MANAGEMENT IN THE EDUCATIONAL SYSTEM OF TEACHING 

                                         FOREIGN LANGUAGES

 

                                                                Zhumatayeva B.K. Senior teacher

 Eurasian National University named after L.N.Gumilev, Astana Kazakhstan

                                                   

                                            

A founder of management Anrie Fayol said: “To manage is to carry on the enterprise to the aim deriving maximum possibilities from available resources”.

Modern school by its annual financial rotation, by its size, by its costs of the principal subsistences, by its structure doesn’t differ from the big enterprises of manufacture or the sphere of service. A school which has not the system of management corresponding with the most contemporary requirements of the world’s market is not able to create new knowledge effectively and manage them.

         One criteria, which defines an importance to have modern management at school, is its unification with the world’s requirements.

         Naturally that nowadays private school, gymnasium possesses scientific potential which allows it to make its own management system.  However it’s important to use the most famous model of management system. Universally recognized model is the Standard of International organization by standardization ISO 9007:2000.

         Contemporary theory of management on knowledge shows that the product of school is knowledge which was got by pupils, knowledge which is not documented in the form of lecture’s conspect, but which is fixed by the results of exams, by tests, by scientific projects and by Olympiads in which pupils took part.

So we can define the management of knowledge through possessing valuable knowledge. Secondary school which makes its system of gymnasium management should be guided by the results of the real sector of economy.

         In the sphere of learning the management of education there are following main problems:

1.     Plan of methodology about the formation of processes;

2.     Concentration of knowledge for solving new tasks.

3.     Regular monitoring of the knowledge accepting decisions on the base of the results of the monitoring.

What are the reasons and theoretical origin of the system of knowledge? Historical reasons are :

1        globalization;

2        introduction of information technologies.

Almost since the beginning time  the management of knowledge discovered the difference between close and knowledge, between “how to know” and “what to know”. This difference was done by Aristotle.

Psychology makes a valuable contribution to the management system working up questions about how people study and earn. Here it is likely to pay attention on that management system examines the questions about transmission of knowledge from donors to recipients not mechanistically but complexly in the co-ordination with making motivation and in the condition of transmission of knowledge.

Modern information technologies become the base of making modern management. It is considered that using IT precipitates the access to the necessary information and decreases the time of the treatment of data, exaggerates an exchange of information.

Most of specialists of knowledge management providing difference between knowledge and information give the following definitions. Data in some artificial bearer are the information; and data which are inside of the head of the person are knowledge. One of the key tasks of the management system is to choose brilliants of knowledge among much information.

Intellectual actives are divided into two groups:

2        Real information active is knowledge which occurs in some bearers;

3        Close information active is not documented knowledge which is on the head of teacher.

Our theme is about management in the educational system of teaching foreign languages. It’s a one sphere of management of knowledge. Our main aim is to improve pupils foreign languages and solve problems. So in country there are a lot of schools which teach foreign languages to their pupils through general subjects. 

Shahlan high school has been leading the way in education with basic principles and quality in Almaty for 12 years. It has new vision with its modern classrooms, libraries, laboratories and technological opportunities. Teaching by experiencing and practicing starts in kindergarten and continues at every stage up to high school. The objectives of Shahlan high school to train individuals who claim and protect national and spiritual values, who are devoted to essential principles of humanity and respect the universal values, who are able to speak at least two languages. The school provides opportunities for their students to learn considering their own abilities, to become well-informed, skillful and self-confident, to be able to establish good relationships in the society, to increase skills to meet the developing requirements of the time and to become co-operative and eager to take part in team work. 

MIRAS International school was established in 1999 under the Nursultan Nazarbaev Educational Foundation. The goals of the foundation were to provide the integrative curriculum of the best part from Kazakh national programs and the international program. This school was started with 70 students. It also has a kindergarten where children are separated according to their ages. At school are taught French, German, and Spanish in addition to English for the extra curriculum. According to the words of school’s director Irina V.Loginova they spend money and send their teachers  abroad to attend different seminars and they pay more attention to the student.

