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служения русскому духу и русской культуре» [1, с. 30].
Список литературы:
1. Адамович Г.В. Одиночество и свобода. СПб.: Алетейя, 2002. - 476 с.
2. Адамович Г.В. Полное собрание стихотворений. СПб.: Академический проект, Эльм, 2005. -400 с. (Новая Библиотека поэта. Малая серия).
3. Блок А.А. Стихотворения. Поэмы. Театр. М.: Худож. лит., 1968. - 840 с. (Библиотека всемирной литературы).
4. Гура А.В. Символика животных в славянской народной традиции. М.: Издательство «Ин-дрик», 1997. - 912 с. (Традиционная духовная культура славян. Современные исследования).
5. Мандельштам О.Э. Собрание сочинений и писем : В трёх томах. Том первый. Стихотворения.
М.: Прогресс-Плеяда, 2009. - 808 с. - Том второй. Проза. М., 2010. - 760 с.
6. Пушкин А.С. Полное собрание сочинений: В 10 т. / АН СССР. Ин-т рус. лит. (Пушкин. дом).-4-е изд.- Т.4. Поэмы. Сказки. Л.: Наука, 1977.- 447 с.
7. Сазонова Л.И. Память культуры. Наследие Средневековья и барокко в русской литературе Нового времени. М.: «Рукописные памятники Древней Руси», 2012. - 472 с. (Studia philological).
8. Слово о полку Игореве. М.-Л.: Издательство АН СССР, 1950. - 483 с. (Литературные памятники).
9. Случевский К.К. Стихотворения и поэмы. СПб.: Академический проект, 2004. - 816 с. (Новая Библиотека поэта).
BILINGUAL EDUCATION AS A COMPONENT OF MULTICULTURAL EDUCATION: CANADIAN AND U.S. EXPERIENCE
At the turn of the century, the problem of multicultural education in Russia is becoming particularly relevant. In the post-perestroika period Russian society develops a new educational situation which is characterized by strengthening ethnization content of education, the growing role of native language and influence of religion in the formation of self-awareness. At the same time, multicultural education, on the one hand, contributes to ethnic identification and the formation of cultural self-awareness of trainees and, on the other hand, prevents their ethno-cultural isolation from other countries and peoples.
The importance of this direction in education is conditioned by the formation and development of democratic society in modern Russia where the struggle against racial and ethnic intolerance is particularly acute. At the same time, openness towards other countries, nations, and cultures is manifested, education in the spirit of peace and mutual understanding is carried out. With the opening of boundaries between states, the mobility of people, their motivation to learn foreign languages, establish and maintain contacts within their own country and abroad are increasing. Meanwhile, the problem of national-cultural identity preserving is growing which is manifested in understanding the role of multicultural education.
The key component of multicultural education is bilingual education. There are various definitions of "bilingualism". The term "bilingualism" is generally referred to the possession use of more than one language whereby the fluency in a particular language can be different. The definition of Y. Wainraich, asserting that bilingualism is competence in two languages and
Макарова О.Ю.
Д. п. н., доцент, зав. каф. иностранных языков
Зеленкова А.В.
Преподаватель кафедры иностранных языков
Горбунова Д.В.
Преподаватель кафедры иностранных языков КГМУ, г. Казань, Российская Федерация
their alternate use depending on the conditions of verbal communication, is considered to be classical [Wainraich, 1972].
In many regions of Russia, where natural multilin-gualism is not widely spread, the experience associated with bilingual education is relatively recent. This is explained by the general trends towards integration into the world and European cultural and educational space, the desire to promote dialogue among cultures, and intercultural communication. In this connection, there is an increasing interest in the experience of countries, in which there are traditions and movement of bilingual schools. These countries include Canada, Switzerland, Belgium, and Finland. Intensive processes of national minorities integration into the dominant language environment take place in the USA.
Canada should be primarily attributed to the pioneers of bilingual education where two equal linguistic trends coexist since the formation of the state. The experience of the Canadian linguistic school, created in the country with a great number of migrants, show that it is possible to single out the following basic forms of bilingualism: the first is the assimilation of a second language simultaneously with the first "or a little later than the first in early childhood". The language assimilation this way provides a broad bilingualism when an individual perfectly knows two languages. Depending on the circumstances, he/she easily switches over the languages, internally assimilates both language systems, and therefore can think in any of them. The second typical form of bilingualism assimilation takes place in the case when a child, who has grown up in a monolingual family, discovers a second language at
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Евразийский Союз Ученых (ЕСУ) #12 (45), 2017\ ФИЛОЛОГИЧЕСКИЕ НАУКИ
school. Bilingualism acquired this way can become sufficiently deep but in connection with the social situation preserves the disparity in the function and use of languages. The first language remains a personal and everyday one for a child and learned at school becomes a language of official contacts and social functions of the highest level. The third form of mastering the second language - spontaneous - is carried out by direct and constant contact with the society speaking this language. Competence in it remains limited, but it is sufficient for using language as a means of communication. This is the situation in which adult emigrants find themselves in a country whose language is not their native one. The fourth is the second language acquisition in the individual's native country only in school (this is how foreign languages are usually taught). The competence of this acquisition is very limited [Siguan, 1990].
