| Citation normalized by the thematic direction is calculated by dividing the number of citations obtained by this publication on the average quotation obtained by publications of the same type of the thematic direction published in the same year. Shows how much the level of this publication is higher or below the average level of other publications in the same field of science. For publications of the current year, the indicator is not calculated. "\u003e Norm. Citizability towards: |
1. In the Russian Federation, education in the state language of the Russian Federation is guaranteed to obtain education in the state language, as well as the choice of language learning and education within the possibilities provided by the education system.
2. In educational organizations, educational activities are carried out in the state language of the Russian Federation, if this article has not been established otherwise. The teaching and study of the state language of the Russian Federation as part of the educational programs with state accreditation are carried out in accordance with federal state educational standards, educational standards.
3. In state and municipal educational organizations located in the Republic of of Russian Federation, the teaching and study of state languages \u200b\u200bof the republics of the Russian Federation may be administered in accordance with the legislation of the republics of the Russian Federation. The teaching and study of state languages \u200b\u200bof the Republic of of Russian Federation as part of the educational programs with state accreditation are carried out in accordance with federal state educational standards, educational standards. Teaching and studying state languages \u200b\u200bThe republics of the Russian Federation should not be made to the detriment of teaching and studying the state language of the Russian Federation.
4. Citizens of the Russian Federation have the right to receive pre-school, initial and basic general education in their native language from among the languages \u200b\u200bof the peoples of the Russian Federation, as well as the right to study the native language from among the languages \u200b\u200bof the peoples of the Russian Federation, including the Russian language as a native language, Within the capabilities provided by the education system, in the manner prescribed by the legislation on education. The implementation of these rights is ensured by the creation of the necessary number of relevant educational organizations, classes, groups, as well as conditions for their operation. Teaching and studying the native language from among the languages \u200b\u200bof the peoples of the Russian Federation, including the Russian language as a native language, as part of the educational programs with state accreditation are carried out in accordance with federal state educational standards, educational standards.
5. Education can be obtained in a foreign language in accordance with the educational program and in the manner prescribed by the legislation on education and local regulatory acts of the organization carrying out educational activities.
6. Language, education languages \u200b\u200bare determined by local regulatory acts of an organization that exercise educational activities on educational programs implemented by it, in accordance with the legislation of the Russian Federation. The free choice of the language of education studied by the native language from among the languages \u200b\u200bof the Peoples of the Russian Federation, including the Russian language as a native language, state languages \u200b\u200bof the Republics of the Russian Federation is carried out on the statements of parents (legal representatives) of minors studying at admission (translating) for training in educational programs of pre-school Education with state accreditation of educational programs of primary general and basic general education.
(see text in the previous edition)
National languages \u200b\u200band scientific and technical progress: What languages \u200b\u200bwill our descendants say?
Under scientific Edited: M. Parzulova. Veliko Tarnovo: Sign`94, 2012.
This collection of scientific articles included reports of the participants in the conference "Language and culture in the modern world", which was held at the Faculty of Social Sciences of the University "Prof. Dr. Asen Zlatarov "in June 2012 in Burgas (Bulgaria). Articles are devoted to topical issues of literary and literary studies.
An important part of the state policy of a bilingual education, including, on the one hand, access to the dominant language, and, on the other, is school teaching in minority languages \u200b\u200bor only the languages \u200b\u200bthemselves. In many regions, we see a paradoxical situation in which school teaching does not contribute to mastering the disappearing language, but is positively assessed by community members. The article discusses the peculiarities of school teaching minority in the Russian Federation on the example of two idioms - Nivh and Kalmyk. Interviews with parents, students, former students and teachers make it possible to describe the school teaching of the native language as a procedure for maintaining the identity of the community.
Zhuravel T. N., Lapina-Kratasyuk E. G., Moroz O. V. and others. Working Papers Series. Ssrn. Rosyskaya Academy of National Economy and Public Service, 2014. № ID2444210.
The study of linguistic and, wider, cultural construction in the post-Soviet space is directly related to the formulation of problems far out beyond the limits of an exclusively linguistic study. The purpose of our collective surveys was to identify the specifics of the creation and implementation of post-Soviet linguistic projects a) of various scale (transnational, state, regional, local); b) in different institutional areas (politics, education, science, literature, media, family); c) various agents of language policy (state, linguistic scientists, writing and media community, political parties and movements). In the presented reader, the prevention is focused only on two regions of the post-Soviet space: Kazakhstan and the Republic of Tyva. Nevertheless, these regions are chosen notunder: one of them became an independent state, the other is within the borders of the Russian Federation and in the aggregate, the analysis of the linguityocycultural situation in these two territories allows to affect the almost all spectrum of problems characteristic of the formation of language policy in the "Russian influence zone language.
Vol. 5. N. Novgorod: 2011.
The collection of articles is devoted to the problem of continuity in the right. The doctrine of continuity in the right, Russian and foreign practice, as well as the legal technique of continuity in the right. The collection was prepared as part of the second Babaev readings (Nizhny Novgorod, Nizhny Novgorod Academy of the Ministry of Internal Affairs).
M.: Languages \u200b\u200bof Slavic crops, 2012.
In October 2012, Igor Alexandrovich Melchuk, an outstanding Russian linguist, the author of the famous model of the language "Mean-Text", marks 80 years. In this volume, articles of colleagues, disciples and close friends of the jubilee, dedicated to this event and designed to pay tribute to his scientific achievements, which was noted by his creative activity in linguistics for more than fifty years. The main material of Toms make up scientific articles, on topics related to various sections of linguistics - from semantics to morphology.
In the article, the author allocates and considers various features inherent in the countries of the post-Soviet space, such as the growth of nationalism (as an expression of identity crisis), "Democracy deficit", authoritarianism, "color revolutions" (as the most noticeable expression of the legitimacy crisis of post-Soviet regimes and the main means of their democratization ) And, as a result, the search for new self-determination strategies. Attention is also drawn to key transition parameters: its content, borders, results. In the framework of the type of transition processes, the author considers the phases of the transition period of Moldova, Ukraine, Kyrgyzstan, Georgia in detail; constitutional transformations in the framework of authoritarian modernization of Kazakhstan, Belarus, Azerbaijan, Armenia; Refusal of reforms or conducting them with simulation goals in Uzbekistan, Tajikistan, Turkmenistan.
Logacheva V. K., Klyashinsky E. S., Galaktionov V. A. IPM them. M.V. Keldysh RAS. ::. IPM them. M.V. Keldysh RAS, 2012. No. 14.
