What is bilingual education and how is it used in practice? Bilingual education Bilingual education programs in biology.

I imagine the vast sphere of science as a wide field, some parts of which are dark, while others are illuminated. Our works are aimed either at expanding the boundaries of illuminated places, or at multiplying light sources on the field. One is characteristic of a creative genius, the other is characteristic of an insightful mind that makes improvements.

The modernization of school education in our country is due to a number of objective circumstances and, above all, changes in the geo-economic and geo-cultural situation.

Bilingualism (bilingualism) is fluency in two languages at the same time. A bilingual person is able to alternately use two languages, depending on the situation and who he is communicating with.

Currently, Russian schools are implementing various didactic models that reflect the diversity of concepts and approaches to education.

The problem of bilingualism (“bi” (Latin) - double and “lingua” (Latin) - language) is one of the most pressing in modern multicultural society. The globalization of the world space serves as a prerequisite for the mixing of nationalities, cultures, and, as a consequence, languages.

Alferova G. A., Lutskaya S. V.

Hence, the need to pay special attention to the problem of developing students’ ability to effectively participate in intercultural communication is quite obvious. In the conditions of a gymnasium, one of the most expedient ways

The solution to this issue is to focus on bilingual language education.

The concept of bilingual language education presupposes “the interconnected and equivalent acquisition by students of two languages (native and non-native), the development of native and non-native/foreign language culture, the development of the student as a bilingual and biocultural (multicultural) individual and his awareness of his bilingual and biocultural affiliation.”

Of particular importance are pedagogical models focused on the socialization of the individual in line with the humanistic and cultural approach to education, aimed at developing internal potential

the student, his socialization as a cultural and historical subject, the development of dialogical thinking and awareness of cultural meanings (B.S. Bibler, S.Yu. Kurchanov, A.N. Tubelsky).

However, these concepts today are usually focused on socialization

individuals through the means of only one, native, language and do not take into account the significant potential of bilingual education for the formation

key competencies of students and creating conditions for their entry into a multicultural space.

Currently, Russia is planning to establish a new education system focused on entering the global educational space. This process is accompanied by significant changes in pedagogical theory and practice of the educational process. There is a change in the educational paradigm; suggesting new content, new approaches, new relationships, a new pedagogical mentality.

Already in grades 1-2, “knots of understanding” and a kind of “points of misunderstanding” are tied in order to form “points of surprise”, to see the world not as something understandable, known, but as something mysterious, surprising, full of interest (riddles of words, numbers, an object of nature, a moment in history, I-consciousness).

At points of surprise, questions and problems arise, and the “little why” attitude develops.

Since a bilingual child has much more experience with language communication, he is more interested in

etymology of words. He begins to realize early on that the same concept can be expressed differently in different languages. Sometimes children come up with their own etymology of words by comparing two languages.

If parents do not pay attention to the child’s speech development, that is, they do not plan in which language to communicate with the child, and mix languages, then the child will make a lot of mistakes in both languages.

In order to avoid this, it is necessary to think in advance about how communication will take place in each language.

The most favorable option for the formation of bilingualism is the option in which communication in both languages occurs from birth.

The lesson of Russian as a non-native language has its own specifics and has its own methods that are different from the lesson of Russian as a native language.

The term Russian as a non-native language has many meanings: it means, on the one hand, a means of multinational communication between the peoples of Russia; on the other hand, an academic subject, both in the national and Russian systems of preschool, school, and higher education. Teaching Russian as a non-native language has much in common with studying Russian as a native language.

The specificity of teaching Russian as a non-native language, in comparison with mastering the native language, lies in a number of reasons. Native language (mother tongue is the language of the homeland, acquired by a child in early childhood by imitation of surrounding adults; it is learned first, most often used, a person speaks it long before entering school).

In elementary school, the written basis of speech forms a new look at the system of the native language, intensive reading develops passive vocabulary, academic disciplines contribute to the acquisition of terminology, the child

learns speech styles, masters various types of retelling, presentation, and formulation.

This way of mastering the native language is the famous psychologist L.S. Vygotsky defined it as a “bottom-up” path, i.e. the path is unconscious, unintentional.