There are two concepts of English proficiency: plurilingualism and multilingualism. Multilinguals poccess a unique form of competence. A plurilingual approach implies that people use different languages for different purposes and do not need to achieve the same level of proficiency in each language as there is no need to aim at native-like competence in each language. Students may achieve multilingualism through instruction if schools offer a range of languages as part of the curriculum, whilst plurilingualism goes beyond this. It suggests that languages should be seen as complementary interacting parts of a single system in which all knowledge and language experience contributes to communicative competence. The achievement of plurilingualism is a life-long experience.

         Whilst it may take quite a long time to establish a trilingual or quadrilingual system of education nationwide as was successful, for instance, in Luxembourg, Kazakh-Turkish High (KTH) schools have made a step forward operating a curriculum taught through the medium of English, Kazakh and Turkish, with Russian taught as a subject.

         A number of countries used the system of immersion in its various forms as an educational response to social and political challenges. One may presuppose a variety of underlying contexts and aims for programmes, which may differ from those of the original programme because it is not quite possible for two programmes to be identical: immersion in a foreign language (e.g. Hungary English dual language programme), immersion for majority-language students in a minority language (e.g. Canada –L2 enhancement programme), immersion for language revival (e.g. Hawaii, the USA – reviving the indigenous language) and language support (e.g. Spain – promoting Catalan and Basque among Spanish-speaking children), and immersion in a language of power (e.g. Hong Kong – facilitating English-medium education for Cantonese speakers).

         KTH Schools were opened after the agreement was signed between Nursultan Nazarbaev, the President of the Republic of Kazakhstan and Turgut Ozal, the President of Turkey, in 1991. The first schools were opened in 1992-1993 with some schools opening later years, On 7November 2004, the Turkish newspaper Zaman reported on the visit of Turkish Minister of Education Huseyin Celik to Kazakhstan. Celik emphasized the contribution of the Katev and KTH Schools to the country’s education. He recalled Nazarbaev’s statement at the opening of Parliament that ‘Every Kazakh citizen should speak at least three languages’, saying: “I think these schools have reached Nazarbaev’s goal because they teach Turkish, Russian and English at the same time. This is a very important opportunity”.

         The School operates a late partial immersion language content-based programme at a secondary school level. The programme covers Grades 7-11 and students start it at the age of 12-13. All students are selected on the basis of predicted academic merit and language ability and have an extensive range of support from the school. Such students have relatively low chances of academic failure. The programme represents a mix-type of an immersion programme: immersion in Kazakh for the purpose of revival and support, Turkish and English as foreign languages.

         Leila Iyldyz, Mphil Ed, suggests that the following profile describes the current practice in the School:

1        Instruction is given via three languages: Kazakh, Turkish and English;

2        The curriculum content meets the minimum National curriculum requirements and therefore covers the content taught in other schools in the country plus content for Turkish; the content for English is more extensive than in regular secondary in the country;

3        The School shows a positive attitude towards Russian by teaching it as a subject and not excluding it from a school aiming at the development of students’ Kazakh. Russian is also supported in everyday communication. The School does not aim to replace Russian by other languages but rather to add to plurilingual competence;

4        Explosure to Kazakh is not strictly confined to the classroom because it is spoken in the community. By contrast, exposure to Turkish and English is largely confined to the classroom and intra-school communication;

5        Before entering the School, half of the students are fluent while the other half limited proficiency in Kazakh; students have limited proficiency in Turkish;

6        Local teachers are able to communicate with students via Russian and Kazakh; all Turkish teachers are able to communicate with students via Kazakh and Turkish and most of them via English.

 

 

 

                                             LITERATURE

 

1. //NILE   March, 2006 Issue:20  Page7

2. //NILE   November, 2006 Issue:22  Page1

3. //NILE   December, 2004 Issue:11  Page15

4. // Àëü Ïàðè  «Ìåíåäæìåíò â ñôåðå îáðàçîâàíèÿ» 2006 ¹3-4  ñòð78-79

5. //Á³ë³ì. Îáðàçîâàíèå  Àëìàòû 2006 ¹1(25) ñòð. 109

6. //Á³ë³ì áåðóäåã³ ìåíåäæìåíò   2/2007   ñòð.3-6