The Concept of Polylingual Education in the Republic of Kazakhstan
"Trinity of languages" is defined as follows: studying the Kazakh language– as the state language, Russian – as the language of international communication and English – as the language of successful integration into the global economy. "We need the English language to enter the global arena,” said the President. In the President’s Address “Strategy “Kazakhstan-2050” it was emphasized that “the three language policy should be encouraged on the State level”. According to the Program of development and functioning of languages in the Republic of Kazakhstan for 2011-2020, in relation to polylingual education it is planned to increase shares of the population of the republic who know English by 2014 – 10%, by 2017 – 15%, by 2020 – 20%; shares of the population knowing three languages (state, Russian and English) by 2014 – 10%, by 2017 – 12%, by 2020 – to 15%.
The introduction of teaching three languages in educational process of secondary schools is certainly an important step towards to realization the Conceptions of development of Kazakhstan education system until 2015, and one of the basic competence is learning three languages. Graduates of Kazakhstan’s school will be able to continue their studies at foreign high schools. Knowledge of native language and state language, learning foreign languages widen students’ outlook, contribute their polyculturaldevelopment, form tolerance and new view of the world. This definition gives the idea of what should be a new generation.
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Composite sentences. Types of composite sentences according to their structure
A compound sentence contains two or more independent clauses joined together with a coordinator such as for, andorbut. It is distinct from a complex sentence, which is an independent clause that is joined with a dependent clause.
The Silent Way
The Silent Way is a language-teaching method created by Caleb Gattegno that makes extensive use of silence as a teaching method. Gattegno introduced the method in 1963, in his book Teaching Foreign Languages in Schools: The Silent Way.
The silent way is a methodology of teaching language based on the idea that teachers should be as silent as possible during a class but learners should be encouraged to speak as much as possible. There are three basic principles:
- The learner needs to discover or create
- Learning is made easier by the use of physical objects such as Cuisenaire rods
- Learning is made easier by problem-solving using the target language
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The method emphasizes learner autonomy and active student participation. Silence is used as a tool to achieve this goal; the teacher uses a mixture of silence and gestures to focus students' attention, to elicit responses from them, and to encourage them to correct their own errors.
Example
The teacher shows the learners a small red Cuisenaire rod and a bigger blue one and says ‘The blue one is bigger than the red one'. The learners repeat this. The teacher then substitutes the rods to produce other models, and finally encourages the learners to produce their own comparisons.
In the classroom
Areas of target language where Cuisenaire rods can be useful include word boundaries, contracted forms, prepositions, word order and word stress. Learners can use the rods to first represent and then to manipulate language.
Backward Build-up. Expansion Drill
Drilling is a basic activity where the teacher reads a word or a sentence, and the class repeats it.Backchaining (Backward Build-up) is a drilling technique intended to help learners pronounce difficult sound groups, words or phrases. The teacher begins with the last sound, which the learners repeat, and then gradually builds up the word or phrase by going 'back' to the beginning.
Example
The following sequence is an example of a backchaining drill:
Teacher: Known
Learners: Known
Teacher: I'd known
Learners: I'd known
Teacher: If only I'd known
Learners: If only I'd known etc
In the classroom
Backchaining is one of many drilling techniques which can be used to focus on pronunciation problems. It is particularly useful to help learners pronounce weak, elided or intrusive sounds. In addition to helping learners say difficult phrases, it is also fun.
The Expansion Drill
This drill is used when a long line dialog is giving students trouble. The teacher breaks down the line into several parts. The students repeat a part of the sentence, usually the last phrase of the line. Then following the teacher’s cue, the students expand what they are repeating part at the end of the sentence (and works backward from there) to keep the intonation of the line as natural as possible. This also directs more student attention to the end of the sentence, where new information typically occurs.
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Example:
Teacher : My mother is a doctor.
Students : My mother is a doctor
Teacher : She works in the hospital.
Students : She works in the hospital
Teacher : My mother is a doctor. She works in the hospital.
Students : My mother is a doctor. She works in the hospital
Teacher : She take cares the patient.
Students : She take cares the patient
Teacher : My mother is a doctor. She works in the hospital. She take cares the patient
Students : My mother is a doctor. She works in the hospital. She take cares the patient
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