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25BILINGUAL EDUCATION AND PAUL DIEL METHOD
Belov N.S.
1styear Bachelor degree student, «English language and international communication» program, Institute of International Education Moscow State Pedagogical University Solotareff S.
Directeur de l 'EHEPM, Ecole des Hautes Etudes en Psychologie Mathématique
Zhukova T.A. PhD in Education, Associate Professor Institute of International Education Moscow State Pedagogical University
Sevenyuk S.A.
PhD in Education, Associate Professor Head of the Department of Psychology and Social pedagogy Samara State Pedagogical University of Social Sciences and Pedagogy
Selimov T.S.
1st year Bachelor degree student, «Foreign Languages and IT» program,
Institute of International Education Moscow State Pedagogical University
Abstract
This particular article is focused on discussing the topic of bilingual education in Russia, its main features, the most common problems and their solutions. As well, as the authors analyze the role of the Paul Diel method within bilingual education and shows the opportunity of implementing Paul Diel's introspective analysis in the process of arranging educational process within bilingual classes. Application of the introspective analysis method to Psychology course would help a teenager process his or her identity not as derived from the surrounding, but as a matter of selfhood, which is crucial for the process of simultaneous acquisition of several foreign languages.. .
Keywords: Bilingual education, the models of bilingual education, Paul Diel method.
Nowadays the development of educational sphere is one of the most important aims of government and educational institutions. Over the past few years, universities and schools have been developing more and more new educational programs to raise the educational level of learners (Cummins, Jim, Melnikova, K.A., Vershinina L.V., etc.). Statistics show that with the creation of new modules, especially bilingual, students began to develop their intellectual abilities at a fast pace, and their thinking process was specifically evolved by learning with a special approach. This educational module called bilingual. In the beginning of the 21st century, analysts state that knowing of one language for a professional worker in economic, social, political or educational sphere is not enough. The world operating (professional) structure needed people with knowing of multiple languages to develop and improve cross-cultural aspects of international professions. Moreover, it would strengthen and make more accessible the disciplines of international relations. That is why at that moment they decided to focus on insertion of bilingual studies in school and university curriculum.
Bilingual education involves teaching academic content in two languages. Firstly in a native and, than in secondary language. The amounts of each language used in accordance depend on the program model. Moreover, bilingual education refers to two languages utilization as means of instruction for students and considered part of or the entire school curriculum (Zhu-
kova, Т.А., Bogoslovskiy, V.I., etc.). Bilingual education involves learning subjects in two languages, one of them is native, and second one is foreign. The choice of the second language highly depends on the content of learning. Most of all, this approach involves second language as an instruction language of entire curriculum.
The aim of the current research is to demonstrate the possibility of implementing introspective methods (Paul Diel's method in particular) in the process of arranging educational process within bilingual classes.
Jim Cummins, the researcher of the Ontario Institute for Studies in Education at the University of Toronto, says that children first language must be well developed before starting learning an academic subject on their second language. If you can comply with this norm, then the particular child will succeed in studying the academic program in a second language and will be able to show decent results without any of additional retraining. Cummins's «developmental interdependence theory» implies that success in second language dependents upon a first well-developed language. The theory implies a direct connection between two language systems of learning to obtain the maximum result in bilingualism studies, the main feature of which is the direct study of the first language, ideally for understanding the entire structure of the second one.
Bilingualism includes different educational models. To understand the general picture and the diversity of this method, let us turn to these models and briefly
analyze their main details. Внимательно остановимся на анализе этих моделей. Первая модель - Transitional Bilingual Education model. This model involves studying the native language for three years in order to switch to bilingualism. The student must familiarize himself with the disciplines in his native language; understand their use, both in a practical form and in an academic one. Research (Reynolds, Allan G.) has shown that it is not difficult for students to transfer their received knowledge from their native language to a foreign language later.