In the second half of the twentieth century the research direction, devoted to the problems of bilingual-ism and the construction of the educational process using the means of native and foreign languages, was intensively forming. Within the framework of this direction scientific schools were formed in the 1960s and 1970s, with the aim of integrating ethnic minorities into the dominant culture. In this regard, the experience of the United States is interesting. Bilingual schools in America appeared in the late 19th century. In the late 20th century, America began to use the method of full language immersion of the well-known principle of "sink or swim". Many children "sank" and didn't succeed in realizing their talents. "The total immersion caused a wave of discontent among the emigrants. Only in the 1960s, in the light of the US education reform, bilingual education was introduced for children from ethnic minorities in public schools. This was influenced by two events - the launch of the first Soviet satellite and the Cuban revolution.
The official definition given by the Department of Education is formulated as follows: "Bilingual education... is the use of two languages. as educational tools for the same student population through a special program covering the entire curriculum or part of it, including lessons on history and culture". Such a program is designed to develop "a sense of children's own dignity and pride in being involved in both cultures". As can be seen from this definition, the emphasis is not only on the functional study of languages, but also on the cultural component which makes it possible to interpret bilingual learning as bicultural.
Along with this, the main purpose of the US bilingual education is the integration of ethnic minorities into the dominant English-speaking environment in which ethnic linguistic equality is more likely to be declared than can be actually achieved [Siguan, 1990].
It is known that the US President Theodore Roosevelt was a supporter of rigid assimilation and believed that immigrants arriving in the country should not have any language privileges. It is known for his saying: "America is a house where they speak the same language. And this language is English. Our country should not turn into furnished rooms where they speak many languages".
To a much greater extent, the ideas of linguistic pluralism and multicultural education find their place in Canada. Legally, the two state languages here are equal in rights, despite the fact that only 2% of Canadians consider the French language to be native. For children of their English-speaking families, the study of French language resembles the study of a foreign language in European educational institutions. The peculiarity of the Canadian educational model is the so-called immersion programs. The majority of authors consider immersion as a long-term immersion of students in a foreign language environment with the exclusive or insignificant use of the native language which can be regarded as a particular example of bilingual learning [Hornstein].
According to the German researcher H. Wode, this method is the "most successful model" for teaching a foreign language, since it achieves the highest level of language knowledge and does not suffer from special knowledge in subjects taught in a foreign language [Wode, 1990].
References
1. Vaynraykh U. Odnoyazychiye i mnog-oyazychiye / U. Vaynraykh - M., 1972.
2. Pevzner M.P. Polikul'turnoye obrazovaniye: dialog kul'tur i bilingval'noye obucheniye / M.N. Pevzner, A.G. Shirin. - Novgorod, 1999.
3. Siguan M., Obrazovaniye i dvuyazychiye / M. Siguan , U.F. Makki. - M., 1990.
4. Hornstein, N., Lightoot, D., Explanation in linguistics. London: Longman, 210 p.
5. Wode, H., Immersion: Mehrspachigkeit durch mehrsprachigen Unterricht. Informationshefte zum Lernen in der Fremdsprahe 1. Eichstatt/ Kiel, 1990.
ТЕОРЕТИЧЕСКИЕ ОСНОВЫ РАЗВИТИЯ РЕЧЕВЫХ НАВЫКОВ _УЧАЩИХСЯ НАЧАЛЬНЫХ КЛАССОВ_
Сабденова Б.А.
Казахский государственный женский педагогический университет
Докторант 2 курса специальности «6D011700-Казахский язык и литература»
РЕЗЮМЕ
В статье излагаются теоретические основы развития речевых навыков учеников начальных классов. Известно, что методика обучения казахскому языку руководствуется теорией лингвистической науки. Самая главная проблема в развитии языка - работы, выполняемые в отрасли лексики языка. Потому что слово является самым главным средством языкового отношения. Причиной этого является то, что мы
