scholarly journals Multilingualism at an Early Age: Parents’ Views and Teachers’ Reflections

2021 ◽  
Vol 16 (1) ◽  
pp. 93-101
Author(s):  
Ekaterina Protassova ◽  
Keyword(s):  
Bilingual Education ◽  
Language Use ◽  
Family Policy ◽  
Multiple Identities ◽  
Russian Language ◽  
Educational Institutions ◽  
Cognitive Effects ◽  
Primary Classrooms ◽  
Multilingual Education ◽  
The Russian Language

The questions of superdiversity, multiple identities and practices, language policy, multilingualism, plurilingualism, intercultural, minority and immigrants’ education in the pre-primary and primary classrooms are crucial for the current situation of the Russian language abroad. Teachers have to take into account linguistic and artistic resources and deploy special methodological repertoires. The aim of the present research is to show what main themes the parents and teachers of young multi-lingual children discuss and how to overcome difficulties in organizing multilingual education. Parents and teachers in four countries (Finland, France, Germany, Russia) answered the questionnaires about their attitudes towards bi-lingual education of pre-primary and primary children. In addition, the Internet discussions on the international platforms in the Russian language were analyzed. Participants characterized their experience, their family policy and the educational institutions that their children attend. Existing practices show that the variety of approaches to early bilingual education is limited through material and human resources and the children’s potential. The best results demand more input, devoted parents and educators, more money, strict rules of language use, and a true continuity of bilingualism as a goal in all steps of child development. The different effects of various approaches to education may lie, not only in the language itself, but also in its political and economic power and the cognitive effects of an early start.

scholarly journals Application Of Game Methods As A Basis For Forming Positive Motivation Of Students Of Non-Philological Higher Educational Institutions

2021 ◽  
Vol 03 (04) ◽  
pp. 438-443
Author(s):  
Mashkhura Aminovna Khafizova ◽  
Keyword(s):  
Role Playing ◽  
Educational Process ◽  
Russian Language ◽  
Practical Significance ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Role Playing Games ◽  
Higher Educational ◽  
Effective Use ◽  
The Russian Language

The purpose of this article is to study and research the methods and forms of using the motivational capabilities of pedagogical games in the process of mastering a foreign speech, in particular the Russian language in non-philological higher educational institutions. The methodology of the article is based on the effective use of various modern pedagogical approaches, accompanied by gaming technologies in the study of Russian as a foreign language. The practical significance of the article lies in the possibility of further application of situational role-playing games, both in psychological and pedagogical activities and in the educational process.

scholarly journals New Phenomena in the Sphere of Derivation Formants as Reflection of the Dynamics of the Russian Language Word-Formation System

2020 ◽  
pp. 5-19
Author(s):  
Natalia Nikolina ◽  
Larisa Ratsiburskaya ◽  
Venera Fatkhutdinova
Keyword(s):  
Word Formation ◽  
Russian Language ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Functional Characteristics ◽  
The Creation ◽  
New Phenomena ◽  
The Russian Language ◽  
Formation System ◽  
Modern Russian

The article considers both new functional characteristics of known word-forming formants and new derivational formants. In modern Russian speech, there has been discovered such a new phenomenon, as the mobility of borrowed elements which can be qualified as affixes (ап, аут, ин, овер). Well-known formants of Greek and Latin origin have proved to perform new pragmatic-stylistic functions: prefixoids нано-, кибер-, крипто-; suffix -оид. These formants are mostly characteristic of terms, but, as the study showed, they can participate in the creation of expressive derivatives. The article uses the material of neologisms in fiction and media texts to identify new formants: prefixes мега-, нон-, он-, оф-; suffixes -инг, -раст; suffixoids -гейт, -оголик; movable formants ап, аут, ин, овер. The appearance of new formants and new semantic and pragmatic characteristics of the known formants reflects the dynamics of the word-formation system of the Russian language, due to the processes of internationalization, "ameroglobalization" in different languages at the turn of the 20 th – 21 th centuries. Neo-derivatives testify to the specifics of knowledge and experience acquisition with the help of word-formation methods and means relevant for a certain period of time. The results of the study contribute to derivatology, neology, pragmalinguistics and can be useful for lecturers and students of higher educational institutions majoring in "Philology" and "Journalism".

