In the Russian Federation, education is guaranteed in the state language of the Russian Federation, as well as the choice of the language of instruction and education within the limits of the possibilities provided by the education system. 2. In educational organizations, educational activities are carried out in the state language of the Russian Federation, unless otherwise provided by this article. The teaching and learning of the state language of the Russian Federation within the framework of state-accredited educational programs is carried out in accordance with federal state educational standards, educational standards. 3.

Article 14. Language of education

What is punishable by the means of education, at present, special educational and methodological kits have been created for German as a second foreign language, namely the series of teaching materials by N.D. Galskova, L.N. Yakovleva, M. Gerber “So, German!” for grades 7-8, 9-10 (publishing house "Enlightenment") and a series of teaching materials by I.L. Bim, L.V. Sadomova, T.A. Gavrilova "Bridges.
German after English" (based on English as the first foreign language) for grades 7-8 and 9-10 (Mart publishing house).
Work is underway on the third part of this series. The basis for the development of the UMK series “Bridges.
German after English” is based on “The concept of teaching German as a second foreign language (on the basis of English)” by I.L. Beam (M., Ventana-Graf, 1997).
In French as a second foreign language, it is recommended to use the intensive course of I.B. Vorozhtsova "Good luck!" (publishing house "Enlightenment").

Article 14 language of education

As follows from the “Model Regulations on a General Educational Institution” (paragraphs 2, 3, and 5), approved by Decree of the Government of the Russian Federation of March 19, 2001 No. 196 (hereinafter referred to as the “Model Regulations”), the general educational institution creates the conditions for the citizens of the Russian Federation to exercise the right to public education , which in its activities is guided by federal laws, decrees of the Government of the Russian Federation, the Model Regulations, as well as the charter of a general education institution developed on its basis. According to paragraph 31 of the Model Regulations, when conducting classes in a foreign language, it is possible to divide the class into two groups.
At the same time, considering this norm in conjunction with paragraphs 4, 6, 10 of the "Model Regulation", it should be noted that such a division of the class into groups cannot go against the inclinations and interests of students.

On the study of foreign languages ​​in general educational institutions

To study Spanish as a second language, the current series of teaching materials on Spanish as a first foreign language by E.I. Solovtsova, V.A. Belousova (Prosveschenie publishing house) can be used.

You can start studying English as a second language at the intensive course of V.N.

Currently, special textbooks are being developed for all second foreign languages, which provide for the peculiarities of its study (reliance on the first, on already formed special learning skills, a faster pace of advancement, etc.).

Learning a foreign language in elementary school

In this sense, the issue of choosing a foreign language to be studied is today one of the most subtle and at the same time significant moments in the field of primary and basic general education. Since it reflects not only really available opportunities for students to develop abilities based on their own ideas and needs, but also a latent, not formulated for various reasons, conflict of interest on this issue between education authorities, school administrations, on the one hand, and students and their parents, on the other hand.
In the practice of a general education institution (school, gymnasium, lyceum, hereinafter referred to as a school), there are often cases when the administration, in order to preserve linguistic pluralism, considers it acceptable to refuse admission to school for children who do not live in a nearby microdistrict if they do not agree to learn a certain foreign language.

Also, it should be recognized that the school administration's references to the lack of vacant places in the group of the desired foreign language are not based on the law.

The decision on whether such a foreign language will be studied in a particular school, a particular class, and also whether the class will be divided into groups, is made by the school administration, taking into account the educational situation in this school, namely, the presence or absence of qualified personnel in a particular foreign language, their own traditions of teaching this subject.

In addition, in accordance with the third paragraph of clause 31 of the “Model Regulation”, the division of a class into groups for learning a foreign language at the first stage of general education (and today, as a rule, learning a foreign language begins in elementary school) is possible only if the necessary conditions and means are available .

Foreign language at school. right to choose

The administration and the teaching staff of the school must also take the initiative in organizing such work, as well as emphasize the role of learning foreign languages ​​in shaping the general level of education and culture.

Parents should be aware of what educational services in relation to the study of a foreign language a particular school can offer: one or two foreign languages, in what sequence, whether school exchanges are provided, what is the approximate effectiveness of teaching a particular foreign language, what are the prospects for further study of a particular a foreign language in the universities of the region, what are the employment opportunities with this foreign language immediately after graduation from school or university, etc.