The paper proposes a method for automatically generating the transcriptional transcription rules based on the analysis of the training sample. The process of generating rules is divided into two stages: the allocation of simple (primary) rules and the generation of complex rules. To highlight primary rules, a new alignment technique is used. For transcription, it is proposed to convert the rules into the final automatic and carry out transcription on it.
Yablokova T. N. Philological sciences. Questions of theory and practice. 2011. No. 2. P. 191-196.
The article describes the patterns of implementing emotional statements in dialogic and monologue speech. The author's focus is drawn to the characteristic signs of speech speaking, which is in the state of emotional stress, and on the compositional and pragmatic features of the dialogic and monological text.
Insufficient hours of school hours and limited possession of the second foreign language do not contribute to full-fledged professionally oriented learning. You have to use only some components of vocational training: reading and referencing texts in the specialty, search for professional information in various sources, personal and business correspondence. An important component of professional activity is the ability to analyze the information presented in the chart, table or chart. The need is dictated by the fact that this type of activity is part of the exam, to obtain a certificate TEST DAF, giving the right to teach or work in Germany.
An analysis of modern society, permeated media, is conducted from the standpoint of an ethnomethodological approach and is an attempt to answer a cardinal question: which is the observed order of events broadcast by mass mediators. The study of rituals is in two main areas: first, in the organizational and production system of media oriented on constant reproduction, which is based on a transmission model and distinguishing information / non-information and, secondly, in the analysis of the perception of these reports of the audience, which is The implementation of ritual, or expressive, model, the result of which is a divided experience. This means the ritual nature of modern media.
The book contains full and comprehensive information on the history of Imperial Russia - from Peter Great to Nicholas II. These two centuries became an epoch when the foundations of the power of Russia were laid. But the same time led to the fall of the empire in 1917. The text of the book, aged in the traditional manner of chronological presentation, includes fascinating inserts: "acting persons", "legends and rumors" and others.
Humanity is experiencing a change in cultural and historical era, which is associated with the transformation of network media into the leading means of communication. The consequence of the "digital split" turns out to be changes in social divisions: along with traditional "imaging and the poor" there is a confrontation "online (connected) VERSUS offline (unconnected)". Under these conditions, traditional inter-floor differences are losing importance, it is decisive to be belonging to one or another information culture, on the basis of which media components are formed. The paper analyzes the diverse consequences of amendment: Cognitive, arising from the use of "smart" things with a friendly interface, psychological, generating network individualism and increasing privatization of communication, social, embodying "Paradox of an empty public sphere". The role of computer games as "deputies" of traditional socialization and education is shown, the transformation of knowledge losing its value is considered. In the conditions of an excess of information, human attention is most deficient for today. Therefore, new business principles can be defined as attention management.
In this scientific work, the results obtained during the implementation of Project No. 10-01-0009 "Mediaritals" implemented under the program "Scientific Fund of HSE" in 2010-2012.
According to the Constitution of Russia, Russian language is state-owned throughout the Russian Federation, but the republics are given the right to establish their state languages. According to the basic law, man and citizen is given the right to use the native language, on the free choice of language of communication, education, training and creativity. The Constitution also guarantees all the peoples of Russia the right to preserve the native language, creating conditions for studying and development.
Now the question of learning native languages \u200b\u200bin the subjects of the Russian Federation was transferred to the competence of regional authorities. In Russian schools, 89 languages \u200b\u200bare studied, on 39 there are training.
Adygea
In 2013, the republic's parliament returned the compulsory study of the native language for children-Adygetis in schools in 2007 in schools, where training is conducted in Russian. At the request, the parents of preschoolers can also determine their children in groups in public children's gardens, where training and education is conducted in Adyghesky.
On March 14 on the day of Adygei language and writing, the Ministry of Education and Science reported on the results: in 43 pre-school educational institutions of 4759 children study Adyghesky language, in 127 dows of children teach the basics of ethnoculture, Adygei custom and traditions. In all Russian-speaking schools, the history and geography of Adygea are studied, and for Russian-speaking students, the possibility of choosing the study of the Adygei language or Adygei literature is given. In total, Adyghesky language is learning about 22 thousand schoolchildren, and Adygei literature - more than 27.6 thousand students.
Altai
Teachers and the public of the Republic of Altai regularly act with the initiative to introduce the obligatory study of the native language by the children-Altaites. A few years ago an attempt was already made to adopt the law that would undertake the children-Altaians to study the native language, but the prosecutor's office found that it would violate their rights.
On March 15, in Gorno-Altaisk, a resolution was adopted at the Ninth Kurulta of the Altai people with a proposal to make Altai language mandatory for studying for all without exception to schoolchildren of the republic. Against a public organization "Russian Center". According to her representatives, it will inevitably cause the growth of protest sentiment among Russian and other nonetito ethnic groups of the region, which ultimately can lead to the elimination of the status of the republic.
Bashkortostan
There is a law in the republic, providing a mandatory study of the Bashkir language as state. The number of hours given to studying in schools determines the educational institution itself. Parents of Russian children regularly conduct protests and seek the introduction of voluntary study of the Bashkir language. According to their information, officials of district administrations make the management of schools to accept curriculum with a reduced number of watches of the Russian language and literature. These speeches even affected the position of the region in one of the ratings of inter-ethnic tension.
Not only Russians are experiencing problems with the study of the native language in the republic - recently the Chuvash activist complained about the infringement of the language and culture.
Buryatia
The question of the possible introduction of a mandatory study of the Buryat language in the schools of the republic is discussed in the authorities in the general support of the public. In January, the culture and art of the republic were called not to forget the native language in the video "Buryyad Haleeree Duugarayal!" - "Let's talk in Buryatski!". The public campaign was supported by the director Solbon Lygenov near his agitating shorts, recently in the republic held the first KVN in Buryat language.
However, deputies of the People's Huhura decided to leave the study of the language optional. Part of the deputies protested this ruling, however, the amendments taken after this did not change anything significantly.
Opponents of the idea of \u200b\u200bthe mandatory study of the Buryat language in schools fear that this will lead to inter-ethnic tension in the republic.
Dagestan
The specificity of Dagestan is that its inhabitants speak 32 languages, although only 14 ethnic groups are officially tithered. Teaching in schools is conducted in 14 languages, elementary school - on the native, then the training goes in Russian. According to the Observer of the North Caucasian Radio Service Radio "Freedom" Murtazali Dougrichilov, in his native language in the republic they speak on the household level. "In rural areas in local languages, almost everything is spoken. In major cities, in Makhachkala or Derbent, learning national languages \u200b\u200bis being done at will," he told.
In the near future, the Commission on the problems of the Russian language and the languages \u200b\u200bof the peoples of Dagestan will be created in Dagestan on the proposal of the head of the Republic of Ramazan Abdulatipov. It is also expected that after the adoption of the law "On the languages \u200b\u200bof the peoples of the Republic of Dagestan", all 32 languages \u200b\u200bin the republic will receive state status.