Effective development of bilingualism requires a particularly thoughtful methodology. In an unorganized situation, bilingualism, which develops spontaneously, will depend on random factors and the advantages of childhood in mastering Russian as a new language may not be fully used.

In learning to read in a new language, you cannot do without working on the word; the most obvious lag that reduces the meaningfulness of reading lies in the area of vocabulary: you should learn a few words every day, alternating this process with writing, drawing, and modeling. Expanding the vocabulary is associated with personal motivation: therefore, work on the word should be specially organized.

I can say that bilingualism in primary school is a complex linguistic problem, the study of which requires multidimensional research and the development of appropriate methods, as a result of the child’s language contact with the surrounding society. This language contact will contribute to the comprehensive development of the child’s personality, who, in the process of parallel assimilation, develops and learns about the world and himself.

Since bilingualism occurs where there is contact between several cultures, it contributes to the enrichment of the child’s personality with the cultural values of different peoples.

This article touches on only some aspects of this problem. It seems that considering the problem of bilingualism will allow us to solve not only linguistic, but also methodological problems that arise during the child’s acquisition of two or more languages.

A teacher combines love for his work and for his students; he knows how not only to teach children, but is also able to learn from his students.

Incredible dedication is the key to success for every teacher!

According to many experts, the best time to learn a language is from birth to 8 years. Starting from the age of 2-3 years, the child naturally understands the language spoken around him and begins to express himself in this language, because... he needs to solve social and everyday problems. However, foreign language learning begins much later in school.

English language kindergartens

Nowadays, bilingual kindergartens are gaining popularity, where children learn another foreign language, usually English, in parallel with their native language. Such kindergartens usually employ native English or other language teachers and also Russian-speaking teachers.

Specifics of bilingual education

In a competent bilingual program, language is integrated into learning. Language is not a subject of study, but a tool. Children do not learn a foreign language, but learn something else through language. According to linguists, being bilingual means having the ability to speak two languages without learning them. In a bilingual educational environment, children acquire it without realizing it.

There are different teaching methods that are used in the bilingual approach.

One way is to teach various subjects in Russian and English.. Thus, the child understands the need for a second language. On it you can talk with this specific teacher on specific topics.
Another technique is when multilingual children are mixed in a group. For example, children can speak Russian, French or English. Thus, for the child, language becomes a means of communication with other children.
The most popular method in our country is the method of immersion in a language environment. With this method, the role of the native speaker is important. One teacher speaks to children only in his native language.

Perhaps such bilingual training will take place on different days, or, for example, an English teacher conducts classes in the morning, and Russian in the afternoon. The main thing in this approach is to avoid mixing languages when communicating with one person in a given environment.

Subconsciously, it is unclear to the child why use another language if there is a more convenient native one. With this approach, children themselves choose which language to communicate in. Thanks to this method, children can learn a foreign language just like their native language, by listening and speaking.

Bilingual education process

The learning process occurs intuitively through play and communication with adult teachers. The child does not need to explain grammar and the alphabet. It is important to remember that this only applies without consequences to the mother tongue at an early age. Due to the fact that preschoolers have developed memory, it is easier for them to perceive and remember words and entire phrases.

Songs, poems, colorful visual material, etc. are also used in teaching. As a result, the child will be able to acquire correct pronunciation, communicate and understand simple foreign speech quite easily. In the future, he will learn the language at school without making much effort, because... he will have a good foundation laid. Experts also believe that with bilingual education, children develop verbal memory and cognitive abilities faster.

Often in private kindergartens the bilingual approach is combined with other methods.

Maria Montessori's method is one of the most famous

The Montessori method puts the child at the center of attention. Teachers respect children and help them in their self-learning process. Children are given choice and are therefore free to develop their own abilities and skills that are necessary for learning. The child also develops positive self-esteem.

Practice shows that the main thing in this is the interest and professionalism of the teacher, who must, as it were, descend to the child’s level in perceiving reality, accompany him in actions, and comment. This requires the adult's uninterrupted attention and deep connection with the child.

Maria Montessori believed in children's ability to learn and self-motivate. According to M. Montessori, the first years of a child’s life up to 6 years of age are key for his development. Children during this period have an “absorbent” mind that absorbs information from the world around them. Children constantly learn from their environment through sensory and hands-on experiences. Therefore, it is important to prepare a special organized environment for them, where there will be all the necessary training materials in two languages.