It is important that parents know that mastering a second foreign language on the basis of a fairly well-learned first foreign language is, as a rule, much easier and more successful.

The transition from an industrial society to a post-industrial information society determines the importance of the comprehensive development of communication skills in the younger generation.

It is no coincidence that UNESCO proclaimed the 21st century the century of polyglots.

A second foreign language can be introduced in all types of schools (not only in schools with in-depth study of a foreign language or linguistic gymnasiums) as a compulsory subject or as a compulsory subject of choice or, finally, as an elective.

Most often it is one of the European languages ​​​​named above or one of the languages ​​\u200b\u200bof neighbors.

If the school can provide the study of two foreign languages, including English, then it is not so important that it is necessarily the first foreign language.
At the same time, it (this division) should be based on the principle of free development of the individual, as well as a guaranteed opportunity for a conscious choice and subsequent development of professional educational programs.

Therefore, each student, as a freely developing personality, when dividing the class into groups, should be given the right to choose one or another foreign language being studied, provided for by the curriculum of this educational institution.

In addition, this method of dividing a class into groups, enshrined in the legislation of the Russian Federation, fully complies with the basic principles of the state educational policy in the field of teaching foreign languages, set out in the letter of the Ministry of Education of the Russian Federation of November 28, 2000 No. 3131 / 11-13 "On the study of foreign languages ​​in general education institutions."

Law on Education Foreign Language Teaching

Education can be obtained in a foreign language in accordance with the educational program and in the manner prescribed by the legislation on education and local regulations of the organization carrying out educational activities. 6. The language, languages ​​of education are determined by the local regulations of the organization carrying out educational activities in accordance with the educational programs it implements, in accordance with the legislation of the Russian Federation.

• Article 13
• Article 14
• Article 15

Example: I bought a sofa in a furniture salon and after they brought it to me and opened the package, I did not find any defects.

When the sofa was first unfolded, the swivel mechanism fell apart and the base of the back was damaged.

The furniture supplier does not respond to my complaint.
Thus, the student's right to free choice of the foreign language being studied is an integral part of such rights as the right to access to education, guaranteed by the Constitution of the Russian Federation, the right to free personal development, as well as the right to acquire knowledge and choose a specialization on the basis of equality of opportunity. It should be especially noted that this right of a student cannot be limited on the basis of the place of residence. According to paragraph 3 of Article 55 of the Constitution of the Russian Federation, the rights and freedoms of a person and a citizen can be limited only by federal law and only to the extent necessary to protect the foundations of the constitutional order, morality, health, rights and legitimate interests of others, to ensure the defense of the country and state security. On the basis of paragraph 2 of Article 19 of the Constitution of the Russian Federation, Article 5 of the Law of the Russian Federation "On Education" (as amended by

Line UMK Shatsky. French as a second foreign language (5-9)

Psychology and pedagogy

Second foreign language at school. When to expect?

On the Internet, with enviable regularity, news appears regarding the “adding” of teaching a second foreign language in educational institutions. It is promised that from 2019, English will become compulsory for all students, which will appear in the program for first-graders. After the transition to the fifth grade, students will need to choose a second language.

However, denials immediately appear that, on the contrary, the second language will not be added, but excluded from the program. What information to believe, what changes to expect in the new academic year - we figure it out together.

Charles I the Great:“To own a second language means to own a second soul”

The appearance of a second language in the curriculum is not new. Educational institutions with a humanitarian bias have long practiced the study of several languages. The only difference is that both students and teachers know in advance about this state of affairs.

Also, three years ago, when the Ministry of Education expanded the practice of learning foreign languages, most of the elite gymnasiums and lyceums happily took up this initiative. However, at that time the "decision on languages" was exclusively advisory in nature and left the right of choice to each educational institution.

As with any innovation, the introduction of a second language into the program was reacted differently. Some parents were delighted to learn an additional language, while others felt that the children were being overburdened. Among the dissatisfied were, for example, parents of students studying in classes with a mathematical bias - they say that an additional language is distracting and to some extent destroys the very idea of ​​​​specialized classes.