The director of the Institute of Language, Literature and Art of the Dagestan Scientific Center Magomed Magomedov believes that after the adoption of the law, the native language at school will be studied at mandatory. The negative experience of other national republics in Dagestan took into account - as Magomedov told, the law prohibits demonstrations and pickets of parents, requiring exceptions to the list of mandatory academic disciplines of the object of the native language.
Ingushetia
According to the law "On the state languages \u200b\u200bof the Republic of Ingushetia", Ingush and Russian, as public learn in all educational institutions of the republic.
Experts believe that to preserve and develop the Ingush language, it is necessary to ensure its use along with the Russians in all areas of the life of the republic. In addition, there are conversations in the republic that it is now necessary to develop industry terminology in the Ingush language, the full use of the Ingush language, as the state and development of the methodology for teaching the native language in the schools of the republic.
Kabardino-Balkaria
In Kabardino-Balkaria, the discussion around the language issues broke out in connection with the adoption of amendments to the Law "On Education". In accordance with them, national languages, Kabardian and Balkarian, will be studied from the first class in obligatory children, for which one or another language is native.
Meanwhile, representatives of the public ask the chapter of the CBD not to sign changes. In their opinion, the law "Some will reduce the number of Kabardian and Balkarian languages" and will become "a significant step towards the narrowing of their living space." They believe that education and training in kindergartens and primary schools should be conducted in native languages. However, this item proposed during the discussion of the draft law has not entered the final edition.
Kalmykia
According to the law "On the languages \u200b\u200bof the peoples of the Republic of Kalmykia" in secondary schools, where training is conducted in Russian, Kalmyk language is introduced from the first class as a mandatory study subject as one of the state languages \u200b\u200bof the republic. However, national activists believe that the status of the Kalmyk language as a state still remains declarative in the field of use. As an example, they lead the fact that cultural events and even national holidays take place exclusively in Russian.
Representatives of the neotito ethnos are dissatisfied with the current situation, but there are no public speeches on this topic.
Karachay-Cherkessia
The republic is state abasy, Karachai, Nogai, Russian and Circassian languages. Mandatory training in the schools of native languages \u200b\u200bby their carriers is registered in the Constitution of the KEC. In addition, according to the Law "On Education", the native language should be studied as a compulsory subject in educational institutions, where training is conducted in Russian. However, as it turned out, this obligation does not guarantee the level and quality of education in the opinion of national activists. Now the question of updating the meaningful part of textbooks in native languages \u200b\u200b- Abazinsky, Karachai, Nogai, Circassian is keenly in the republic.
Karelia
Karelia is the only National Republic of the Russian Federation, in which only one state language is Russian. The problem to increase the status of the Karelian language is the small number of representatives of this ethnos regarding other residents of the republic and, as a result, the low level of distribution of the Karelian language. Recently, the Chairman of the Karelian Congress Anatoly Grigoriev proposed to introduce three state languages \u200b\u200bin Karelia - Russian, Karelian and Finnish. The reason for the promise of the authorities to introduce tries in the Crimea.
National languages \u200b\u200bare facultatively taught in elementary school, studied in universities and preschool institutions. According to the Ministry of Education, in 2013, Karelian, Finnish and Vepssky languages \u200b\u200bin the schools of the republic were studied more than 6.5 thousand people.
Komi.
The Komi Ministry of Education introduced a mandatory study of the Komi language from the first class in 2011. According to an employee of the Komi Scientific Center of the Ural Branch of the Russian Academy of Sciences, Natalia Mironova, this leads to latent discontent in the youth environment. "High school students do not understand why they need to take their precious time from preparation for the exam in mathematics to study the Komi language," the researcher said.
In September 2011, the Komi Constitutional Court issued a decision on the obligation to study the Komi of the Language in the Schools of the Republic - both for Komi and for some disciples. Now in the Republic of Schools can choose the language of the language of the Komi language - "as a native" (up to 5 hours per week) and "as a state" (2 hours a week in primary classes).
Crimea
In the newly adopted Constitution of the new Russian region, three state languages \u200b\u200bare enshrined - Russian, Ukrainian and Crimean-Tatar. Training in schools will be conducted in these three languages.
Parents of Buryatian schoolchildren, Bashkiria and Tatarstan have already appealed to Russian President and a number of officials, including from the leadership of Crimea, with a request to consolidate the voluntary study of Ukrainian and Crimean-Tatar languages \u200b\u200bin the republic. Activists fear that otherwise in the future, all the children of the Crimea, regardless of nationality, will be obliged to learn all three state languages. Signing leads as an example of their national republics, where schoolchildren have to study non-native languages.
Mari El
In the Republic of Mari El, where state languages \u200b\u200bare Russian and Mariy (meadow and mountain), the mandatory study of the latter introduced in 2013. Analysts note that there are dissatisfaction among the Russian population by the fact that they are forced to teach the language unnecessary to them, but so far there were no public speeches on this occasion.
Mordovia
The Republic introduced a mandatory study of Erzyansky and Mokshansky languages \u200b\u200bin all schools of the republic in 2006. Initially, the impact of these languages \u200b\u200bwas only in national schools in areas and settlements with compact accommodation of Erzyan and Mokshan. Since 2004, in Russian-speaking schools, these items began to teach optionally.
At the time of the introduction of a mandatory study of Mordovian languages \u200b\u200bwas the manifestations of discontent from Russian-speaking parents. Now, after 7 years, the number of dissatisfied has decreased significantly, and their voice has become practically imperceptible. Teachers that the introduction of new items over time has changed the relationship between the parents of Nemoradovsky nationality to the study of national languages.
Yakutia
According to the law of the Republic of Sakha "On Languages", Sakha, Evenki, Evensky, Yukagir, Dolgansky and Chukchi, and Russian, and Russian language are Russian. In national schools, Russian is studied as an item. Local official languages \u200b\u200bare also studying as a subject in Russian-speaking schools in the fields of compact residence of the small peoples of the North.
Despite the measures taken, positive trends in recent years have been observed only in the development of the Yakut language. Native languages \u200b\u200bas methods of communication are well preserved only in seven settlements of compact residence of indigenous peoples. In the remaining uluses, native languages \u200b\u200bare practically lost. They are mainly used by representatives of the older and middle generation, and even then only in everyday life or in those families that retain the traditional way of life.
North Ossetia
According to the Regional Language Law, parents, taking into account the opinion of children, have the right to choose an educational institution with one of two state languages \u200b\u200bof education and training - Russian or Ossetian, which includes ion and digal dialects.
