scholarly journals PEDAGOGICAL CONDITIONS FOR FORMING BILINGUAL MATHEMATICAL COMPETENCE IN BASIC SCHOOL STUDENTS

2021 ◽  
pp. 75-86
Author(s):  
N.I. Spiridonova
Keyword(s):  
Bilingual Education ◽  
Language Proficiency ◽  
Mother Tongue ◽  
Russian Language ◽  
Specific Information ◽  
Bilingual Students ◽  
School Students ◽  
Mathematical Competence ◽  
The Subject ◽  
Basic School

Introduction. In the process of bilingual education, schoolchildren must not only qualitatively master the content of the subject but also overcome language difficulties. There is a connection between speech and mathematical activities. The essence and structure of bilingual mathematical competence are based on this relationship, allowing bilingual students to effectively acquire knowledge in the conditions of national-Russian bilingualism. We have also proposed ways of forming bilingual mathematical competence focused on developing mathematical speech culture and teaching schoolchildren to use multicultural knowledge. Aim. The article aims to characterize the pedagogical conditions directed at the emergence of bilingual mathematical competence among basic school students (grades 5 to 9) within national-Russian bilingualism. Material and methods. The study relies on theoretical methods of comparative analysis, synthesis, and generalization provided by the scientific and methodological literature on the researched topic. Results and discussion. Works indicating a clear relationship between the language of instruction and the subject of Mathematics were analyzed. The need to take into account the mother tongue of schoolchildren in bilingual education was established. In addition, it was found that the degree of native and Russian language proficiency affects the mathematics achievement of bilingual students. According to the analysis, bilingual education should lead to the emergence of competencies distinguished by a high level of language proficiency and high-quality mastering of the subject. Conclusion. The concept of “bilingual mathematical competence” got a detailed description in the course of the research. This concept combines components of a school subject, languages ( native and Russian), and a component of intercultural communication. The following pedagogical components were described: 1) tasks aimed at mastering terminology, symbols, and graphic images; verbal and logical constructions of the mathematical language; written educational texts; 2) illustrated Yakut-Russian, Russian-Yakut terminological dictionary in mathematics for the 5th and 6th grades, which includes 349 terms and set phrases; 3) bilingual strategies aimed at reducing the linguistic complexity of mathematical problems (by replacing unfamiliar or rare words; changing the passive voice to active verb forms; reducing long names and indications; highlighting individual conditional sentences, or changing the order of the conditional and main sentences; replacing complex questions to simple ones; clarification of abstractions using more specific information); 4) methods and techniques of bilingual teaching of mathematics (consecutive translation, visual aids, immersion teaching, semantization); 5) tasks that contain historical, ethnocultural, and local history materials.

scholarly journals General problems of teaching phonetics of the Russian language to Northwest Caucasian students: Overcoming and eliminating phonetic interference in the bilingual education conditions

Rhema ◽  
2018 ◽  
pp. 136-151
Author(s):  
Natalia V. Kazanskaya
Keyword(s):  
Bilingual Education ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Russian Language ◽  
Methods And Techniques ◽  
Caucasian Students ◽  
The Subject ◽  
Language Teaching Methods ◽  
The Russian Language

The subject of the present article is overcoming phonetic interference. The main goal of the paper is to analyze and illustrate how the phonological systems of Russian and Northwest Caucasian languages distinguish, and then develop the strategy of lessening and avoiding mother tongue interference in pronunciation of Russian sounds. The paper examines approaches that help the teacher make the process of teaching and learning Russian as a second language (RSL) more productive and efficient for L2 students. This review focuses on using general language teaching methods and techniques based on innovations, such as visual means of learning that allow the elimination of interference on phonological level.

scholarly journals FORMATION OF BILINGUAL MATHEMATICAL COMPETENCE IN PRIMARY SCHOOL PUPILS IN THE CONDITIONS OF NATIONAL RUSSIAN BILINGUALISM

2020 ◽  
pp. 27-38
Author(s):  
Наталья Ивановна Спиридонова
Keyword(s):  
Primary School ◽  
Bilingual Education ◽  
Language Proficiency ◽  
Mathematical Tasks ◽  
Mathematical Activity ◽  
Mathematical Competence ◽  
The Subject ◽  
High Level ◽  
Primary School Pupils ◽  
Special Language

