FEATURES OF MULTILINGUAL TEACHING OF MATHEMATICS
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FEATURES OF MULTILINGUAL TEACHING OF MATHEMATICS
Aisulu Baratova
Master's degree, Shakarim University in Semey,
Kazakhstan, Semey
Gaukhar Amanzholova
Master's degree, Shakarim University in Semey,
Kazakhstan, Semey
E.Mukhametov
Senior Lecturer of the Department of Physical and Mathematical Sciences and Informatics "Shakarim University of Semey",
Kazakhstan, Semey
Multilingualism as an important direction of human development has been realized for a long time. Today it is impossible to imagine that somewhere else there are countries whose people would speak only one language. And in reality there are no civilized states where only one nation would live. For the normal functioning of any multinational state, the formation of bilingualism and multilingualism is very important.
The most important strategic task of Kazakhstan's education is, on the one hand, to preserve the best Kazakh educational traditions, on the other, to provide school graduates with international qualifications, the development of their linguistic consciousness, which is based on mastering the state, native and foreign languages.
Kazakhstan pays great attention to the study of the languages of the peoples inhabiting this country. Here Kazakh is the state language, and Russian is the language of interethnic communication. According to the state program, textbooks of the new generation are published in the country in six languages: Kazakh, Russian, Uighur, Uzbek, Turkish and German. Foreign languages are studied in all schools. Russian Russian If we take into account that education is carried out in the state, Kazakh, and the language of interethnic communication, Russian in schools, colleges and universities, and the curricula of all educational institutions provide for the study of at least one other foreign language besides Russian, then we can say that a bilingual situation has already been formed in Kazakhstan and there is the trend of multilingual education.
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 a motivation in learning. However, the professional orientation of schoolchildren presupposes their trilingual training in the basic subjects of the future specialty. So, future chemists-technologists from school should master three languages within a certain thematic minimum in the discipline "Chemistry", future economists should master knowledge of economics, economic theory in three languages, etc. However, Kazakhstan, in comparison with European countries, due to its geographical location, does not have the conditions for the natural development of mass multilingualism with knowledge of an actively functioning world language. Consequently, in the conditions 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 communicative competence in three languages. This requires a special design of the process of teaching non-linguistic disciplines, which would help, without increasing the hours in the curriculum, to achieve both the fulfillment of the standard for mastering the content of the discipline, and mastering three languages within the framework of the chosen discipline being studied. This problem has not been solved in educational institutions of Kazakhstan yet.
However, there are also successful solutions to the problems mentioned above for the introduction of multilingual education, as evidenced by the diagnosis of future graduates. Language development takes place in conditions of qualitative strengthening of the process of both linguistic and cultural interaction. For example, knowledge of languages introduces the cultural heritage of the peoples of the languages being studied, there is a rethinking of one's own individuality based on the community of human values. The introduction of such a model of education and upbringing in a Kazakh school allows you to form a comprehensively harmoniously developed personality, able to freely navigate in the international space, who speaks Kazakh, English and Russian at a fairly good level. Practice shows that the majority of applicants associate the choice of their future profession with knowledge of English, considers knowledge of a foreign language necessary for obtaining a prestigious job and promotion in the future and believes that knowledge of several languages will help them strengthen their social status and take a worthy position in a modern multilingual society, in other words, to be communicatively adapted in any environment. All these factors indicate the joint functioning of the Kazakh, Russian and English languages in a single communicative and socio-cultural space.
The task of special importance of the Ossetian national education is high-quality training of students in the field of natural and mathematical sciences.
The new trilingual education is still considered as an effective tool for increasing the competitiveness of Kazakhstanis on the world stage. This reform was included in the program "Kazakhstan-2030", according to which it is planned that 20% of the population will be able to use English fluently. Why is it necessary to learn English? The answers are as follows: It is widely used throughout the progressive world. It is the language of science and technology. Most of the research projects in economics and business are conducted on it. Proficiency in English opens up great prospects for a person. The Russian language also remained a priority, as many Kazakhs speak it and understand it. There is an opinion that Kazakhstan's language policy infringes on native speech. However, this is not the case: The concept of trilingualism in the Republic of Kazakhstan provides for the creation of conditions for the study of the Kazakh language by other peoples who live in the country. To do this, it is planned to provide pedagogical and methodological assistance. Qualified teachers who are fluent in native speech will be involved. Technologies are being developed that will allow students to learn the basics of Kazakh in the shortest possible time. The improvement of the education system will begin with the management of the educational process. The training should be creative, active and communicative. The emphasis will be on a systematic approach to teaching. Receiving a trilingual education, the student should take a more active part in the process, and the teacher will become a mentor for him. This form of cooperation will increase the degree of responsibility of the student, develop his ability to self-study. A teacher is required to have a high degree of qualification and a good knowledge of English. Trilingualism is a promising idea, but in order not to be disappointed in it, you need to think through the implementation plan correctly. There are professionals in the country who can handle this task.
The years of development of sovereign Kazakhstan show that bilingualism and multilingualism in society not only does not infringe on the rights and dignity of the Kazakh language, but also creates all the necessary conditions for its development and progress. But it depends on the deeply thought-out language policy of President Nazarbayev and the state and the ability of the national intelligentsia to preserve and develop the culture, history and language of the Kazakh people.
The concept of the language policy of the Republic of Kazakhstan defines the Russian language as the main source of information on various fields of science and technology, as a means of communication with the near and far abroad. The development of the state, Kazakh, language, the preservation and development of Russian, the implementation of the policy of multilingual education is an important, but difficult task. This task can be solved only together, through the efforts of all members of society.
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