It should be borne in mind that it is impossible to add classes to students' schedules for no reason. There are student workload norms (23 class hours per week for a five-day/26 hours per week for a six-day class), and it is impossible to squeeze a subject into the schedule without violating them or "sacrificing" another subject. If we are talking about classes with a focus on a specific subject, then such a loss of a core subject leads to the destruction of the essence of in-depth study.

Another problem in this matter was the obvious shortage of teachers. Not all schools have properly qualified English teachers, and teachers of other foreign languages ​​are even more difficult to find. In this case, it will be difficult for small cities. After all, if the introduction of a second language "passes" through all educational institutions, then the innovation will affect all "cities and villages".

Introduction of a second language

At the moment, the Ministry of Education and Science of the Russian Federation has postponed the transition of the "bilingual" program to the 2019/2020 academic year. In the 2018/2019 academic year, the introduction of a second language became mandatory for educational institutions and classes with an appropriate philological bias. The school management discusses this issue together with the parents, and it is recommended to introduce the language according to the interests of the students, having found out the general opinion through a survey.

The new program will only affect students under sixth grade. Schoolchildren who, at the time of the introduction of the second language, will be transferred to the 6th grade, will study according to the former monolingual system. For elementary grades, the following principle applies: in the first grade, students learn one foreign language, while the second one will appear in the fifth grade. Such a distribution will help to master the first foreign language well and, using the knowledge gleaned from it, begin to study the second one.

The workbook is an integral part of the teaching and methodological kit (TMK) in French, intended for students in the 7th grade of general educational institutions, where French is studied as a second foreign language. The workbook contains tasks for consolidating, practicing and systematizing the studied educational material, as well as for developing the skills and abilities of reading, speaking and writing. Includes tests and reading texts.

Moreover, despite all the arguments and orders, the situation regarding the mandatory introduction of two languages ​​remained vague. For example, recently the Minister of Education of the Russian Federation Olga Vasilyeva said that the widespread introduction of a second language in schools is undesirable. The indicators even in the Russian language leave much to be desired, to say nothing of a few additional foreign ones. Thus, at the moment, the decision on the subjects taught falls on the shoulders of the school management, teachers and parents of students.

What about teachers?

And how do teachers feel about the proposed innovation? Among the noted positive aspects, the prospect of greater opportunities (thanks to the study of several languages) for the schoolchildren themselves stands out. New languages ​​are an opportunity not just to visit other countries and feel free there, but also an opportunity to study and work abroad. A special advantage is free education in European countries, if the teaching takes place in the state language. It is an excellent motivator for learning German, French, Spanish and other languages. Learning less popular (in school teaching) languages ​​also leads to excellent results. The combination of proficiency in languages ​​"English + "exotic" is very successful, since specialists with such a "set" are still rare. Although today more than two thousand Far Eastern schoolchildren are studying Chinese (and in the Russian capital, Chinese is taught in 75 schools), students from Kazan practice the study of Turkish, and Tatar schoolchildren have opted for Arabic.

It is also useful to study a second language for the general situation in relation to the Russian linguodidactic school. Once upon a time, our German studies were one of the strongest in the world, but today it has practically ceased to exist. This is due to the fact that in schools the main attention in learning a foreign language falls on English.

In addition, educational practice around the world shows that the study of only one foreign language is not practiced in the developed countries of the world. In many schools in Europe, three languages ​​are taught: English is taught mandatory, a second language is added in high school, and a third foreign language is also introduced in senior schools. Since 2018, a similar innovation has been introduced in Ukraine - now first-graders will learn one foreign language, and from the fifth grade, schoolchildren will overtake a second additional one.

To console panicked parents, here are a few arguments “for” learning several foreign languages. For example, it has long been proven that learning any "foreign" language is an excellent task that trains our brain. Stimulation of memory, broadening one's horizons (after all, learning another language is a way to know another world), "charging" for the intellect in general - all this allows achieve learning other languages.

It is also worth mentioning that the second language is learned much easier and faster than the first. It has been empirically proven that translators who translate from one language to another (both languages ​​are foreign) do not experience overload, their brain already works differently, allowing them to think differently and more quickly.