Введение. В процессе билингвального обучения школьники должны не только качественно усвоить содержание учебного предмета, но также преодолеть языковые затруднения. Учитывая взаимосвязь между речевой и математической деятельностью, раскрываются сущность и структура билингвальной математической компетенции, сформированность которой позволяет обучающимся-билингвам успешно усваивать программу основной школы в условиях национально-русского двуязычия. Также предложены некоторые пути формирования билингвальной математической компетенции, сосредоточенные на развитии культуры математической речи, а также обучении школьников применению поликультурных знаний. Цель – описать методику формирования билингвальной математической компетенции у обучающихся основной школы в условиях национально-русского двуязычия. Материал и методы. Были использованы теоретические методы сравнительного анализа, синтеза и обобщения содержания отечественной и зарубежной научно-методической литературы по теме исследования. Результаты и обсуждение. В ходе работы проанализированы исследования, которые указывают на тесную взаимосвязь между языком обучения и предметным математическим содержанием. Было установлено, что в условиях билингвального образования необходимо учитывать родной язык обучающихся. Кроме того, выявлено, что уровень владения родным и русским языками влияет на математические достижения обучающихся-билингвов. Данный анализ показал, что результатом билингвального обучения должен стать синтез определенных компетенций, обеспечивающий высокий уровень владения языком и глубокое освоение предметного содержания. Заключение. В ходе исследования уточнено понятие «билингвальная математическая компетенция», синтезирующее в себе предметный, специальные языковые (на родном и русском языках) и межкультурный компоненты. Была представлена система математических задач, которая направлена на развитие математической речи обучающихся, что обеспечивает формирование предметного и специальных языковых компонентов, а также уточнены понятия, которые должны быть заключены в сюжете текстовых математических задач для формирования межкультурного компонента билингвальной математической компетенции. Результаты данного исследования в дальнейшем послужат основой для проведения экспериментального исследования по проверке эффективности предложенных средств обучения, которые разработаны для формирования билингвальной математической компетенции. Introduction. In the process of bilingual education, pupils must not only master the content of the subject, but also overcome language difficulties. Taking into account the relationship between speech and mathematical activity, this article reveals the essence and structure of bilingual mathematical competence, the formation of which allows bilingual pupils to successfully learn the program of main school in the conditions of national Russian bilingualism. Some ways of forming bilingual mathematical competence focused on the development of the culture of mathematical speech, as well as teaching students to apply multicultural knowledge are also proposed. The aim of the article is to describe the methodology for the formation of bilingual mathematical competence in primary school pupils in the conditions of national Russian bilingualism. Material and methods. In this study, we used theoretical methods of comparative analysis, synthesis and generalization of the content of domestic and foreign scientific, pedagogical and methodological literature on the problem of research. Results and discussion. In the course of the work, we analyzed the research that indicates a close relationship between the language of instruction and the subject mathematical content. It was found that in the conditions of bilingual education, it is necessary to take into account students’ native language. In addition, it was found that the level of native and the Russian languages proficiency affects the mathematical achievements of bilingual pupils. This analysis led to the conclusion that the result of bilingual education should be a synthesis of certain competencies that provide a high level of language proficiency and deep development of the subject content. Conclusion. As a result of the research, the concept of bilingual mathematical competence is clarified, which synthesizes the subject, special language (in native and the Russian languages) and intercultural components. The system of mathematical tasks was presented, which is aimed at the development of mathematical speech of pupils, which ensures the formation of subject and special language components, and also clarified the concepts that should be included in the plot of text-based mathematical tasks for the formation of an intercultural component of bilingual mathematical competence. The results of this research will later serve as the basis for conducting an experimental study to test the effectiveness of the proposed training tools, which are designed to form a bilingual mathematical competence.

scholarly journals Features of mathematical concepts formation at school students on the basis of bilingual education

2017 ◽  
Vol 6 (1) ◽  
pp. 219-225
Author(s):  
Natalia Ivanovna Spiridonova
Keyword(s):  
Language Learning ◽  
Bilingual Education ◽  
Speech Development ◽  
Educational Process ◽  
Russian Language ◽  
Educational Materials ◽  
School Students ◽  
Mathematical Concepts ◽  
Primary Means ◽  
The Republic

The paper deals with mathematical concepts formation at students on the basis of bilingual education. It describes the results of experimental work, including the questioning of students and teachers, aimed at identifying preferences of native or the Russian language as the language of instruction, screening efforts to identify the level of mathematical language learning at pupils of 5-6 classes on the basis of the two languages. As a result of psycho-pedagogical and educational materials and dissertations analysis the author describes peculiarities of bilingual educational process aimed at mathematical concepts formation in educational institutions of the Republic of Sakha (Yakutia). This process takes place in stages and is implemented through the combined action. The author concludes that the primary means of performing steps corresponding to the steps of mathematical concepts formation can be bilingual didactic complex, aimed at concepts formation and pupils mathematical speech development. The findings of the study can be used as the basis for designing a technique of mathematical concepts formation in terms of bilingualism, for educational materials creation, as well as used by school teachers with native language training.