Children in such an environment are free and independent to explore the materials they choose. Teachers do not interrupt them, but only observe their periods of development and interests, guide and provide assistance if necessary. Also, thanks to mixed groups of different ages, children learn from each other.

The bilingual approach works effectively when applying the Montessori method due to the fact that kindergartens provide materials in two languages. Usually there are two teachers in the classroom who speak different languages. Thus, children in such an environment learn two languages simultaneously.

Today, the problem of bilingual education is acute in schools. Bilingual children often enroll in general education schools not from the 1st grade, but from the 5th, 6th, 8th, 9th grades and are forced under the current conditions not only to learn Russian, but also to communicate and study in a non-native language.
The problem of bilingualism and bilingual education is widely covered in the literature. According to the most common point of view, the acquisition of a second language largely depends on the level of development of the first. If the first language is developed so much that the child is able to use it in isolation from the context, mastering the second language is relatively easy. If the first language is poorly mastered or there is a risk of losing the first language, the acquisition of the second language may slow down noticeably. Therefore, it seems to us that the education of bilinguals must begin in kindergarten or elementary school. The general pedagogical aspects of school education and teaching of academic disciplines not in their native language at primary school age are analyzed by V.V. Arshavsky in his work “The Differences that Unite Us.”
As numerous studies on this issue show, bilingual students cannot master the Russian language program at the proper level. There is an interference between two language systems: the native language (which turns out to be insufficiently studied due to a certain level of development corresponding to primary school age) is mixed with the Russian language being studied. In oral speech, this interference manifests itself in systemic speech impairment. The problem is that at home a bilingual child speaks his native language, excluding communication in Russian.
In high school, writing will also suffer.
From here we can highlight the main problems of bilingual education in schools: bilingual students do not know the Russian language at the level necessary for learning, therefore they cannot comprehend the taught material equally in both the Russian language and mathematics; Teaching is conducted according to a program for children for whom Russian is their native language.
All of the above problems greatly complicate the work of school teachers and lower the level of academic performance in general.
In each middle school class there are 5-7 bilingual children of different nationalities. Our school is no exception.
At school No. 1788, in the middle level, lessons and additional classes are held for bilingual children in mixed learning. We noticed that, being in a group of Russian-speaking children (the main native speakers), bilingual children better master a non-native language (in this case, Russian). If a child does not understand the meaning of some words and concepts, then Russian-speaking children immediately explain this concept or rule to him. Here a bilingual child works according to the “do as I do” principle. At first he copies from a friend, but later he can do the same similar work on his own.
Common activities, common work, collective creativity or class work not only unite children, but also help to break down the speech barrier.
From all of the above, it follows that an in-depth study of the problem of bilingual education and the development of new teaching methods are necessary. It is necessary to develop textbooks for a bilingual child, in which the text would be compared with a picture that explains the situation in the text, or incomprehensible words would be explained using a picture. When taking exams, a child who has been studying a language for one or two years should not take the exam on the same basis as children who know the language as their native language. Such a child should be given a gentle type of exam. Develop the necessary legislative documents regulating the enrollment of bilingual children in mass educational institutions.
Today at school No. 1788 we are trying to introduce several approaches into the educational process:
- teaching the subject and the student’s mastery of subject knowledge in a certain area based on the interconnected use of two languages (native and non-native) as a means of educational activity;
- teaching a foreign language in the process of mastering certain subject knowledge through the interconnected use of two languages and mastering a foreign language as a means of educational activity.

Elena ANDREEVA, teacher of Russian language and literature, school No. 1788

On May 18, 2017, the foreign languages section answered this question at a pedagogical council prepared by teachers of this section. Almost the entire school staff attended the event. The teachers' meeting was held in the form of a modern lesson, which included the following stages - goal setting, updating knowledge, introducing new material, its initial consolidation and testing work in the form of each school's education department presenting the developed stage of the bilingual lesson. Of course, there was physical training in German and reflection!

So what is bilingual education?

