КФУ. Карточка публикации. Methodology of multicultural education

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METHODOLOGY OF MULTICULTURAL EDUCATION

Форма представления

Лекции виртуальных аудиторий

Год публикации

2015

Язык

английский

Авторы, сотрудники КФУ

Габдулхаков Валерьян Фаритович, автор

Библиографическое описание на языке оригинала

Methodology of multicultural education

Аннотация

There are many villages, small towns, pre-schools and schools in Tatarstan (one of the regions in Russia) where children study either in their mother tongue or in two languages. In such situations there may be different frameworks for such education - a coordinative framework when a child easily switches between the semantic basis of two languages (such cases are rare); a subordinate framework when a child thinks in and fluently speaks his/her mother tongue (Tatar, Chuvash, or Mari) and poorly in his/her second language (Russian); and a mixed framework when rules of one language overlap with the rules of another which results in a child poorly speaking both languages. Bilingulism can be good or bad but in has a major impact on intellectual, communicative, and moral development of children. Contemporary psycholinguistics consider it an ideal bilingualism when a child freely switches between languages, i.e., fluently speaks both languages. However, if a child studies three languages simultaneously (let̕ s say, Tatar, Russian, and English), then two semantic frameworks (i.e., meanings of words) overlap with the third - with Russian, Tatar or English. It is very important to determine how in happens for every child, which would help to develop an overall strategy for coordinated and simultaneous learning of three languages. Dissociated language training leads to a mixed bilingualism which can slow down not only speech production in the mother tongue but also the overall intellectual development. The spread of mixed bilingualism currently observed in pre-schools and schools can result in a child unable to speak any language - neither the mother tongue nor the second language. Studies of problems associated with preschool language learning show the need for developing a special didactics, i.e., linguistic didactics of pre-school education. Methodology of development of a child includes philosophy (Socrates, and others), psychology (Charles Samuel Myers, and others), didactics.

Ключевые слова

Methodology of multicultural education, Communication skills.

URL

http://eng.kpfu.ru/Valeryan.Gabdulhakov

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https://repository.kpfu.ru/?p_id=113156

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Полная запись метаданных

Поле DC	Значение	Язык
dc.contributor.author	Габдулхаков Валерьян Фаритович	ru_RU
dc.date.accessioned	2015-01-01T00:00:00Z	ru_RU
dc.date.available	2015-01-01T00:00:00Z	ru_RU
dc.date.issued	2015	ru_RU
dc.identifier.citation	Methodology of multicultural education	ru_RU
dc.identifier.uri	https://repository.kpfu.ru/?p_id=113156	ru_RU
dc.description.abstract	There are many villages, small towns, pre-schools and schools in Tatarstan (one of the regions in Russia) where children study either in their mother tongue or in two languages. In such situations there may be different frameworks for such education - a coordinative framework when a child easily switches between the semantic basis of two languages (such cases are rare); a subordinate framework when a child thinks in and fluently speaks his/her mother tongue (Tatar, Chuvash, or Mari) and poorly in his/her second language (Russian); and a mixed framework when rules of one language overlap with the rules of another which results in a child poorly speaking both languages. Bilingulism can be good or bad but in has a major impact on intellectual, communicative, and moral development of children. Contemporary psycholinguistics consider it an ideal bilingualism when a child freely switches between languages, i.e., fluently speaks both languages. However, if a child studies three languages simultaneously (let̕ s say, Tatar, Russian, and English), then two semantic frameworks (i.e., meanings of words) overlap with the third - with Russian, Tatar or English. It is very important to determine how in happens for every child, which would help to develop an overall strategy for coordinated and simultaneous learning of three languages. Dissociated language training leads to a mixed bilingualism which can slow down not only speech production in the mother tongue but also the overall intellectual development. The spread of mixed bilingualism currently observed in pre-schools and schools can result in a child unable to speak any language - neither the mother tongue nor the second language. Studies of problems associated with preschool language learning show the need for developing a special didactics, i.e., linguistic didactics of pre-school education. Methodology of development of a child includes philosophy (Socrates, and others), psychology (Charles Samuel Myers, and others), didactics.	ru_RU
dc.language.iso	ru	ru_RU
dc.subject	Methodology of multicultural education	ru_RU
dc.subject	Communication skills.	ru_RU
dc.subject	Methodology of multicultural education	ru_RU
dc.subject	Communication skills.	ru_RU
dc.title	Methodology of multicultural education	ru_RU
dc.type	Лекции виртуальных аудиторий	ru_RU