According to Ossetian journalist Zaur Karaev, the study of his native language in the schools of the republic is mandatory for all - Russians, Armenians, Ukrainians, Azerbaijanis and all other nationalities. But for those who are nimble in the knowledge of Ossetian, there are special "weak classes" - with a simpler study system and with teaching almost completely in Russian. In strong classes, the program is much more complicated. However, this does not help preserve Ossetian. According to Karaieva, according to the program prepared for familiarizing the representatives of the Neptitular ethnos living in the RSO in general terms, for some reason, about a third of the students of Vladikavkaz Ossetian origin are engaged.
Tatarstan
Charges in the plantation of the Tatar language to the leadership of the republic are not the first year. In Tatarstan, where only half of the population is the title ethnos, the Tatar language is obligatory for studying everyone. Parents of Russian children in Tatarstan regularly conduct protests and even appealed to the prosecutor's office about the discrimination of Russian-speaking schoolchildren, but the test of violations did not reveal.
Meanwhile, the Tatar nationalists, for their part, are also alarming. According to them, the status of the Tatar language as a state in the republic is almost not implemented - there are few information stands in the national language on the streets, there is no full-fledged state federal channel in the Tatar language, there is no university in which teaching would be fully conducted in Tatar.
The official authorities refute the statements of Russian parents that the study of Tatar is to the detriment of the Russian language, and the claims of Tatar nationalists. The republic regularly implements language projects and programs, for example, the study of the national language in kindergartens.
Tuva
In Tuva, in 2008, the catastrophic state of the Russian language was recorded. According to the scientific officer of the Sociology sector and political science of the Tuvinian Institute of Humanitarian Research, Valery Kan, the authorities were forced to pay attention to this problem. 2014 was declared the Year of the Russian language. Systemic measures are taken to ensure that children first and foremost in rural areas can master this language. According to her, Tuvinsky feels wonderful. Travelers also note that the inhabitants of the republic among themselves speak mainly in Tuvinsky, although signs in Russian dominate the streets.
Meanwhile, the Tuvinian journalist Oyuma Dongak believes that the National language oppresses. So in his blog She notes that it is difficult among the population to find Tuvintsev, purely speaking in their own language, and even in the government of the republic are mainly people who do not know the native language. At the same time, she indicates, on the development of the Russian language, the head of Tuva allocated 210 million rubles, and nothing on the development of Tuvinsky.
Udmurtia
The question of the mandatory study of the national language in schools did not bypass and Udmurtia. At the beginning of the year, the Association "Udmurt Kenesh" acted with such an initiative. According to them, the mandatory study of Udmurt will allow everyone to deal with the loss of the Udmurt language in those families where parents do not speak with their children, as well as develop a multilingual culture among the inhabitants of the republic.
Russian activists of the republic spoke sharply against. In February, the State Council of Udmurtia rejected the initiative to comply with the Udmurt language in the schools of the republic. According to the Virio of the head of Udmurtia, Alexander Soloviev, from the budget and so annually allocated money for learning a national language that can be chosen voluntarily.
Khakassia
As in many republics, in Khakassia, the National Language Environment remains, mainly in the countryside, where the indigenous population lies compactly.
In mandatory, the Khakass language is learn only in national schools of the republic.
Meanwhile, the candidate of political sciences Garma-Handa Gunitsov stated in the media that in Khakassia from September 1, 2014, a mandatory study of the Khakass language in three programs will be introduced: for Russians, Russian-hakas and Khakass schools. According to her, the language will be studied from 1 to grade 11 with the exam.
Chechnya
In Chechnya, the National language is taught in all schools of the republic as a separate subject. Since 95% of the population of the republic is a title ethnos, no protests about the study of the non-standard language are not recorded. It is noted that in rural areas of problems with Chechen language does not arise, on the contrary - children in the villages are poorly owned by the Russian language. But despite the fact that the national language is actively used in everyday life, in the republic, it is still noted that the scope of its use continues to be steadily narrowed, since in society the interest in its study and consumption. At the last round table, the Ministry of Culture of the Czech Republic noted anxious, according to the participants, the process of mixing the spoken speech of the native and Russian languages, as well as the tendency to gradually displacing the Chechen language from the official sphere.
According to the director of the Institute for the Development of the Education of the Czech Republic, Abdullah Arsanukayev, positively influence the Chechen language could introduce teaching in schools in their native language. For its part, the government is going to equalize Russian and Chechen languages \u200b\u200bat the official level - while the document flow in the government is conducted in Russian. The creation of the State Commission for the Conservation, Development and Dissemination of the Chechen language is also expected.
Chuvashia
Chuvash language is studied as a mandatory subject in the schools of the republic and in a number of universities of Chuvashia for one or two semesters. "At the very beginning of teaching there were a lot of parents who came to school and opposed their child to study Chuvash. But today I can say with confidence: there are already no such parents. Some even, on the contrary, they want them The child developed and knew the native language of Chuvashia and, probably, it is right, "said Olga Alekseeva, the teacher of the Chuvash language and literature in School No. 50 in Cheboksary.
About the severity of the language issue in the republic can be judged by recent events - in 2013, the court in Chuvashia acknowledged Journalist Ille Ivanov guilty of inciting an interethnic retail for the publication, which refers to the stricred position of Chuvash language in the republic. Discussions around the native language aggravated the recent language reform. According to the new rules, part of Chuvash words should be written separately. However, the resulting phrase can be completely interpreted. According to opponents of the reform, she dropped the tongue and could serve as a catalyst for his division.
Nenets AO
43 thousand people live in NAO, of which about 8 thousand - the indigenous population. The main problem in the study of the Nenets language is the lack of textbooks and teachers. In the educational institutions of the district, the clock was introduced to study the language, electives were organized, and teachers simply lack.
According to the Methodist of GBU "Nenets Regional Center for the Development of Education" Lyudmila Taleeva, such specialists have not been prepared on the basis of training pedagogical institutions of the district. Basically, the native language to children teach Russian teachers and literature, which at one time, being students studied, studied Nenets. Training is carried out on old grammar textbooks.
Yamalo-Nenets JSC
The indigenous peoples of YNAO are facing similar problems - the lack of teachers of native languages \u200b\u200band teachers with the right to teach their native language for nomadic schools, the lack of techniques for teaching native languages \u200b\u200bfor beginners, insufficient secretion of schools with teaching benefits in national languages.
The main languages \u200b\u200bof the indigenous peoples of the North in the region are the Nenetsky, Khanty and Selkupsky.