scholarly journals FIRST RESULTS OF RUSSIAN TEACHERS’ WORK IN TAJIKISTAN

2020 ◽  
pp. 165-171
Author(s):  
Юрий Михайлович Асанов
Keyword(s):  
Russian Language ◽  
Scientific Concept ◽  
Educational Institutions ◽  
Joint Work ◽  
Non Profit ◽  
First Results ◽  
History Of ◽  
The Republic ◽  
Definition Of ◽  
The Russian Language

Представлены первые результаты совместной работы таджикских и российских преподавателей в учебных заведениях Республики Таджикистан в процессе реализации программы «Русские учителя в Таджикистане». Актуальность темы обусловлена растущей ролью сотрудничества в сфере образования и подготовки кадров, которые лежат в основе абсолютно всех направлений стратегического взаимодействия этих стран. На примере Раштского района Республики Таджикистан отмечается уникальность для новейшей истории российско-таджикских отношений опыта одновременной взаимодополняющей работы преподавателей двух стран как в школе, так и в педагогическом институте. Уделено внимание роли русского языка и русскоязычного образования в Таджикистане, дается анализ нынешней ситуации с функционированием русского языка в республике. Предлагаются пути и способы его дальнейшего совершенствования для того, чтобы существенно расширить возможности практического использования русского языка. Вводится и дается определение новому научному понятию «самовоспроизводящая система». Обосновывается авторское толкование этого термина. Предложены возможности и подходы дальнейшего развития программы «Русские учителя в Таджикистане». The article discusses the role of the Russian language and Russian education in Tajikistan. The analysis of the current situation with the functioning of the Russian language in the republic is given. The author suggests the ways and the opportunities of its further improvement of significantly expand the possibilities of practical use of the Russian language. Determined the relevance of the article. The article notes that cooperation in the field of education and training lies at the heart of absolutely all areas of strategic cooperation between our countries. The author considers the first results of the joint work of Tajik and Russian teachers in educational institutions of the Republic of Tajikistan. On the example of the Rasht district of the Republic of Tajikistan, the uniqueness of the experience of the simultaneous complementary work of teachers of the two countries both at school and at the pedagogical institute for the recent history of Russian-Tajik relations is noted. The definition of a new scientific concept “self-reproducing system” is introduced and given. The author’s interpretation of this term is substantiated, in contrast to the generally accepted ones. The expediency of attracting non-profit organizations of the two countries to the development of Russian-Tajik educational cooperation is noted. A number of other practical proposals for the development of joint teaching activities in educational institutions of Tajikistan, namely, that the construction of Russian schools will provide an opportunity to create effective centers of culture and education in the regions.

scholarly journals Moralizing literature in curriculum for female students (the late XVIII — early XIX centuries)

2021 ◽  
pp. 110-126
Author(s):  
Varvara Vital'evna Ponomareva
Keyword(s):  
Female Students ◽  
Educational Process ◽  
Russian Language ◽  
Educational Institutions ◽  
Primary Method ◽  
The Core ◽  
The Subject ◽  
Western European ◽  
Historical Comparative ◽  
The Russian Language

The subject of this research is the analysis of didactic works used in the late XVIII — early XIX centuries in the educational process of the first Russian institutes for women — the Educational Society of Noble Maidens and School of the Order of St. Catherine in St. Petersburg. The new secular upbringing and education – one of the core ideas of the European Enlightenment, at that time was perceived in Russia as a state task, which required the establishment of closed educational institutions, such as cadet corps and institutes for women. The primary method for distribution of pedagogical ideas was moralizing literature of the Western European educators, which were translated into the Russian language and became available for the audience; and the second half of the XVIII century marks the emergence of publications of the Russian authors. This article is first to follow the sequence of changes of textbooks and “books for reading” selected for the students of the Educational Society of Noble Maidens and School of the Order of St. Catherine in St. Petersburg using hermeneutic method, as well as conduct their historical-comparative analysis based on the principle of historicism. The translated works of the Western European educators were replaced by the curriculum specifically created for the Russian female students at the request of the Empress Maria Feodorovna, which included the advanced ideas of both Western and national educators. It was another step in a difficult path towards establishment of the national pedagogical system.