scholarly journals Levels of tests of Russian as a foreign language in terms of school age characteristics

2021 ◽  
Vol 19 (2) ◽  
pp. 222-234
Author(s):  
Nadezhda A. Dubinina ◽  
Dmitrii V. Ptiushkin
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Proficiency ◽  
Communicative Competence ◽  
Russian Language ◽  
School Students ◽  
Second Language Proficiency ◽  
Academic Literature ◽  
Training Courses ◽  
Guidelines And Recommendations

The current paper discusses possibilities for school students to successfully pass TORFL-I/B1, TORFL-II/B2 and TORFL-III/C1. The relevance of this article is determined by the fact that despite Russian as a foreign (second) language has been taught within the framework of the TORFL system for more than two decades, there is a shortage of methodological material aimed at preparing school students for TORFL. In addition, the issue of choosing the level of testing in accordance with the level of Russian language proficiency and taking into account age specifics is not sufficiently covered in Russian academic literature. The aim of this paper is to define age reference marks for school students who plan to pass TORFL. The materials to review and analyse were the works of Russian and foreign researchers in the field of foreign (second) language proficiency, language development of children and adolescents, assessment of school students communicative competence, language assessment, and correlation of these data with the requirements for completing tasks of the TORFL-I/B1, TORFL-II/B2, TORFL-III/C1 Writing subtests selected as an example. The paper has resulted in providing recommendations on the choice of examination level for senior and junior school students, within the framework of TORFL-I/B1, TORFL-II/B2, TORFL-III/C1, which can also be used in the development of training courses in Russian as a foreign language for schools. The authors concluded that there is need to develop a new methodological area in testing of Russian as a foreign language system capable to provide guidelines and recommendations for preparing school students for examinations, and designing TORFL training courses and teaching materials according to the school students age.

scholarly journals THE ETERNAL QUESTION IN TEACHING METHODOLOGY: WHAT IS THE SITUATION WITH READING INTEREST OF FOREIGN STUDENTS AND RUSSIAN SCHOOL STUDENTS?

2019 ◽  
Vol 11 (1) ◽  
pp. 56-62
Author(s):  
Daniya Abuzarovna Salimova ◽  
Leysan Atlasovna Akhmetova
Keyword(s):  
Language Proficiency ◽  
Foreign Students ◽  
Cultural Knowledge ◽  
Russian Language ◽  
Teaching Methodology ◽  
Mathematical Methods ◽  
School Students ◽  
Field Methods ◽  
Reading Interests ◽  
Interview Survey

The article deals with one of the problems of contemporary didactics and methodology - lack of reading interests of both foreign students and the majority of Russian pupils. The article presents an attempt to explain a number of reasons that led to the decrease of interest in reading in general. Special attention is given to the fact that implementation of EU competences related to the life in a multicultural society is often associated with the process of reading literature in other languages. It is emphasized that the attitude towards reading among foreign students and Russian schoolchildren is significantly different, which is associated with the level of language proficiency. The leading methods in the study were the following: analysis of scientific and bibliographic literature on the topic; direct practical, so-called “field” methods: questioning; monitoring students and teenage pupils who come to the library; data analysis of the library in the institute and at school; mathematical methods of processing the results. The article presents the conclusions made on the acute problem discussed, which are based on the results of the respondents’ interview survey (15 questions in the questionnaire in total) and direct teaching of the Russian language and literature. The article concludes that foreign students often do not distinguish Russian authors from other foreign writers and poets. A number of specific measures are suggested to draw students’ interest to language, literature and reading. It is pointed out that children’s short moralizing stories should be recommended to foreign students for reading, they can arouse interest in the art of using words, provide linguistic and cultural knowledge and skills

scholarly journals New school subject “Native literature (Russian)”: Contents and methodological foundations of the exemplary program

2020 ◽  
pp. 59-72
Author(s):  
Natalia V. Belyaeva ◽  
Maria A. Aristova ◽  
Zhanna N. Kritarova
Keyword(s):  
Cultural Values ◽  
Mother Tongue ◽  
Russian Literature ◽  
Literary Work ◽  
Russian Language ◽  
Cultural Tradition ◽  
School Subject ◽  
Russian Culture ◽  
The Subject ◽  
Native Literature