Chukotky AO
The main languages \u200b\u200bon Chukotka are recognized by Chukotka, Eskimo and Even. Now in the government is developing a concept for the development of native languages \u200b\u200bof indigenous peoples of the region. So far, the association of indigenous and small peoples of Chukotka itself organized courses for the study of Chukotka and Even.
Chukchi language is the language of everyday communication in the majority of Chukchi - in the family and in the process of traditional economic activities. In schools of national villages, Chukotka is studied in primary classes as a mandatory subject, in the elders - optional. Learning in the Chukchi language in the republic is not conducted.
Khanty-Mansiysk JSC
According to public organizations, from 4 thousand Khanty and Mansi, living in Ugra, only units go to the courses of the native language. Representatives of youth organizations of the indigenous peoples of the North even proposed to deprive the national benefits of those who do not know the native language.
"The youth treats the native language in different ways. Someone freely owns two languages, someone understands speech, but he himself does not speak, and someone generally considers the knowledge of only the Russian language in which the majority says," says the president The youth organization of the communal-Ugric peoples Nadezhda Moldanov. It is also concerned about the fact that the new generation is less interested in national languages. Due to low demand for specialty in the Ugra State University, even closed the department of Finno-Ugorsky.
One problem
Almost all the languages \u200b\u200bof Russian peoples suffer from the fact that parents and the students themselves prefer to learn Russian. This is not surprising - except that it says most of the country's population, it also remains the only language of interethnic communication in multinational Russia. He played its role and the introduction of EGE - students simply need to pay more attention to Russian to pass the mandatory exam. However, the native language is the basis of the culture and preservation of the ethnic. Each region is trying to solve this problem in its own way.
Forcing to the study of the national language of those for whom it is not native, as can be seen on the example of Tatarstan, does not give good results. Moreover, leads to the appearance in the region of people who believe that they are oppressed by national sign. The situation is aggravated by the fact that, unlike all other peoples of the country, the most numerous people are Russians - according to existing laws in Russia cannot choose their language to study in school as native, refusing thus learning from the national.
Voluntary learning native language also does not lead to significant successes due to the absence of interest in young people. Realizing this, the authorities of many regions began to led the language elements to life - to transfer the laws, famous books, signs to national languages.
Apparently, the best tool for preserving the native languages \u200b\u200bof peoples is to communicate on them in the family. And also - exercises of traditional activities. So, the northern peoples still use their native language to designate phenomena, which in Russian translate is simply inconvenient.
With the distribution of the Internet in concerned in the preservation of their culture of people, there is no doubt, there are more opportunities to study the native language. But for the Russian language, the worldwide network, on the contrary, it turned out to be harmful. More foreign borrowing and neoplasms began to enter it. In addition, the network often intentionally use words not according to the rules, which also has a negative impact on the level of knowledge of schoolchildren.
According to the head of the Center for National Problems of Education Firo Ministry of Education and Science Olga Artemenko, Russian language is gradually becoming a literary language in the household. In schools of a number of republics in primary classes, the clock is reduced to study the Russian language. At the same time, it is studied on a communicative basis with the function of interethnic communication, and not as a language that ensures the competitiveness of the younger generation.
In her opinion, to remove the interethnic stress and improve the quality of language education, it is necessary to adjust the conceptual terminological apparatus in regulatory legal acts. In particular, to withdraw such concepts as "native non-Russian", "Russian non-rigging", "Russian as a foreign". To eliminate the opposition to the native and Russian, as Russian is also native. To withdraw Russian from the status of the state language of the republic, removing their functional equality.
The draft law with clarifications of the complex aspects of the legal status of the languages \u200b\u200bof the Peoples of the Russian Federation has long been prepared by the State Duma Committee on the Affairs of Nationalities. However, despite positive feedback from the regions, its consideration is all the time postponed indefinitely.
1.Od 400 (077) BBK 74.268.1 (2LD)
State and prospects of native languages \u200b\u200bin the Russian education system
S. A. Borgiaakov
Annotation. The article analyzes the language situation, the states and prospects of learning the native languages \u200b\u200bof the peoples of the Russian Federation in the context of the national policy of the state. It is shown that the main trend in the situation with native languages \u200b\u200bamong the autochthonous peoples of the country is to reduce the number of people who call the native ethnic language, and the increase in the number of those who do not speak it. As a result, an important challenge to ethnic communities and ethnocultural schools of the country has become the problem of learning children's native language who do not own or weakly speak them. The problematic field of the development of ethnocultural education as an essential factor for the support and development of ethnocultural identity, languages \u200b\u200band traditions of the peoples of the country is interconnected with the solution of the objectives of consolidation and strengthening the unity of a multinational state.
Keywords: ethnocultural education, national politics, language situation, learning native language as a state language, a problem field.
The Condition and Prospects of Native Languages \u200b\u200bin the Russian System of Education
S. A. Borgoyakov.
ABSTRACT. The Article Focuses on the Condition and Prospects of Teaching The Native Languages \u200b\u200bThe Peoples of the State of the National Policy of the State. IS SHOWN TREND OF THE NATIVE LANGUAGE SITUATION AMONG THE INDIGENOUS PEOPLES OF RUSSIA IS THE DECREASE OF THE NUMBER OF PEOPLE WHO THE DECREASE OF THE NUMBER OF THE NUTIVE OF PEPLE WHO DOES NUMBER OF PEOPLE IT. As A Result, The Important Challenge to the Ethnic Communities and Ethno-Cultural School of Russia Is The Problem of Teaching The Native Language to Children Who Do Not Operate or Poorly Operate IT. The article also characterizes the problem of development of ethno-cultural education as an important factor of supporting and developing ethno-cultural identity, languages \u200b\u200band traditions of the peoples of Russia together with the problem of consolidating and strengthening the unity of the multinational state.
Keywords: Ethno-Cultural Education, National Policy, Language Situation, Teaching The Native Language As A State Language, Problem Field.
a lard of multinational Russia, the problem of supporting and developing language and cultural diversity is not only the preservation of the ethnocultural identity of the peoples generating Russian society, but also one of the main conditions and factors of ensuring the interethnic consent and strengthening the statehood of the country.
Understanding that state unity cannot successfully strengthen if cultural groups of the population will be separated from each other, it became the basis of the national
litics of the Russian state at all stages of its formation and formation. At the same time, national (ethnocultural) schools, which objectively need to "act as a consolidating, moreover, the system-forming factor for both its own ethnos, and for the entire polyethnic community as a whole, have been an important tool for implementing the state's national political goals of the state.
The basis of state language policy, including policies in education, is the formation strategy and
the singing of a balanced Russian-national and national-Russian bilingualism, in which the knowledge of the Russian language is ensured as a state-owned all population and supports the study of native languages \u200b\u200bof 1 nations of Russia.