Следующая модель - Immersion Bilingual Programs (Cummins, Jim). In this type, the second language (Not native) is included in the general program from the very beginning of studying. Pupils are placed in the atmosphere and the already started process of foreign language learning, trying to adapt to the general pace of work. The main difference from the previous model is the presence of several subtypes/ different approaches to the implementation of this model. Simply put, there are three different immersions: Firstly, total immersion with the entire class learning second language on usual basis; Secondly, partial immersion when half of the time spent on learning second language; finally, dual immersion, which includes dividing the class into two halves. One half knows the first language; the other half knows the second language. The model subgroup implies the mutual learning of languages through communication and helping each other in the educational process.
Следующая модель - Foreign language as the second one (Shin, Sarah J.). This model is considered classical, because it relies on teaching a foreign language as the second in a row. Students learn the main curriculum in their native language, but at the same time practice it in the second language in a smaller ratio of time. The rest of the models, that are really complicated and small, can be noted as subtypes of the previous ones, because they have similar aspects; their manifestations in practice. An estimated, approximately 60% to 75% of the world's population is bilingual, and bilingual education is considered the most common educational approach used around the world. Nevertheless, in each country this program is carried out in a certain way that is peculiar to it. For example, in Russia, programs with parallel or basic study of a foreign language prevail in the form of English or German. Attention is paid to the French language too. In Canada, the situation is slightly different; the focus is on learning French. A separate example of the introduction of bilingual programs is Israel. In this country bilingual education programs help both the Hebrew-and Arabic-speaking populations become bilingual. Moreover, they provide opportunity to immigrants to adapt to their culture by learning language. These both programs focused on these two specific features.
It is clear, that the motivation considerably influences the process of personality becoming (regardless the chosen model). In this work we endeavoured to show the opportunity of applying introspective method. Teaching is a key task for humanity. Learning and teaching are linked together. It is part of human being.
We are all learning all day long and every day. We interpret everything that we see, and from those interpretations, we make conclusions, which we use afterwards. We know from experience what is going to happen because of our actions. This way of thinking is part of us that is how human being works as a system. How amazing that education is usually viewed as a special and separated subject, ignoring that all of us are teaching and learning at all times. From our birth to our death, we are changing and progressing. We need to adapt to external and internal (psychological) conditions. As adults get older, their body is less flexible, their energy may decline, their brain is working less rapidly and so on, that is why ageing people need to adapt and to learn how to compensate all these deficiencies. In youth, it is the opposite: children and young people get stronger every day and they must adapt to these new conditions. What was impossible a year ago is now possible: it creates new conditions to which adaptation is necessary. Everybody has experimented that the more we learn, the less we know, so that we have to learn even more. Nevertheless, studying is not considered as fundamental as it should be. Life is disconnected from education. We do not realize how important adaptation for us is. Adaptation is the very first step of learning. Animals are learning, human beings are learning too.
To address education is quite a huge challenge. Educators, teachers, professors but also parents, friends are involved in this process as well as the person being educated.
The authors will try to point out the major issues of this subject. Understandably, a few pages cannot contain all details and issues of this matter, but starting with essential definitions and directions, we may offer at least a starting point, enabling every reader to continue and develop these ideas. Many debates might be raised about all subjects addressed in this paper, if the author did not start by defining the mission of education. What is a teacher's task? What is Education? Is it transmission of knowledge, transmission of values, transmission of methods, or transmission of ways to adapt to a society ...?
These are typical subjects, which are addressed when one talks about education. Endless discussions may arise if the terms are not properly defined and if the goal, the aim of education is not being defined as a starting point. Indeed so many professors, teachers and people are involved in education, that each of them has his or her own knowledge, experiences and know-how. I accept this, but I simply want to focus on the fact there is a link between what we can teach and who we are. Those are two parts of one single problem: how to transmit our knowledge?
We propose to follow a simple and logical scheme, starting by definitions and progressing then step by step in two parts:
Part 1: Fundamentals.