Cons of a second foreign

However, we also note the negative aspects of the introduction of a second foreign language. In addition to the logical increase in the load (from which schoolchildren and their parents are already sighing sadly), for all students there is such a thing as an individual inclination to a certain kind of discipline. For example, if a child fails in the humanities, then the second foreign language for him is additional costs, both mental and material (in case of extreme failure with the language, parents will have to hire a tutor), extra time and stress. The question of the relevance of a second language for students of special schools who choose a non-humanitarian education is raised again.

The additional burden will affect not only students, but also teachers. It should be borne in mind that the lack of staff will necessarily affect the quality of teaching. Even in large cities, a person with a decent level of proficiency in a foreign language would rather agree to work as a translator than go to a school where wages are several times lower. There is no need to even talk about villages and villages.

In addition, foreign language textbooks also become a fly in the ointment. There are many adapted textbooks, according to which schoolchildren can even prepare for the unified state exam. However, such books, adapted or aimed at passing the exam, are not the best choice for learning the language. It has long been recognized that the best material is presented in the books of foreign publishers. Here comes a vicious circle: it is better to choose foreign books for studying, but it is difficult to prepare for the exam using them. Adapted textbooks will allow you to pass the exam, but the quality of grammar and speaking will suffer.

A separate problem will be the introduction of a second foreign language in regional educational institutions. Where schoolchildren are already learning Russian, their national and English languages, the addition of another foreign language will be like such a "granite of science" about which all teeth can be broken. Many teachers note that even at the present stage with three languages, many children find it difficult to learn. A small group of students receive high scores, so it is definitely too early to talk about the introduction of an additional foreign language in the regions.

So, the introduction of a second foreign language in the 2018/2019 academic year in all educational institutions on a mandatory basis will not be. Therefore, we can only keep a "hand on the pulse" of the innovations that the Ministry of Education and Science is preparing for us, and hope that all the proposed initiatives lead to the best.

The workbook is an integral part of the EMC and is designed for both independent work at home and for work in the classroom. Sections of the workbook are interconnected with the corresponding sections of the textbook. The workbook contains training exercises to consolidate the material covered and a set of control tasks.

The standard of general education, developed by the Ministry of Education and Science, involves the study of a second foreign language - French, German, Spanish or Chinese - by students in grades 5-9. However, not all educational institutions introduced a second foreign language at school in 2019. What changes should schoolchildren and their parents expect in 2019-2020?

Current situation

Talks about the introduction of a second foreign language in schools have been going on for a long time, since 2010. Therefore, employees of the Ministry of Education in their Letter No. 08-1214 dated May 17, 2018 explained that the content of the educational program is developed and agreed upon by each individual educational institution independently, in accordance with Federal State Educational Standard No. 412 dated May 17, 2012, approved by Orders of the Ministry of Education and Science of the Russian Federation No. 373 dated October 06, 2009 and No. 1897 dated May 17, 2012

When drawing up the curriculum, employees of general education institutions are required to take into account the list of disciplines that are mandatory for students to study in accordance with the requirements of the Federal State Educational Standard. The academic minimum for educational programs in Russia is established by Art. 12 and 28 of the Federal Law No. 273 of December 29, 2012 “On Education”.

In accordance with the Federal State Educational Standard, the list of compulsory disciplines that must be taught in all schools includes:

• Russian;
• native language;
• literature;
• foreign;
• second foreign language;
• history - general and Russia;
• mathematics - geometry and algebra;
• social science;
• geography;
• foundations of spiritual and moral culture;
• music;
• technology;
• Physical Culture;
• Informatics;
• physics;
• biology;
• chemistry.

If we refer to clause 9.3. Federal State Educational Standard No. 413 dated May 17, 2012 with current adjustments dated June 29, 2017, it can be noted that the section "Foreign Languages" includes such subject results of mastering school disciplines as:

• foreign;
• the second foreign - the basic level.