However, in recent years, the activities of the authorities in both the federal and regional levels in the implementation of the proclaimed goal of language education causes sharp discussions in society, which indicates the presence of a serious problem situation on this issue that requires its understanding and permission. Discussions concern not only the quality of regulatory support of modern language policy, but also the theoretical and methodological foundations of language education, its content, goals and methods of implementation. The fact that in some Russian regions, public organizations are subject to claims to the education system both about the reduction of hours of studying the Russian language and violation of the language rights of one or another ethnic community.
Speaking at the meeting of the presidential council on interethnic relations in July 2017 in Yoshkar-Ola, V. V. Putin noted that "Russian language for us is a state language, the language of interethnic communication, and it is impossible to replace it, it is not a natural spiritual frame Our multinational country. Everyone must know him. The languages \u200b\u200bof the peoples of Russia are also an integral part of the original culture of the peoples of Russia. Study these languages \u200b\u200b- the right guaranteed by the Constitution, the right voluntary. Make a person to learn the language, which is not native for him, is also unacceptable, as well as reduce the level and time of teaching Russian. "
The imperfection of the language policy and the situation in the regions with teaching at the school of Russian and native languages, subject to criticism both by scientists and politicians and from the parent community, actualize the need for modern
nationalization of state policy in the field of national education.
To solve this problem, firstly, analysis and understanding of the experience of language education in the Patriotic School in relation to the strategy of national state policy at different stages of its development, secondly, monitoring the state of ethnocultural education and the availability of reliable statistical data on the language situation in the regions , the number of schoolchildren studying the native languages \u200b\u200bof the peoples of the country.
The National State Policy in Soviet times was based on the Marxist-Leninist theory of the national issue and the implementation of the dialectical unity of national and international. Its basic principles were: free development of languages, national cultures, development and rapprochement of nations and nationalities in the process of socialist internationalization, the equality of peoples in the areas of politics, economics, social and cultural relations and leveling the levels of development of peoples in all spheres of life.
In solving problems of supporting and developing ethnic languages \u200b\u200band cultures National School of Russia in 1918-1937. Worked unique experience. In accordance with the necessary regulatory acts, for the first time, national minorities were provided with educational opportunities for ethnic languages, a network of state national schools with training in native languages \u200b\u200bwas created and with the content of education on a certain cultural basis, as well as a system for training pedagogical personnel to work in these schools. In the shortest possible time, writing was created for more than 40 previously non-balanced languages.
An important principle of the organization of the National School was the choice of learning language, which depended on the desire of the student. In the conditions of mass monolingvism of the indigenous (autochthonous) peoples of Russia, the choice of national language as a language of school education was natural. So, for example, by
1 In the article, the term "native language" (in the value "non-Russian") is used as equivalent to the term "ethnic language / languages", as well as the term "national languages" of Soviet times.
according to the first Soviet census of 1926, 96.5% of Komi-Zyryan native language called the language of their ethnos. Only 3.4% indicated as a native language Russian.
According to the school census of 1927. Teaching in primary schools of the RSFSR was carried out in 48 languages \u200b\u200bof the indigenous peoples of Russia, and in some cases through these schools, most students of this nationality (Komi, Tatars, Germans, Chuvashi are 87-93%).
At the stage of the formation of national education, most new alphabets were built on a Latin basis. The main reason for the adoption of Latin graphics had a political background - a world revolution was expected, after which all languages, including Russian, should have been translated into Latin, which would become a universal letter of writing. During its activities, -1925-1936. - All-Union Central Committee of the New Alphabet Only on Latin-based developed 71 alphabet. At the same time, in the 1926 census, 198 nations and ethnographic groups were determined in the country, and in 1939 - 94 nations and nationalities. However, in 1936, the Department of Science, Scientific and Technical Insisites and the discoveries of the Central Committee of the Party, based on the fact that the task of the state is "this is a convergence of alphabets and even related dialects and languages \u200b\u200bof individual nationalities", and Latin-based writing does not bring small nationalities with the main People, and disconnects and repels them, all alphabets (except for the Armenian, Georgian and the peoples of the Baltic States) were translated into a Russian basis - Cyrillic.
Thus, at the stage of the formation of the National School in the conditions of the monolingwisms of indigenous (autochthonous) peoples, the native language was the basis of school education and the principle of "School in his native language" was basic.
Forced industrialization and urbanization, the introduction of universal military service, as well as the transition to universal 7-tape general education and centralized administration of the "top" of the Russian language as a mandatory study subject (1938) entailed a deep transformation of the National School. As a result, occurred
the change of its paradigm, the refusal to the principle of "School in his native language" and the transition in some cases into Russian language learning. Conducting these reorganizations led not only to reducing the number of national schools, but also the number of languages \u200b\u200bon which training was conducted. If in 1934, teaching in the USSR was carried out at 104 national languages, then in the 1956/57 academic year - on the eve of the adoption of the school law 1958 - training in schools of the RSFSR was conducted, in addition to Russian, at 44 (46) languages, which practically corresponded to Level 1927.
From the late 1950s, when the National School finally passes into Russian language learning not only on average, but also in the initial link, the Russian language is no longer just as the "language of interethnic communication", but more and more as the second native. Moreover, the Russian language training in the National School is held under a program other than the program of Russian-speaking schools, taking into account the characteristics of ethnic languages.
Despite the fact that the preservation of national minorities, their cultures and languages \u200b\u200bwas among the priority tasks of the national policy of the Soviet state, as a result of the purpose of creating a new international community "Soviet people" with a common socialist ideology and a single Russian communication language, most native languages \u200b\u200bwere displaced. From public life into the household sphere. At the same time, the result of expanding the zone of the Russian language was the strengthening of the National-Russian Bilingualism and the deeper inclusion of the non-Russian population in the sphere of Russian and world culture. Preference by parents and schoolchildren of the Russian-speaking school also stimulated the need for their preparation for training in vocational education institutions.
The cultivation policy of national education and the actual refusal of learning in native languages \u200b\u200bon average and senior levels led to the fact that in the second half of the 1980s. Of the 18.5% of children of non-Russian nationalities of the RSFSR, only 9% attended national schools in which 44 native languages \u200b\u200bwere taught. Training was carried out in 18 languages, and 11 languages \u200b\u200bfor 1-3 years of study, three more languages \u200b\u200b- 4 years. Middle and old
shading the steps of the school in their native language are preserved by Bashkir and Tatars - 10 years, Yakuts and Tuvintsev - 7 years.
