Преподавание языков в многоязычном окружении: новые тенденции

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Цель настоящей статьи - помочь преподавателям языка на всех уровнях образования глубже осознать, с какими проблемами они сталкиваются в условиях “языкового сверхразнообразия” (linguistic superdiversity). Основываясь на исследовании научной литературы, документов органов управления образованием и опыте авторов по преподаванию языков в разных странах, статья отвечает на вопрос о том, как меняется преподавание таких мировых языков, как английский и русский, в связи с признанием того, что их функции и статус в разных странах различны. Мы исследуем, почему, несмотря на постепенные изменения в учебных планах, все еще распространены педагогические методы, направленные на достижение «совершенного» владения изучаемыми языками, при этом не учитываются ни потребности студентов и их языковой репертуар, ни местная социолингвистическая ситуация и требования рынка труда. Основное внимание уделяется методике преподавания английского и русского языков с учетом различных аспектов языковых идеологий, связанных с моно- и плюрицентричностью. Чтобы продемонстрировать зависимость обучения языку от социокультурной ситуации, мы опираемся на концепцию критического языкового сознания (Critical Language Awareness), охватывающую аспекты языковой вариативности и изменения отношения к нормативности, прескриптивизму и региональным языковым разновидностям. Мы также показываем, что инновационная педагогика предъявляет новые требования к учителям, ожидает от них адаптации к новым форматам обучения, освоения образовательных технологий и приобретения навыков обучения разнообразного состава студентов. Особое внимание в обзоре уделяется преподаванию английского и русского языков. Доказывается, что, несмотря на различия в педагогических традициях, для обеих значимо взаимодействие языка, этничности, идентичности, культуры и системы образования. Без учета всех этих элементов комплексная цель воспитания успешных мультилингвов недостижима.

Об авторах

Мария Еленевская

Технион - Израильский технологический институт

Автор, ответственный за переписку.
Email: ymaria@technion.ac.il
ORCID iD: 0000-0001-7155-8755

старший научный сотрудник отдела гуманитарных наук Техниона - Израильского технологического института. Ее исследования посвящены использованию языка в многоязычных и мультикультурных условиях, лингвокультурным аспектам иммиграции, компьютерно-опосредованной коммуникации, языковому ландшафту мультикультурных городов и лингвокультурным аспектам юмора. Она является автором и соавтором более 70 научных работ, трех научных монографий и пяти учебных пособий. Она входит в редакционный совет трех международных научных журналов и является членом правления Израильской ассоциации по изучению языка и общества.

Хайфа, Израиль

Екатерина Протасова

Хельсинский университет

Email: ekaterina.protassova@helsinki.fi
ORCID iD: 0000-0002-8271-4909

является адъюнкт-профессором русского языка в Хельсинкском университете, автором и соавтором более 400 публикаций - монографий, статей и книжных глав. Участвовала, в том числе и как руководитель, в различных международных и национальных проектах, посвященных изучению и преподаванию языков, двуязычию детей и взрослых, а также роли языка и культуры в интеграции иммигрантов. Она является членом редколлегий ряда журналов, организатором научных семинаров и конференций.

Хельсинки, Финляндия

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© Еленевская М., Протасова Е., 2021

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