Modern man today is characterized as a person who is fluent in two or more languages. In this regard, the gradual implementation of the cultural project "The Trinity of Languages" is being carried out in universities and schools of our country. The idea is expressed in a simple and understandable formula: we develop the state language, support Russian and study English. Mastering the English language makes it possible to study abroad at the best universities in the world and creates the opportunity to gain practical experience in the advanced countries of the planet.
In November 2015, the Roadmap for the development of trilingual education for 2015-2020 was approved in Kazakhstan. It aims to study three languages: Kazakh, Russian and English.
Many experts (including foreign ones) have already called preparation for the introduction of trilingualism in Kazakhstan “one of the most important social reforms.”
“I am absolutely convinced that children should be taught when they are children. Trilingualism is simply a necessity for our children. They are children of the whole planet: the state language must know, the Russian language is our language of communication, English is the world language, the language of world science, innovation, the Internet, ”N. Nazarbayev emphasized during the XXIV session of the Assembly of Peoples of Kazakhstan“ Independence. Consent. A nation of one future. ”
According to the Head of State, the introduction of trilingualism in the field of school education is the preparation of Kazakhstani children for the future.
“Who knows which language will dominate the world? (...) In second place, by the way, is Chinese - by the number of people who use the language. Maybe sometime we will have to learn Chinese, too, I don’t know, maybe the language of the Indians, which are two hundred thousand billion. But now, for moving forward, for education, for becoming a young man who will be able to support himself, his family and raise children, we need English, ”the President of Kazakhstan added.
For the first time, the idea of introducing trilingualism (or trilingualism), i.e. the mastery of the Kazakh, Russian and English languages by the citizens of the Republic of Kazakhstan was announced by the President of the Republic of Kazakhstan in October 2006 at the XII session of the Assembly of the People of Kazakhstan. And already in the 2007 Message “New Kazakhstan in the New World” N. Nazarbayev proposed to start the phased implementation of the cultural project “The Trinity of Languages”: “Kazakhstan should be perceived throughout the world as a highly educated country, the population of which uses three languages.”
Kazakhstan's accession to the Bologna process played a significant role in the development of trilingualism in the Republic of Kazakhstan. According to the principles of the Bologna Declaration, a system of multilingual education should be implemented in Kazakhstan, in which English should be used along with Kazakh and Russian. The aim of the Bologna process is to create a strong competitive education system in the world.
The need to master Kazakh, Russian and English languages creates the basis for the formation of trilingualism. However, when planning language, one should take into account the fact that bilingualism in the Republic of Kazakhstan is a natural process that takes place among the entire population of the republic, regardless of age, nationality, and trilingualism is a regulated and formed “from above” process.
Thus, the essence of the transition from “bilingualism” to “trilingualism” is that every Kazakhstani is imbued with the idea of mastering three languages, and the educational system - school and university - creates real conditions for this. The ultimate goal is to help break through the economy of Kazakhstan, ensure its competitiveness and successfully enter the global space.
In the scientific plan, the works of E.D. Suleimenova, O. B. Altynbekova, M. M. Arenov, G. A. Bazarbaeva, L. A. Baideldinova are of great value for the study of language policy in Kazakhstan. A.I. Baskakova, G.A. Dosmukhambetova, S.Z. Zimanova, R.K. Kadyrzhanova, A.T. S. Suzhikova and others.
On October 29, 2010, the President of the Republic of Kazakhstan issued a decree on the State Program for the Development and Functioning of Languages in the Republic of Kazakhstan for 2011-2020, which deals with the development of languages in the new conditions, improving the regulatory framework aimed at strengthening the institutional status of the Kazakh language as a state language, to preserve the sociolinguistic activity of the Russian language and to develop the English language as a means of integration into world space.
After completing multilingualism courses, I immediately began to use English in my lessons - physics lessons. Students immediately “saw” the connection between the English language and physics, and also concluded that successful work in the lesson largely depends on good knowledge of the English language. they became interested in applying new skills to work with English terminology text; to develop communication skills and the ability to talk about their actions in a foreign language.
The purpose of my lessons is to increase the attention of students, a variety of cognitive and educational activities, creating a creative atmosphere in the lesson.