Bilingualism, or bilingualism, is the functional fluency and use of two languages

Bilingual education is a purposeful process in which two languages of instruction are used; thus, the second language from an academic subject becomes a means of instruction; Some academic subjects are taught in a second language.

Bilingual education is a purposeful process of familiarization with world culture through the means of native and foreign languages, when a foreign language acts as a way to comprehend the world of specialized knowledge, assimilate the cultural, historical and social experience of various countries and peoples.

Significant practical experience in implementing bilingual educational programs has been accumulated in various educational institutions in Belgorod, Veliky Novgorod, Kazan, Kaliningrad, and Kostroma. However, the bilingual models and programs being implemented are in most cases experimental. Only in a small number of educational institutions the bilingual education system is used during the educational process. For example, in Kazan, bilingual education is used in practice in some general education institutions.

Advantages of bilingual education:

bilingual education allows a student to feel comfortable in a multilingual world;
education built on this principle is an opportunity to receive education in one of the world languages, without losing touch with ethnic and linguistic affiliation (this point can be observed, for example, if a student goes to study abroad, in addition, this example is very typical for education emigrants);
bilingual education expands the “borders” of thinking and teaches the art of analysis;
bilingual programs allow a person not to be afraid of the barrier of misunderstanding a foreign language and make pupils and students more adapted to learning other languages, develops a culture of speech, expands the vocabulary of words;
Learning in several languages at once promotes the development of communication abilities, memory, makes a student more mobile, tolerant, flexible and liberated, and therefore more adapted to difficulties in a multifaceted and complex world.
introduce them to world culture through the means of their native and foreign languages.

A modern school needs teaching methods that would help not only to provide high-quality education, but, first of all, to develop the individual’s potential.

Recently, more and more people are talking about bilingual education.

Such education, which implies the active practice of teaching in two languages at once, is used in educational institutions of countries where several languages “reign” in society.

This can be in a country where two languages are state (for example, in a number of constituent entities of the Russian Federation, in addition to Russian, the state language is also Adyghe, Altai, Udmurt, Karachay-Balkar, Tatar, Tuvan, Chechen, Erzya and many other languages) and in a country where, in addition to the state language, the linguistic component of national minorities is clearly present (here we can mention, for example, training in the Baltic states).

In addition, bilingual programs are increasingly accompanying schools, colleges and universities, where great attention is paid to the study of a foreign language, foreign cultures, and where the task is to create conditions for maximum immersion in the intercultural language environment. However, bilingual education can now be found in preschool institutions (early development schools, kindergartens).

It is believed that bilingual education, “given” at an early age, is most effective. After all, children are more open to new things. They don’t yet have all sorts of barriers-stereotypes.

However, bilingual education has both supporters and opponents. Indeed, bilingual education can indeed have both pros and cons.

Pros:

Bilingual education allows a student to feel comfortable in a multilingual world;

Education built on this principle is an opportunity to receive education in one of the world languages without losing touch with ethnic and linguistic affiliation (this point can be observed, for example, if a student goes to study abroad; in addition, this example is very typical for education emigrants);

Bilingual education expands the “borders” of thinking, teaches the art of analysis;

Bilingual programs allow a person not to be afraid of the barrier of misunderstanding a foreign language and make pupils and students more adapted to learning other languages, develops a culture of speech, expands the vocabulary of words;

Learning in several languages at once promotes the development of communicative abilities, memory, makes a student more mobile, tolerant, flexible and liberated, and therefore more adapted to difficulties in a multifaceted and complex world.

Minuses:

Sometimes, under the guise of language integration, a person studying in bilingual education programs may actually undergo assimilation and lose touch with their native culture. On the one hand, a certain cosmopolitanism appears, and on the other hand, knowledge of the language dissipates;

Alas, for bilingual programs to really work correctly, it is important not only their availability, but also the professionalism of teaching. Otherwise, about the student, you get a kind of educational marriage, because of which an unflattering “train” trails behind the bilingual - the opinion: “But he doesn’t really know a foreign language, but he doesn’t even know his native language!”

Thus, the advantages of bilingual education are much greater than the disadvantages. But so that the scales do not tip in the wrong direction, bilingual education must be approached very thoughtfully, delicately and, most importantly, professionally.