
sociolinguistic situation of the concrete region [5, page 71].
At realization of these principles it is necessary to pay attention that
they demand the corresponding methods and means for the sake of achievement of
the goals and tasks which have to be based on an ethno lingo didactic approach.
It is necessary to pay attention that in polylingual education it is
necessary to differentiate accurately a ratio of languages in a context. So
far, in real practice of domestic education there were concepts "first
language", "second language" and "third language" that
doesn't specify the social and state importance of language. It is necessary to
use such terms as, "Kazakh as nonnative language", "Russian as
native" and vice versa. What leads to the fact that there will be no
mixture of the concepts "native language" and "training
language" because at schools of Kazakhstan there are pupils of different ethnics.
Proceeding from it, it is necessary to develop the uniform thesaurus of
trilingual education where there will be no double interpretation of the same
term. Similar dictionaries are developed and published at the Karaganda state
university of E.A. Buketov for different specialties.
According to updating of an education system, the request for formation
of the new pedagogical shots capable to work in the conditions of trilingual
education is born. The modern teacher has to have a wide range of personal and
professional competences for continuous improvement and increase in the
qualification. A problem in trilingual education insufficiency of language
training of the studying engineering specialties is relevant that is caused by
need of the solution of a task for industrial development of the country,
implementation of the cultural project "Trinity of Languages" and
also the Plan of the nation of "100 concrete steps" in which need of
training of engineers of a new formation for development of economy is
specified.
For the country entry into the international labor market at compliance
with the set standards, is possible only at continuous training in foreign
languages which the most significant is English.
The analysis of scientific research in this direction has revealed that
in the course of realization now projects:
- the structure of continuous language training of engineering shots
taking into account transition of engineering shots to trilingual education is
proved;
- the theoretical model of purposeful and continuous language training
of engineering shots in which are reflected the purpose, tasks, the principles
and contents is developed. What will allow defining an initial position for a
further research of problems of language training of engineering shots in the
"college-higher education institution" system;
Thus, in scientific research of domestic scientists application-oriented
and theoretic-methodological aspects of trilingual education are developed.
Totals of monitoring in which 29 national and state universities and 3
scientific organizations took part, demonstrate that all 22 scientific projects
are executed, following the results of which are developed, published and
implemented in educational process of higher education institutions, colleges
and schools:
- 3 monographs;
- 17 textbooks, including electronic;
- 10 scientific and methodical manuals;
- 46 manuals;
- 42 methodical recommendations (including methodical manuals,
methodical instructions);
- 14 educational and methodical complexes of disciplines;
- 14 dictionaries, including 9 terminological, 1 subject dictionary, 3
dictionaries of the reference manual;
- 12 documents of normative character, in particular: 8 Standard
training programs, 2 modular training programs, 1 draft of the Concept of
trinity of languages in education and 1 Concept of creation of content of
educational television of RK [6, page 15].
In general, the carried-out analysis shows that, for the most successful
implementation of the program of trilingual education in practice, there is a
sufficient theoretic-methodological base at the heart of which there is an
opportunity to build educational process of the organization of average,
technical and professional and also higher and postgraduate education.
References:
1. Zhetpisbayeva B.A. Theoretic - methodological bases of polylingual
education. Abstract//http://dogmon.org/teoretiko-metodologicheskie-osnovi-poliyazichnogo-obrazovaniya.html?page=2
2. Kunanbayeva S.S. Modern foreign-language education: methodology and
theories. Almaty: Edelweiss, 2005. 264 pages.
3. Kunanbayeva S.S. Concept of development of foreign-language formation
of the Republic of Kazakhstan. Almaty: KazUIRWR, 2004. 24 pages.
4. D.N. Kulibayeva. Innovative model of formation the international
standard levels of proficiency in foreign language in the conditions of
international type schools. Almaty: KazUIRWR, 2002. 216 pages.
5. Zhetpisbayeva B.A. Standardized training languages in the conditions
of polylingual education. Messenger HAG//https://articlekz.com/article/11905
6. The program of scientific research in the field of trilingual
education. Astana: National Academy of Education of I. Altynsarin, 2016. – 87
pages.