In my lessons, students learn to work not only in Russian, but also began to complete assignments in English. All the test tasks he proposed in English, when completed, are not difficult, frankly the tasks are not difficult, because I consider the main task to teach children to use a foreign language in the lesson. So that children at the start of such changes do not lose interest in the subject of physics, as well as in learning a foreign language. More complex tasks are conducted in Russian. Need to speak English at a physics lesson
became familiar in a matter of days, because most of the terms are pronounced in English. Of course, I myself have great difficulty in conducting lessons using the English language, as before multilingual courses, did not study foreign languages. Having completed courses in multilingualism, I try to replenish my vocabulary from various sources daily. It becomes very useful to communicate with colleagues who took courses directly with me, exchange and generalize experience. I began to attend classes of teachers of the English language, use various applications for learning English, as well as the most useful, in my opinion, I recommend it to children.
The truth is simple: the world is open to anyone who can master new knowledge through the mastery of the Kazakh, Russian and English languages. Undoubtedly, using innovative methods in the lessons, forming an interest in learning, introducing new technologies, teachers activate language competence and thereby contribute to the effectiveness of language acquisition.
For the formation of a competitive, communicative positive personality, capable of active life in a multinational and multicultural environment, with a developed understanding and sense of respect for other cultures, the ability to live in peace and harmony, multicultural and multilingual education is necessary.
Thanks to the initiative of the President, our state has begun to implement the concept of multilingualism in education, because it is multilingualism that will strengthen the competitiveness of Kazakhstan.
In recent years, the English language has been very significant in the world. Interest in him is very high, both among the adult population doing business, and among students of various educational institutions. Modern life feels the need for highly qualified specialists who can not only read and translate specialized literature, but also communicate in English.
Multilingualism helps to expand mental opportunities and increase the intellectual level of personality.
The main objective of the methodological work is updating the content of education, which requires the creation of real situations of human communication. In an educational school, this is not always possible with a negligible weekly load.
Therefore, our main task remains the search and use in the classroom and extracurricular time of the material that would contribute to the implementation of trilingualism, and the work will only be effective when it is systematic.
During the lesson, translations of individual words, phrases, sentences into English and Kazakh are carried out. At the stage of announcing the date and topic of the lesson, trilingualism is possible.
During the vocabulary work, some words are translated or phrases are compiled verbally in three languages.
During the lesson, some words, phrases, if possible, the teacher can pronounce in Kazakh or English.
Every modern teacher tries to present educational material in an unobtrusive and entertaining way to increase student motivation.
In the lessons to motivate speech activity, it is necessary to apply various games. Games allow you to activate the studied language material in speech situations, and, in addition, they have the highest degree of visibility.
Extracurricular work, unlike additional work, is carried out constantly. Here, students, as in the lesson, work on the culture of speech. Extracurricular activities and the lesson have one and the same goal: to prepare literate students who speak Russian and in its oral and written form, but on a par with Russian Kazakh and English. Trilingualism is the command of the times.
Forms of extracurricular activities: the competition "Polyglot", KVNy, quizzes, holidays, subject weeks, decades, etc.
The educational and educational value of extracurricular activities is invaluable.
An integrated lesson is a special type of lesson that combines training in several disciplines simultaneously while studying one concept, topic or phenomenon. According to the classification of educational technology trends, the integrated lesson belongs to the “education in the process of life” technology group. Such lessons are a powerful stimulator of mental activity, students can be taught the application of theoretical knowledge in practical life, students begin to analyze, compare, compare, search for connections between objects and phenomena.
The main purpose of the lesson is the use of non-traditional teaching technologies using intersubject communications of disciplines and merging them into an integrated lesson to consolidate and deepen students' knowledge, as well as acquire practical communication skills.
A lesson is a part of a child’s life, and living this life should take place at the level of high social culture. The forty-minute moment of life is a continuation of home, street life, it is “a piece of the history of the child’s personal fate”.
The subject programs, unfortunately, are designed so that the child’s knowledge remains scattered, artificially divided by subject.
The introduction of an integrated system can, to a greater extent than traditional subject teaching, contribute to the development of a widely erudite person who has a holistic worldview, the ability to independently systematize his knowledge, and to approach various problems in a non-traditional way.
Along with integrated lessons, we held integrated extracurricular activities. They made it possible to fully "build" the students' speech behavior, develop confidence, and freely, internally relaxed to feel in communication in any situation, including in an official business one.
The methodological basis of an integrated approach to training and education is the formation of knowledge about the world and its laws in general.
Knowledge of languages opens up great prospects for them in training and further work: such as studying abroad, internship in foreign countries, free movement in the global space. The trinity of languages is the key to the successful education of the youth of Kazakhstan, its reliable stronghold.
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