Compulsory study of a foreign language is also spelled out in Part 1 of Section V of the Strategy for Innovative Development of the Russian Federation. Based on the results of mastering the program, the student should have the following skills:

• ability to communicate;
• primary knowledge about the cultural characteristics of the countries of the languages ​​being studied and the ability to build one's behavior in accordance with the norms adopted in a foreign state;
• be able to communicate with carriers at a threshold level;
• use the skills of searching for information on English-language (or other - depending on the program being studied) resources for educational purposes.

Despite the above circumstances, until 2019, the standards of the Federal State Educational Standard of the Ministry of Education and Science were considered by educational institutions as an act of a purely advisory nature. Directors of lyceums, gymnasiums and schools independently made decisions on the need to add a particular program to the curriculum.

What changes to expect in 2019

Whether a second language will be introduced on a mandatory basis in Russian educational institutions is a rather controversial issue. Based on the letter of the Ministry of Education and Science No. 08-1214 dated May 17, 2018, it can be judged that the second foreign language should be included in the standards of general education and apply to students in grades 5-9. However, in practice there are a number of difficulties that hinder the fulfillment of the requirements of the Ministry.

The main problems due to which many schools still do not comply with the requirements of the Federal State Educational Standards are:

• lack of professional staff;
• parents' disagreement with the increase in the burden on children;
• lack of teaching materials and programs for mastering a new discipline;
• lack of free time in the approved staffing table.

Due to the above circumstances, the letter is still advisory in nature and, as of the beginning of 2019, the second foreign language has not become a mandatory element of the curriculum. Officials from the Ministry of Education soberly assess the current situation and realize that in Russian schools today there is no staff of competent teachers, and there is also no methodological readiness to comply with the GEF standard. This means that parents have a whole year to prepare their children for learning a second language in 2020.

Today, the decision on which foreign language will become mandatory for study is made exclusively by the Administration of the educational institution. German remains the most popular, mainly due to the recommendation of the Ministry of Education of the Russian Federation and the program "German - the first second foreign language" initiated by the Goethe Institute (at the German Embassy) and MAUPN.

If the changes are introduced in 2020, parents of first-graders should not worry about increasing the educational burden on their children. The fact is that the changes will be implemented in stages. From the 1st grade, children, as before, will study only English or German as the main one, and from the 5th grade they will start learning a second language. We are talking about general education schools, without in-depth study of languages.

If a child goes to the 6th grade in 2020, then even with the introduction of a new educational standard, the changes will not affect him, since the second foreign language training program is designed for 6 years, i.e. for children from 5th to 11th grade inclusive. At the same time, it should be understood that according to the “differentiated approach”, each region can independently decide on the volume of subjects studied: everything will depend on the place of residence of the family.

A couple of decades ago, in schools, children struggled to learn the only foreign language. The choice was small. By the end of the millennium, German, English and French were in school use. Now everyone is planning to change. The process has already begun - there is a greater choice of disciplines, besides, a second foreign language at school in 2018-2019 will be added to the compulsory study.

The second foreign language in schools has become a cause of dissatisfaction among parents

It would be strange if innovations in the education system could pass without unnecessary excesses. Traditionally, any changes in the country cause "stormy waves" of condemnation and just talk. The same thing happened with the introduction of the second foreign language into the school curriculum.

Both teachers and parents were involved in the discussion process. At first, the latter were concerned only with the ever-increasing level of educational loads. After the pilot introduction of a second foreign language in a number of schools, a wave of indignation began to appear. Some parents continued to resent the ever-increasing number of classes. Others were offended by the lack of free multilingualism in their school. That is, for some parents there is a lot of workload, while for others it is not enough.

The situation is strange, but it does not go beyond logic - there are specialized schools for in-depth study of a number of disciplines. It is possible that the project will be adjusted, separating technical educational institutions from the multilingual program.

Interesting! In many European countries, schoolchildren sometimes learn not 2, but 3 foreign languages ​​at once. If we draw a parallel with the Russian education system, then the first 2 “foreign languages” are taught by children from the first or second grade, and the third at 10 and 11. The bottom line is that they have more weekly hours of classes.

At the same time, the head of the Ministry of Education and Science, Olga Vasilyeva, considers the widespread introduction of two foreign languages ​​a mistake. She argues that it would be more correct to introduce such a practice only in specialized schools. In other educational institutions, it is worth emphasizing deep learning of Russian speech, because the modern generation even knows the state language poorly, and many cannot master a foreign language.