By the time of the collapse of the USSR and the Soviet education system, the basic principle of the National School "School in his native language" was substantially replaced by another principle - "Russian school with a native language as a training subject." At the same time, in the language orientations of the population there was an increase in the number of representatives of non-Russian peoples that consider the Russian language, and the decline among them the shares of their ethnos. According to the census of the population of 1989, considering native Russian, for example, among Komi was 28.9%, and among Karel more than half -51.2%, and, accordingly, the proportion of their nationality considering their nationality among Komi decreased to 71% And Karel - up to 48.6%.
Stimulating the need to explore the Russian language, transferring training programs in schools into Russian, ignored the problem of native languages. As a result, the asymmetric Russian-national bilingualism was characterized by the younger generation of the non-Russian population of the country.
At the same time, despite the ambiguity of the Soviet model of national policies, in the USSR, it was possible to preserve the diversity and the linguistic wealth of ethnic groups.
In the 1990s. In the Russian Federation there was a fundamental change in the paradigm of the settlement of interethnic interactions processes, when the Soviet model of integrational national policies, implemented in assimilation strategies for the formation of the Soviet people, began to be crowded out by the ideologies of polyculturalism.
In the post-Soviet Russia to protect and develop languages \u200b\u200band crops of peoples, a number of special measures devoted to the languages \u200b\u200bwere adopted, in which the state committed itself to protecting all the "native" languages.
In accordance with the Constitution of the Russian Federation (1993), the law "On the languages \u200b\u200bof the Peoples of the RSFSR" (1991) the state language of the country is Russian, all nations are guaranteed "the right to preserve the native language, creating conditions for its study and development"; national
the republics as part of the Russian Federation received the right to establish the status of a national language on their territory. In regulations, it is also indicated that the creation of conditions for the preservation and development of small peoples and ethnic groups that do not have their national-state entities or living beyond them are within the competence of the highest state authorities of Russia, which must develop programs for their conservation and development. .
The Law of the Russian Federation "On Education" (1992) provided the regions of building a system of education depending on local conditions, guaranteed the right of citizens to obtain basic general education in their native language.
In the multinational Russian Federation, the installation on the principles of equality and exclusion of discrimination on national, linguistic or religious affiliation is important, but insufficient. It is clear that the simple state of equality does not guarantee him in practice. In Russia, accounting for the interests of ethnic, cultural and language communities is largely determined by the current system of the federal device. The principle of ethnic and linguistic equality, the legislation of the regions priority pays to "titular" categories of the population, as well as indigenous ethnic communities living on a long historical term. Thus, the disproportion that only representatives of the "titular nationalities" were established (that is, possessing their national administrative territories), they can really satisfy their ethnocultural needs in all spheres. At the same time, the languages \u200b\u200bof "nonetitoral" ethnic groups are not so attention from the state.
Therefore, depending on the socio-demographic characteristics of the peoples of the country (the status in the political and administrative system of the state, the total number, compactness or dispersion of the settlement, the level of industrial and economic and socio-cultural development, etc.), ethnic languages \u200b\u200bobjectively
they are in unequal position, perform unequal social functions and have different opportunities in the educational sphere.
In accordance with the 1990s conducted. The federal center and regions of the country of the policy of ethnocultural pluralism in the form of institutionalization and sponsoring "Multinational ™" (in the context of the implementation of the idea "Take sovereignty, how much swallow") the educational policy was aimed at eliminating the monopoly of the state to the "social order" school and the empowerment of rights and opportunities Subjects of the educational process in meeting their interests and goals in education.
To protect and develop national cultures and languages \u200b\u200band at the same time ensuring the unity of the federal educational and cultural space as the main regulatory document, the State Educational Standard was introduced (hereinafter - the state) consisting of federal and national-regional components.
The main result of the modernization of the National School of Russia in accordance with the new regulatory framework was the transition from a single unitarized Soviet school on a Russian-speaking basis to a differentiated spectrum of ethnocultural schools2 with the restoration of many people teaching in their native language and expansion in the content of national culture.
Return to the school of native languages \u200b\u200bled to a significant increase in them as in the quality of the study languages \u200b\u200band learning languages. By the time of refusal to the component principle of structuring the content of education and the liquidation of the national regional component by changing the concept and structure of the State (2007) in the ethnocultural schools of the Russian Federation, 33 languages \u200b\u200bwere spent in the role of learning languages, and 47 more languages \u200b\u200bare 47 languages \u200b\u200b(taking into account the subvariants of the Mordovian language - Erzya / Moksha and Mariy - mountainous / meadow).
Thus, the liberalization of national policies and language legislation in
the post-Soviet Russia led to an increase in the total number of native languages \u200b\u200bstudied at school, from 44 to 80, and the number of learning languages \u200b\u200b- from 18 to 33. Moreover, the number of learning languages \u200b\u200bon the level of primary general education has grown from 2 to 4, and in the middle (full) School - from 2 to 13.
An important feature of the republican language legislation has become the right to establish its state languages. In accordance with republican constitutions and the laws on languages, the status of state languages \u200b\u200bof the republics received 35 languages \u200b\u200b(including the languages \u200b\u200bof the Republic of Crimea), and their equal position and functioning, along with the state language of the Russian Federation, were postponed.
At the same time, in solving the issue of regulating the study in the system of education of republican state languages, regional legislation has certain variability.
In a number of republics, regulatory acts were adopted, on the basis of which a mandatory study of republican state languages \u200b\u200bas a training subject (Republic of Bashkortostan, Dagestan, Ingushetia, Kalmykia, Komi, Mari El, Mordovia, North Ossetia, Tatarstan, Church, was introduced into educational school programs. , Chechnya, Yakutia).
In other republics, the study of the state language has become mandatory for children for whom this language is native (Republic of Adygea, Kabardino-Balkaria, Karachay-Cherkessia).
In the third group, the republics can be attributed to the "recommendental or soft type" due to the lack of the norm of the obligatory study of the state language (Republic of Altai, Crimea, Udmurtia, Khakassia, Tyva). In accordance with the existing regulations in general education organizations, conditions should be created for the study of the republican state language, including for students of nonetitular nationality, taking into account the wishes of parents and children. Such a nature of language legislation organization
2 The term "National School" was seized from the official documents of the Ministry of Education and Science of the Russian Federation (approved by the Collegium of the Ministry of Education of the RSFSR 02.22.1990).
the opinions of experts, on the one hand, contributes to the preservation of inter-ethnic consent, and on the other hand, a decrease in the social prestigiousness and demand of the native language among the younger generation.
As practice shows, the "rate of commitment" does not guarantee the sufficient level and quality of education, as well as the achievement of 100 percent coverage of schoolchildren to the Republican state language learning. For example, in the Republic of Komi in the 2016/2017 academic year, the study of the state comi language was organized in 97% of general educational organizations. At the same time, the total number of schoolchildren, its studies, was 66%, and as native studied 4.7% of schoolchildren, and as a state - 61.3%.