The article explains the purpose of creating an exemplary program of the subject “Native literature (Russian)” connected with the execution of the Federal Law on Education, supporting the main aim of the core course in literature – the development of a competent reader, as well as reinforcing the cultivating function of school literary education and preserving the Russian language, literature and culture against the background of Russian multi-ethnic and multicultural society. The following objectives of the new subject acquire particular significance: perceiving literature as one of the main cultural values of the nation (which reflects its national character, history, worldview); ensuring cultural self-identification, becoming aware of the communicative and aesthetic power of the mother tongue based on the study of outstanding literary creations of the Russian culture, the culture of one’s ethnic group, world culture. The methodological background to the exemplary program rests upon the idea of an ideological nature and educational potential of the Russian literature. In creating the didactic model in question, the authors of the program used theoretical and practical research methods, as well as the cognitive and system- and activity-based approaches. The results of the research were as follows: validation of the legal and regulatory framework of the new subject and the primary goals of its study, elaboration of the principles – which are based on the system of value codes shared by the whole nation’s cultural tradition – according to which the contents and structure of the course are selected. The article demonstrates what distinguishes “Native literature (Russian)” from the school subject “Literature”, how each of the three content branches of the program contributes to the development of subject knowledge and skills from grade to grade, why this or that recommended literary work is included in the topic-issue units, and which forms of the final subject assessment are most preferable. The exemplary program of the subject contributes to solving the issue of national and cultural identity and understanding what role the Russian literature plays in becoming aware of the national traits of the Russian culture. It also fosters the comprehension of cultural concepts that are crucial for the Russian national consciousness and the development of one’s ability to transform his/her reflections on works of native literature into personal convictions and positive values.

Bilingual education, metalinguistic awareness, and the understanding of an unknown language

2010 ◽  
Vol 14 (2) ◽  
pp. 233-242 ◽  
Author(s):  
HAGAR TER KUILE ◽  
MICHIEL VELDHUIS ◽  
SUZANNE C. VAN VEEN ◽  
JELTE M. WICHERTS
Keyword(s):  
High School Students ◽  
Bilingual Education ◽  
English Language ◽  
Metalinguistic Awareness ◽  
Bilingual Students ◽  
Language Test ◽  
School Students ◽  
Bilingual Programs ◽  
Confirmatory Factor Analyses ◽  
Confirmatory Factor

An increasing number of schools offer bilingual programs, where lessons are taught in more than one language. Several theories state that bilinguals have greater metalinguistic awareness than monolinguals. We investigated whether this greater metalinguistic awareness is also related to an increased ability to understand an unknown language. To measure metalinguistic awareness and the ability to understand text written in an unknown language, we designed the Indonesian Language Test (ILT). The ILT consists of items regarding a story in Indonesian. Dutch high school students from monolingual and bilingual classes were administered the ILT, a Dutch Language Test, an English Language Test, and a general intelligence test. The ILT showed promising psychometric properties. Bilingual students scored significantly higher on the ILT than monolingual students. Multi-group confirmatory factor analyses showed (i) that ILT measures the ability to understand an unknown language, and (ii) that bilingual students score significantly higher than monolingual students on this ability. Both observations support the notion that bilingual education increases metalinguistic awareness and therefore the ability to understand an unknown language.

The Second Language Exposure and Proficiency of the High School Students in Cebu City

2015 ◽  
Vol 15 (1) ◽  
Author(s):  
Ma. Dolores L. Aday
Keyword(s):  
High School ◽  
Second Language ◽  
High School Students ◽  
Language Proficiency ◽  
English Language ◽  
Mother Tongue ◽  
School Administrators ◽  
School Students ◽  
Regional Dialects ◽  
Language Proficiency Test

              This study deals on how the Cebuano high school students are exposed to a second language--English and Filipino, their attitudes towards learning the same and their level of proficiency in such languages. A non-probability convenience sampling was conducted in three high schools in Cebu City getting 171 respondents. They were made to take a language proficiency test in Filipino and English. Interviews and focused group discussions were also done to assess clearly their competence in both languages. The study showed that their exposure to a language counts much in achieving language proficiency. The study, however, negates the relationship between the students’ level of proficiency and their attitude towards learning both languages. Further, this study illustrates how the Bilingual Education Policy as well as the new trends of the Mother Tongue-Based Learning had contributed more to the decline of the students’ English   proficiency.  The domains of English are contracting while those of the Filipino language as well as the regional dialects are expanding. School administrators must look into the language policy in schools to improve the English language competency of the students and make them more globally competitive. 

scholarly journals The mathematical competence of Olympiad participants as an indicator of the quality of mathematical training level

