EDUCATIONAL BILINGUALISM: INTEGRATION AND DIFFERENTIATION QUESTIONS
Maulenova A.М.
Reader of the Chair of methods and practice of Russian language and
literature
Named after G.А. Meiramov, master’s degree student of the Chair of
methods and practice of Russian language and literature
named after G.А. Meiramov
Karaganda State University named
after Е.А. Buketov
Language contacts are one
of the most important factors of extralinguistic character promoting education
in language of certain innovations. Practically each language experiences
influence of the next languages in diachronic process. Social and language
interaction between the various states and the people expands and deepens
language contacts.
As notes N.B. Mechkovskaya,
the origin of language and its contacts with "similar" are the forces
as though arguing with each other, from the opposite sides forming an
originality of concrete language [1, 169]. The genetic inheritance acts as internal
structural definiteness of language and a basis of its self-development.
Contacts of languages are shown in their interaction and interference at each
other. Contacts are the most noticeable events of language history; language
contacts most of all change languages.
Today the obvious fact was that there was an
urgent need of providing a labor market the highly qualified specialists who
are masterfully using state and Russian languages. Doesn't raise doubts and
obvious need for convertibility of an educational paradigm for the solution of
the state problems of paramount importance: integration of Kazakhstan into
world economy, competitiveness of graduates of domestic higher education
institutions, satisfaction of demand on a labor market, etc.
As it was already noted, bilingualism, or a
bilingualism, is one of the important linguistic concepts connected with
language contact. The phenomenon known as a bilingualism, represents exclusive
interest not only from the point of view of linguistics, but also from
positions of philosophy, psychology, sociology and even physiology.
The majority of scientists is allocated by some
factors influencing type of a bilingualism: 1) bilingualism degree; 2) degree
of distinction of languages; 3) age of training in the second language; 4)
relation to the second language [2,28].
Formal application of language is substantially
caused by the social characteristic and conditions of language relationship.
Therefore when training in the second language linguistic rules, instructions,
recommendations, and also external factors have to be considered.
In the Republic of Kazakhstan the language
situation is characterized by such designations: multilingualism, bilingualism
of related languages and different structural languages. In this plan we were
interested by the point of view of M Ui, which allocates the following types of
a bilingualism resulting language contact:
• the
bilingualism which is showing at the same time with limited acculturation in
strictly certain technological area: fishing, potter's production, etc.
Introduction from foreign language in native the terms connected with this
productive and economic activity is thus observed. This situation is called as
a sporadic bilingualism;
• bilingualism at deeper level of acculturation when traditional systems
of the economic and social organization of ethnos are involved in a development
sphere except the specified areas. This situation is called as the focused
bilingualism. At it use of the native language still proceeds, though in
limited scales. Process of broad borrowing of foreign language of the terms
connected with acquired culture is at the same time carried out;
• bilingualism at which a
modern language all members of an ethnic community start seizing. At the same time
there is a gradual oblivion in the beginning technological terms of the native
language, and then social, ethnic and religious terminology. This situation is
called as the general bilingualism [3, 156].
We consider that one of the most important aspects
of development of a bilingualism without which assimilation of the second on
the basis of the first native language is impossible, the social linguistic
device is. The main social aspects of linguistics such as society, public
consciousness, a social ban, a social picture, an era, problems of a life, the
practician, the social order of society are components of a social order which
are necessary as for definition of universal bases of linguistics, concepts
language and knowledge, testify to society development, but also are today an
urgent need for ensuring competitiveness of the graduate of educational
institution, ensuring success of modern education. The point of view of Z.G. Muratova
who believes in this regard interesting that the situation of a bilingualism
can be characterized in three plans: 1) from the point of view of functioning
of components of bilingualism; 2) taking into account features of emergence and
bilingualism development as social phenomenon; 3) from the point of view of
degree of language skills [4, 208].
It is important to remember that the more structural
distinctions between bilingualism components, the more facts of intercalation
and interference appear at speech a bilingual, and vice versa. Intercalation
among bilingual Kazakhs can arise in the following cases:
1) In the presence of an equivalent in the Kazakh
language application of particles of Russian
2) At conversation in Russian, a pronunciation of the
Kazakh words on the Russian harmony;
3) At conversation in the Kazakh language, parallel
functioning of two languages;
4) The hidden application of intercalation at a
literal translation.
Researchers allocate 4 groups of bilingual Kazakhs:
1) Those who in comparison with Russian acquired the
native language. It is peculiar to the majority of bilingual Kazakhs;
2) Those who in comparison with the Kazakh language
acquired Russian. It meets generally at urban youth;
3) Informal and written language at those who has
level of interference in two languages, that is ability to talk alternately in
two languages is developed;
4) Informal and written language of those who speaks
in two languages without interference (teachers, research associates, bilingual
writers, etc.) [4, 43].
When training in any language each teacher leans on a linguistic
postulate on the sign nature of language. Any statement can be presented in the
form of psycholinguistic model: motive – thought (speech intension) – internal
programming – lexical and grammatical implementation of the statement – an exit
in speech communication. In our opinion, the work system with the text as
training unit, over formation of the coherent statement, has to be under
construction taking into account this model. In this case the system of
carefully thought over exercises will allow to acquire not only all grammatical
forms of independent parts of speech a practical way as a part of the speech
models included in dialogical or monological speech at assimilation of lexical
subjects and micro subjects. The language material of the text will allow the
student to realize the speech intentions which presentation is defined taking
into account the principles of availability, integrity, scientific character,
functionality.
Used literature:
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студентов гуманит. вузов и учащихся лицеев. - 2-е изд., испр. - М.:
Аспект-Пресс, 2000. - 206 с. 2000.
2. Цветкова,
Т.К. Теория билингвизма как методологическая основа обучения иностранному языку
// Вопросы филологии.- 2008.- № 1.- С. 114-118.- Библиогр.: С. 118.
3. Бахтикиреева, У.М. Художественный текст
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и – поли – лингвальной личности) / У.М. Бахтикиреева, М. Исаев // Вопросы
филологии.- 2005.- № 1.- С. 29-32.
4. Муратова,
З.Г. Понятие билингвизма и некоторые вопросы обучения иностранному языку //
Лингводидактические исследования.- М., 1987.- С. 166-175.
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Научно-исторические основы формирования культуры речи двуязычного
учителя-словесника: автореф. дис. ... д-ра пед. наук. – Алматы, 1995. – 339 с.