1. Why is bilingual education needed?
2. What is bilingual education?
3. How to construct bilingual education?
4. When is bilingual education ended?
5. What task is assigned to teachers?
6. How can teachers manage all constraints they have?
7.
Part 2: How can teachers control themselves and improve their efficiency.
1. How to formulate personal problem?
2. How to make introspection?
3. How to correct attitude and become obj ective?
4. How to improve coherence and harmony to be transmitted to pupils?
Education has to start with self-education first. How would it be possible to teach anything, without having learned it before? To teach, whoever we are, we need not only to know the subject to be taught, but to apply this knowledge to ourselves.
Education is the most efficient task, because it refers not only to others but first of all to ourselves. It is a permanent discovery of our external and internal world. By teaching, one can progress every second, every day. The need of understanding is the basis of our brain development. Don't you remember when you were asking "why" every second about everything? That is extremely important to have a question that you may ask to yourself: «what do you remember from your studies? » Most of us remember very few of what we were taught. If it is so, why do we pay so much attention to all the little things and details we try to convey to students? What is truly more important, details, or the way of thinking? Answering this question can calm our anxiety and provide students with the essential of knowledge, which is comprehension as everything can be forgotten except comprehension.
Drawing a line, we want to underline the significance and apparent interest in application of introspective methods to the process of designing
educational process within bilingual classes. The further development of this study is aimed at working out a set of tasks based on Paul Diel's method.
References
1. Cummins, Jim (2000) Language, power, and pedagogy: Bilingual children in the crossfire. Language Policy. - 1(2):193-195.
2. Cummins, Jim, Swain M. (2014) Bilingual-ism in education: Aspects of theory, research and practice. London. Routledge. - 254 p.
3. Diel, P. (1987). Journal of Psychoanalysis (R. Gravel, Trans.). Boston: Shambhala
4. Reynolds, Allan G (1991) Bilingualism, Multiculturalism, and Second Language Learning. New York. Psychology Press. - 282 p.
5. Shin, Sarah J. (2017) Bilingualism in Schools and Society. New York. Routledge. - 292 p.
6. Solotareff, J. (1991). L'aventure interieure: La methode introspective de Paul Diel. Paris: Editions Payot.
7. Solotareff, J. (2004). Une lecture symbolique des Évangiles: Selon la méthode introspective de Paul Diel. Paris: Editions du Cerf
8. Zhukova, T.A., Melnikova, K.A., Vershinina L.V. Bilingual education and CLIL technology (on the example of the university of Alcala) // Materials of the International Conference «Scientific research of the SCO countries: synergy and integration». - Minzu University of China, 2019. - 103- 110.
9. Zhukova, T.A., Bogoslovskiy, V.I. (2013) Teachers' dynamics in the process of implementation of multicultural educational system // The 1st Virtual International Conference on Advanced Research in Scientific Areas (ARSA-2012), Slovakia.
ROLE OF PEDAGOGICAL MANAGEMENT IN A MODERN PRESCHOOL EDUCATION SYSTEM
Slobodchikova S.P.
Master's student DO PI NEFU, Yakutsk Ivanova M.K.
Ph.D., Associate Professor of the Department of DO PI NEFU, Yakutsk
РОЛЬ ПЕДАГОГИЧЕСКОГО МЕНЕДЖМЕНТА В УСЛОВИЯХ СОВРЕМЕННОЙ
СИСТЕМЫ ДОО
Слободчикова С.П.
магистрант ДО ПИ СФВУ, г.Якутск Иванова М.К.
к.п.н., доцент кафедры ДО ПИ СВФУ, г.Якутск
Abstract
This article examines the role of pedagogical management in the context of the modern system of preschool educational organizations. Various features, principles of pedagogical management are given and considered.
Аннотация
В данной статье рассмотрена роль педагогического менеджмента в условиях современной системы дошкольных образовательных организациях. Приведены и рассмотрены различные признаки, принципы педагогического менеджмента.