Features of the introduction of an additional subject in the school curriculum

The issue of switching to 2 "foreign languages" is still in the approval mode. So far, there are no clear guidelines, although a number of schools have already switched to multilingual programs. Moreover, the right to choose a second language is given to schools - you can choose any of the approved list. Many schools are unlikely to try to find a specialist for as yet "exotic" languages. At the same time, for many years there has been a pronounced direction for the study of the German language in the country, therefore, perhaps, this is the main contender for inclusion in the compulsory program. Oleg Radchenko, one of the authors of textbooks on the language of Goethe, used to worry that a strong linguodidactic school of German might disappear, and an innovation might help it survive.

The list of languages ​​is not yet so wide, although there is still a choice:

1. English.
2. Spanish.
3. Deutsch.
4. Chinese.
5. French.

Spanish and Chinese were added to the standard "trinity". They have been in the practice of schooling for a long time, but have not yet become so widespread, although they have even acquired the right to “participate” in the Unified State Examination. In addition, there are native languages ​​of national minorities, which are taught so far in the format of a variable part of school education. That is, the official introduction of a second foreign language at school in 2018-2019 will make it possible to take the study of native speech of indigenous peoples beyond the scope of auxiliary subjects. It is understood that the native language, which is different from Russian, can be studied within the framework of the new program.

It is also worth noting that the multilingualism project implies maximum independence of schools not only in the choice of discipline, but also in terms of other aspects. Schools or gymnasiums themselves will be able to set the volume of lessons taught and the annual “time schedule” itself.

Attention! Parents should understand that even the mandatory introduction of a second foreign language at school in 2018-2019 will not mean its exact presence in the child's schedule. So far, the main parts of school programs for the study of foreign languages ​​are designed for the period from 5 to 11 grades. Based on this, the introduction of a new subject is possible only for children starting the school year in the fifth grade. Children in older grades will continue their education according to the previous programs.

It should not be forgotten that in the scale of such changes, educational materials and final examination tests will be applied their own innovations. Both tests and textbooks will require changes. Ideally, the creation of full-fledged educational materials of a contrastive type, building a relationship between the two languages ​​being studied.

While this is not possible. Even the choice of discipline is conditional. In fact, parents and children are only given the illusion of being given a choice of language. In fact, the study of the subject will depend on the availability of school facilities and other factors.

Problems and consequences of the introduction of multilingualism

There is a clear paradox in the emerging system of new education - officials want to teach in a new way, having the old program. The combination of general standardization, not to say stereotyped education, with attempts to expand the scope of schoolchildren's knowledge through the development of versatility, can cause surprise. Such a system cannot work - even schoolchildren are clear that either uniform standards are needed, or variability in education is permissible. An attempt to standardize education in itself is not bad, only it should concern certain fundamentals that are mandatory for all schools, gymnasiums and lyceums. Modern Federal State Educational Standards are quite worthy, but they are trying to “drive” all educational institutions into an unnecessary template without taking into account the region, remoteness from large cities, etc. The absence of a mathematical school in a small village will force the child to go to a regular one, where it can be difficult for him due to strong emphasis on the humanities.

The second significant problem of introducing another subject into the curriculum is the banal shortage of personnel. Multilingualism in schools can be fully implemented only in large cities. In villages and towns of small size, even with 1 foreign language in the program, there is a constant problem of a lack of foreign language teachers. In such a situation, even if desired, a number of schools will not be able to implement the requirements of the Ministry of Education.

The third nuance of the introduction of discipline will be the lack of readiness of the parents themselves along with the students. Increasing the workload is not easily tolerated by all children, besides, a lot also depends on teachers in the field. As a result, the additional "inyaz" will be a new occasion for auxiliary classes with a tutor or a place for the manifestation of the perseverance of parents paired with the perseverance of children.

So far, the second "foreign language" has become mandatory only in schools with a philological bias. These don't even exist in every city. However, in 2018-2019, everything can change for ordinary schools, although educational institutions with a technical focus are unlikely to be obliged to strengthen the humanitarian inclination through a new discipline.

Video about the second foreign language at school