scholarly journals CONSIDERATION OF MORPHOLOGICAL DIFFERENCES IN TEACHING RUSSIAN GRAMMAR TO MONGOLIANS

2021 ◽  
Vol 16 (4) ◽  
pp. 20-30
Author(s):  
I.V. Boyko ◽  
Keyword(s):  
Mutual Influence ◽  
Russian Language ◽  
Language Teachers ◽  
Educational Institutions ◽  
Syntactic Structures ◽  
Approach To Teaching ◽  
Morphological Differences ◽  
Continuous Work ◽  
Teachers Training ◽  
The Russian Language

Statement of the problem. Russian and Mongolian languages ​​are unrelated, multi-structured, differing from each other in all linguistic aspects, first of all, in grammar. However, unfortunately, their systemic comparative description is still lacking. Besides, the Russian language which used to be compulsory for study as a foreign language in all educational institutions nowadays is studied only in the 7th-9th grades of comprehensive schools. All this negatively affects the Russian language teachers training, many of whom have linguistic and speech competencies insufficiently formed; therefore, in our opinion, the approach to teaching Russian grammar in the Mongolian audience should be improved. The purpose of the article is as follows: on the basis of the comparative characteristics of verbs, nouns and prepositions, to predict the most acute zones of interference in the construction of syntactic structures and to help avoid negative mutual influence. As a result, the main areas of interference are determined. This is, firstly, the structural mismatch of Russian one-piece sentences with their Mongolian equivalents and, secondly, syntactic models with determinants in general and with subject-object ones, in particular. Knowing this will allow the teacher, when planning, to devote more time to these structures, consistent continuous work with them, which ultimately will help the formation of linguistic and speech competence.

scholarly journals Coordination of primary school teachers in the development of the ability to speak in a bilingual environment

2019 ◽  
Vol 6 (1) ◽  
pp. 62-65
Author(s):  
S.K. Halik ◽  
E.D. Muratova
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Bilingual Education ◽  
Russian Language ◽  
Learning Activities ◽  
School Teachers ◽  
Primary School Teachers ◽  
Bilingual Learning ◽  
Crimean Tatar ◽  
The Russian Language

This article focuses on the coordination of the work of language cycle teachers in the context of the formation of natural learning bilingualism. Models of interaction of teachers in elementary school set in our study, the most effective, in our opinion, form of bilingual education is revealed – «One teacher is one language». The essence of this model lies in the fact that the teacher of the Russian language works closely with the teacher of the Crimean Tatar language and they synchronize the formation of basic universal bilingual learning activities for the students.

scholarly journals Assumptions of mass-media contributors about sources of language norms and rules of language use (based on survey materials)

2021 ◽  
Vol 18 (3) ◽  
pp. 512-527
Author(s):  
Sergey A. Belov ◽  
◽  
Nikolay M. Kropachev ◽  
Keyword(s):  
Mass Media ◽  
Language Use ◽  
Russian Language ◽  
National Language ◽  
State Control ◽  
Comprehensive Information ◽  
Language Norms ◽  
Use Of The Internet ◽  
The Russian Language ◽  
Contemporary Standard

The article represents the results of a survey among mass-media contributors (journalists, editors, content-managers) on their assumptions about compulsory requirements to use the national language in mass-media, inter alia — what legal limitations are established for this, which sources are used for the norms of the Russian language, those necessary to follow, and if mass-media contributors are specially trained on these norms in editorials offices. The survey showed that only a quarter of respondents knew about the compulsory rule to follow the norms of contemporary standard (literary) Russian in spheres where the national language (including mass-media) is used, and only 6% knew about the necessity to adhere to the official norms. A comparable number of respondents knew the sources for these norms. This leads to the conclusion that requirements to follow the norms of contemporary standard language established by legislation on national language are not effective. The widespread use of the Internet, primarily the site gramota.ru, articulately indicates the need to update the source of official norms of contemporary standard Russian language for its use as the national language. This source should be electronic and freely accessible, uniting different dictionaries and reference books, in order to provide comprehensive information on the norms for using acertain word in a particular language situation. More than 50% of respondents knew about the existence of mechanisms of state control over compliance with the requirements of language legislation, but they were not familiar with the actual requirements of this legislation. Editorial offices of media organizations do not pay due attention to this question.

scholarly journals FUNCTIONS OF THE ETHNIC LANGUAGE IN THE MARI DIASPORA OF THE MOSCOW REGION

2021 ◽  
pp. 58-72
Author(s):  
Марина Васильевна Куцаева
Keyword(s):  
Public Space ◽  
Language Use ◽  
Group Identification ◽  
Russian Language ◽  
Moscow Region ◽  
Symbolic Language ◽  
Family Household ◽  
Ethnic Language ◽  
Survey Results ◽  
The Russian Language