2021 ◽  
Vol 51 (3) ◽  
pp. 169-187
Author(s):  
Aida O. Keldibekova ◽  
Keyword(s):  
Research Problem ◽  
School Curriculum ◽  
Point Of View ◽  
Theory And Practice ◽  
Kyrgyz Republic ◽  
School Students ◽  
Mathematical Competence ◽  
The Subject ◽  
Development Of Competencies

Introduction. The relevance of the research on the formation and assessment of the level of development of competencies in the mathematical educational field is due to the fact that the subject competence of the participant of the Olympiad predetermines his victory in the competition. And the Mathematical Olympiad, as a form of education, has potential not only for the formation, development, but also for determining the level of mathematical competence of its participants. The research problem is to justify the didactic potential of the mathematical Olympiad as a tool for determining the level of mathematical competence of school students. Aim of the study: to theoretically substantiate, develop and specify the content, indicators of mathematical competence of mathematical Olympiad participants Methodology and research methods. The methodological basis of the study is determined by: the activity and competence-based approaches to teaching; a retrospective analysis of psychological and pedagogical studies affecting the formation and development of key and subject competencies of schoolchildren; an analysis of the content of mathematical Olympiads; an analysis of the results of Kyrgyz Republic schoolchildren in international mathematical Olympiads; the study and generalization of the experience of juries of Olympiads. Results. The subject Olympiad forms a competence-based educational environment in which the levels of formation of key and subject competencies of its participants are most fully displayed. The competence-based approach to training in the Olympiad environment is characterized by the formulation of objectives from the point of view of the activity approach to the formed competence. Subject competence is leading in determining the quality of the student’s Olympiad activity. The mathematical Olympiad is one of the effective forms of both the formation and development, and the determination of the level of mathematical competence of its participants. The introduction of presented system for preparing schoolchildren for mathematical Olympiads, using model’s formation of mathematical, informational competencies in the experimental group, led to an increase in students' knowledge of the theory and practice of solving Olympiad problems in mathematics by 12,95%; the qualitative indicator of knowledge of the school curriculum in mathematics increased by 15,25%. The index of absolute indicators in the experimental groups in the theory of Olympiad mathematics was 53,12%, in the methods of solving Olympiad problems – 55,38%. In control groups, these indicators were 41,23% and 42,36%, respectively. The qualitative indicator of exam results of schoolchildren of the Olympic reserve turned out to be 19% higher. The results of the questionnaire survey participants of the Olympiads confirm the expediency of using technology for the development of critical thinking, the project method of teaching, ICT in the process of preparing for the Olympiads, contributing to the emergence of motivation to study an extracurricular course in mathematics in 68% of students, 42% of students showed a desire to participate in the Olympiads. The results obtained confirm our conclusions that the development of the mathematical competence of the participants of the Olympiads is successfully realized only in a situation of continuous Olympiad activity.

scholarly journals The Evaluation of Monolingual and Bilingual Students’ Writing Skills in Fifth Grade of Secondary School Comparatively

2021 ◽  
Vol 9 (3) ◽  
pp. 85
Author(s):  
Haydar Özdemi̇r ◽  
Ömer Çi̇ftç
Keyword(s):  
Secondary School ◽  
Rating Scale ◽  
Mother Tongue ◽  
Writing Skills ◽  
Fifth Grade ◽  
Bilingual Students ◽  
School Students ◽  
Essay Writing ◽  
Significant Difference ◽  
Story Writing

This study was conducted to determine the writing skills of bilingual students whose mother tongue is Kurdish and monoligual students whose mother tongue is Turkish in the fifth grade of secondary school. More specifically, the story and essay writing skills of bilingual students are compared with the writing skills of monolingual students based on their reading habits and their parents’ educational backgrounds. The research is a descriptive study based on scanning model and aims to reveal the current situation as it is. The study group of the research consists of a total of 104 fifth grade secondary school students, 52 bilingual and 52 monolingual, studying in 4 different secondary schools in the central district of İpekyolu in Van, Turkey. In order to determine students’ writing skills, stories and essays were written to them at different times in one lesson hour (average forty minutes). The stories were evaluated according to the Story Writing Evaluation Form (İzdeş, 2011). The essays were evaluated according to the Written Expression Rating Scale (Deniz, 2003). According to the results of Mann Whitney-U and Kruskal - Wallis-H tests, monolingual students outperformed bilingual students in both story and essay writing. While a significant difference was found between bilingual and monolingual students’ essay and story writing skills, no significant difference was found in terms of parents› education status or the number of books their parents read. The findings have interesting implications for the researchers and teachers in the area.

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