«Жоғары оқу орындарында көптілді білім берудің өзекті мәселелері»
аймақтық ғылыми-практикалық конференция, 30 қараша 2018ж.
Х.Досмұхамедов атындағы Атырау мемлекеттік университеті
43
Community since 2007. Moreover, the European Commission allocates grants
for research on multilingualism using e-learning tools (for example, Babylon &
Ontology project: "Multilingual and cognitive e-Learning Management system
via PDA phone") [4].
In Kazakhstan, the idea of the Trinity of languages was first voiced by N.
In October 2006, at the XII session of the Assembly of people of Kazakhstan,
the President reiterated that knowledge of at least three languages is important
for the future of our children. And in 2007 in the Address to the people of
Kazakhstan "New Kazakhstan in the new world" N. Nazarbayev proposed to
start a phased implementation of the cultural project "Trinity of languages",
according to which it is necessary to develop three languages: Kazakh as a state,
Russian as a language of international communication and English as a language
of successful integration into the global economy [5]:" Kazakhstan should be
perceived worldwide as a highly educated country, whose population uses three
languages " [6].
From this moment begins the countdown of the new language policy of
Kazakhstan. Multilingual education was fixed by the following legislative acts:
the Constitution of the Republic of Kazakhstan, the law of the Republic of
Kazakhstan "on languages", the Law "on education", the State program of
functioning of languages in the Republic of Kazakhstan for 2001-2010, the
Concept of development of foreign language education of the Republic of
Kazakhstan [7-12] and others which made its legal basis. The above documents
define the role and place of multilingual education, the principles of creating a
modern effective system of management of multilingual education.
Today we can already talk about the completion of the institutional support
for the implementation of the State program of education development of the
Republic of Kazakhstan for 2011-2020, the basic competencies of which are
trilingualism, Eurasian multiculturalism, communication and technocracy [11].
The state program of language development is carried out in three stages. At the
first stage (2011-2013), a set of measures aimed at improving the legal and
methodological framework for the further functioning and development of
languages was carried out. As part of the second stage (2014-2016), it is planned
to implement a set of practical measures for the introduction of new
technologies and methods in the field of study and use of the state language, as
well as the preservation of linguistic diversity. At the third stage (2017-2020),
the result will be consolidated through systematic monitoring of the degree of
demand for the state language in all spheres of public life, the quality of its
proper application and the level of proficiency, while maintaining the positions
of other languages. According to the results of the program, the share of the
adult population speaking the state language will be 20% by 2014, 80% by 2017
and 95% by 2020. The share of Kazakhs who speak Russian by 2020 will be at
least 90%. The share of the population speaking English in the Republic is 10%
«Жоғары оқу орындарында көптілді білім берудің өзекті мәселелері»
аймақтық ғылыми-практикалық конференция, 30 қараша 2018ж.
Х.Досмұхамедов атындағы Атырау мемлекеттік университеті
44
in 2014, 15% in 2017 and 20% in 2020. The proportion of the population
speaking three languages (state, Russian and English), by 2014 10%, by 2017 —
12%, by 2020 — up to 15%.
This Concept, considering multilingual education as an effective tool for
preparing the young generation for life in an interconnected and interdependent
world, focuses on in-depth study of the state Kazakh language in harmonious
interaction with the teaching of Russian and English. Special attention is paid to
professionally oriented language training for the purpose of training specialists
fluent in three languages, which corresponds to the law on languages of the
Republic of Kazakhstan [8] and, undoubtedly, will increase the competitiveness
of specialists.
On the one hand, today, when the system of education is tasked with the
introduction of new methods of pre — school training and early trilingualism,
32 universities from September 1, 2012 introduced the training of more than 5,5
thousand students of special departments, which will soon receive not only
competitive multilingual specialists, but also to implement the mass introduction
of multilingualism at all stages of education "preschool education — school —
University-preschool education". This will make the process of multilingual
education continuous.
It should be noted that the introduction of multilingual education has
caused a number of problems. The need for knowledge of several languages in
the modern world and the demand for a multicultural personality by society are
obvious and in themselves are the motivation for learning. However, the
professional orientation of students involves their trilingual training in basic
subjects of the future specialty. So, future chemical engineers from school
should master three languages within a given thematic minimum for the
discipline "Chemistry", future economists should master knowledge in
Economics, economic theory in three languages, etc. However, the Kazakhstan
compared to European countries, because of its geographical location does not
have the conditions for the natural development of massive multilingualism with
knowledge of active world language. Therefore, in the context of secondary
education it is necessary to organize the educational process in such a way that
graduates have a sufficient level of multilingual competence for the subsequent
continuous improvement of speech and communication competence in three
languages. This requires a special design of the process of teaching non-
linguistic disciplines, which would contribute without increasing the hours in the
curriculum to achieve both the implementation of the standard for the
development of the content of the discipline, and the mastery of three languages
within the chosen discipline. This problem is still not solved in educational
institutions of Kazakhstan.
However, there are also successful solutions to the above problems in the
implementation of multilingual education, as evidenced by the diagnosis of
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