В статье приводятся результаты социолингвистического обследования, проведенного автором в марийской диаспоре московского региона с целью выявления и описания функционирования этнического языка. Один из аспектов исследования посвящен установлению функций, которые закреплены за этническим языком в условиях диаспорного проживания группы. Несмотря на незначительную степень использования марийского в московском регионе (ввиду повсеместной распространенности и доминирования русского языка) и тяготение к его употреблению в семейно-бытовой, дружеской, иногда — профессиональной сферах общения, марийский язык, тем не менее, выполняет в диаспоре ряд важных функций. В ходе обследования автором были определены следующие функции: коммуникативная, фатическая (контактоустанавливающая), функция тайного языка (используемая в общественном пространстве между носителями марийского языка, а также в семейно-бытовой сфере между некоторыми членами семьи), эмоциональная (на каком языке опрошенным доводится думать, видеть сны, ругаться, шутить), а также сакральная (язык обращения к божественным силам, а также язык религии и религиозных отправлений) и символическая (язык как символ групповой идентификации). В результате обследования было установлено распределение функций марийского языка по поколениям; в отношении набора функций языка у респондентов в выборке был выявлен ряд закономерностей, связанных, с одной стороны, со степенью владения ими марийским языком, с другой стороны, с принадлежностью тому или иному поколению диаспоры. Кроме того, были выделены факторы, препятствующие использованию марийского в той или иной функции. The article presents the results of a sociolinguistic survey conducted by the author in the Mari diaspora of the Moscow region aimed at identifying and describing the functioning of the ethnic language. One of the aspects of the study is devoted to the establishment of the functions, assigned to the ethnic language in the conditions of the diaspora residence of an ethnic group. Despite the insignificant degree of the Mari language use in the Moscow region (due to the ubiquity and dominance of the Russian language there) and its use mainly in family, household, friendly, sometimes professional communications, the Mari language, however, performs several important functions in the diaspora. The survey results revealed the following functions: communicative, phatic (contact-establishing), the function of a secret language (used in a public space between Mari speakers or in the home communication between some family members), emotional (which language the respondents are likely to think, dream, swear, joke in), sacred (the language of appeal to the divine powers, the language of religion and religious practices) and symbolic (language used as a symbol of group identification). As a result of the survey, the distribution of functions of the Mari language by generations was established, as well as some patterns, majorly related to the proficiency levels in the Mari language and the respondents’ belonging to the first or the second diaspora generation. Factors preventing the use of Mari in some functions mentioned above have been equally singled out.

scholarly journals Bilingualism, pluralinguism expansion and sociolinguistic analysis in Uzbekistan during the years of independence

2020 ◽  
Vol 6 ◽  
pp. 71-75
Author(s):  
Rafiqjon Zaripov Ergashboy ogli
Keyword(s):  
Central Asia ◽  
Language Use ◽  
Native Language ◽  
Russian Language ◽  
World Languages ◽  
Language Structure ◽  
Developed World ◽  
Language Influence ◽  
The Russian Language

The bilingualism phenomenon has long existed among people living in the territory of Uzbekistan, including Uzbeks, who are able to speak other languages in addition to their native language. Consequently linguistic and extralinguistic influences between the Arabic and Uzbek languages in Central Asia, in VII and VIII centuries it was formed the bilingualism phenomenon in the country. In the XIV-XV centuries, the Persian-Tajik language use in Central Asia expanded and its potential increased. By the XX century, unification of Central Asia to Russian Union, the Russian language influence on the Uzbek language increased. Uzbek-Russian bilingualism formed in Central Asia in parallel with the Uzbek-Arabic and Uzbek-Tajik bilingualism. By this, not only bilingualism, but also pluralinguism had grown significantly among the Uzbek people. Along with linguistic factors, extralinguistic factors also played an important role in Uzbek-Arabic, Uzbek-Tajik and Uzbek-Russian languages development. Within the independence years, the Uzbek language prestige has grown, its scope has expanded. However, some features aforecited languages are preserved in the Uzbek language structure, and these languages units are used in the lexical layer. Our people desire to learn languages is growing, other developed world languages are being studied, and the situation with multilingualism is growing. Similar aspects will be covered throughout the study.

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