In Tatarstan, where the problem of compulsory studying of the State Tatar language in all educational organizations has greater severity, in 2016/2017 the academic year it was studied by 438.5 thousand schoolchildren of indigenous nationality (100% coverage of the study of the native language) and 203.6 thousand schoolchildren of Netatar Nationality3. If we proceed from the fact that the share of the Tatar population in the 2010 census republic is 53.2%, then approximately about half of the schoolchildren of non-mechanical nationality are covered by the training of the Tatar language.
The introduction of the norm of compulsory study by all the students of the republican state language in educational organizations, on the one hand, is perceived as coercion to the study of a non-standard language and as an invasion of individual individual space. On the other hand, the right of republics in accordance with the Constitution of the Russian Federation regulate the training of state languages \u200b\u200bis quite reasonable.
Currently, in the national regions of the country, there is almost a complete absence of Russian-national bilingualism from the Russian-speaking part of the population. The study of the language of the indigenous people is an ethnic majority - an unpropered phenomenon. At the same time, it is a desire to explore the language of the suck
actions, to join their culture is the best indicator of mutual respect and trust, a factor in cohesion and association of neighboring peoples. On the contrary, unwillingness to integrate into the culture of neighbors in the end leads to their alienation, the emergence and gradual increase in social tensions. Representatives of autochthonous peoples are painfully perceive the lack of desire from the dominant ethnos to study and understand the ethnic language, and therefore other culture, other mentality and the image of the world.
Analysis of both domestic and foreign language policy experiences and the existing trend of preferences among representatives of ethnic communities on choosing a native language allows you to note that the problem of supporting and maintaining equal opportunities for state languages \u200b\u200bin the Republic of RF, it is necessary to solve more liberal methods.
The results of our research suggest that the definition of a balanced learning methodology (Russian and national / national), as well as a language policy as a whole, possibly within the framework of solving a sociocultural problem fundamental for society - the formation and strengthening of all-Russian civil identity. The awareness and implementation of the formation and development strategy in the younger generation of harmonious all-Russian identity, including its structural components of regional (republican) and ethnocultural identity, require certain changes in both the system of social representations and in the activities of public institutions involved in solving this problem.
The refusal to the national-regional component in the state structure was due to the fact that the component principle of structure structure structuring was not able to solve the tasks of the spiritual consolidation of society and the formation of the all-Russian identity of the younger generation. The absence of a single understanding of the essence and content of the national-regional component in the educational practice
3 Data was obtained by surveying ministries of education and science of regions of the Russian Federation.
tika, the invertation of the methodological and methodological grounds for the integration and differentiation of the federal and national-regional components due to their dilution on independently from each other areas of responsibility were threatened by the unity of the Russian sociocultural and educational space.
Currently, in accordance with the State National Policy Strategy of the Russian Federation for the period up to 2025, the fundamental target landmarks of the national policy state are: strengthening the all-Russian civil identity, the preservation and development of ethnocultural diversity, the harmonization of national and interethnic relations. If in the Constitution of the Russian Federation, in many ways ethno-monitor, there is no direct mention of the Russian Civil Nation, then in the State National Policy Strategy, an orientation is given to the model of the political nation-state (or "national state" as synonym). Moreover, in the strategy, along with the target installation on the formation of the nation-state model, an orientation on the model of the nation-culture is at the same time.
Thus, refusing the Soviet model of the National Policy, according to Yu. V. Popkov, the post-Soviet Russia "For a quarter of a century, it was not able to form his national idea and develop an unambiguous concept of national policy. Both in the theoretical and political and practical plan for its state leadership are characterized by conceptual throwing from one extreme to another: from disintegration - to integration, from nation-culture to nation-state. "
The methodological contradictionability of the modern concept of national policies leads to difficulties in the theoretical substantiation of the modernization of social spheres in addressing the tasks for the formation and strengthening of all-Russian civil identity in conjugation with the preservation and development of cultural diversity. As the analysis of educational practice shows, the mechanism of solving this problem in the education system is not determined,
development of concepts, models of formation and strengthening the ethnocultural identity as a harmonious component of all-Russian identity.
As a result of the actions of the aggregate of factors, including the implementation of the requirements of the Federal State Standard (GEF), optimization of the network of general education schools, the translation of schools to "per capita financing", the need to conduct an examination of textbooks and educational programs in native languages \u200b\u200band literature at the federal level, existing contradictions in Organizations of ethnocultural education were noticeably aggravated, and the situation with learning native languages \u200b\u200bin the constituent entities of the Russian Federation began to change for the worse.
As of 2015/16, the academic year in Russia in the state system of education as a language of study, in addition to Russian, has performed 71, including 26 languages \u200b\u200b- as a learning language.
Summary throughout Russia out of 14 million schoolchildren, national languages \u200b\u200bare studying 1.91 million schoolchildren, that is, 13.6%, and of them only the seventh part (258 thousand) studying in their native languages, while most (1.65 million) are taught Native languages \u200b\u200bas one of the school items. In addition, it is optional or in the circles of interests, ethnic languages \u200b\u200bare studying 57 thousand schoolchildren.
Of the total number of schoolchildren studying in their native language, mostly studying in the initial - 60% and in the main secondary school - 33.5%, while in the 10-11th grades in their native languages \u200b\u200bthere are only 6.5% of schoolchildren.
At the same time, from 26 languages \u200b\u200bthat are learning languages, 13 are studied within elementary school (Avar, Adygei, Azerbaijani, Altai, Buryat, Laksky, Lezgius, Mordovsky Moksha, Ossetian, Udmurt, Khakass, Tsakhur and Chechen), 2
At the stages of the main general education (Mariy Lugovoy and Tuvinsky) and 11 languages
At the step of medium (full) general education (Bashkir, Darginsky, Kalmyk, Crimean-Tatar, Kumyk, Mordovian Erzya, Tabasaran, Tatar, Ukrainian, Chuvash and Yakut).
Among the schoolchildren studying the native language as a subject, the most numerous category studies national languages \u200b\u200balso in the amount of initial (42%) and the main secondary school (50%), and in high schools, the subject of national language is only 8% of schoolchildren.
In general, the number of schoolchildren studying native languages \u200b\u200bin both forms from 2005 to 2016 decreased from 2.43 million to 1.91 million people, that is, by 21.4%. The number of schools in which their native languages \u200b\u200bare being trained during that time decreased from 16.9 thousand to 12.7 thousand schools (by 24.9%).
The most intensively decreased by the number of schools in which training in their native language is organized, and reducing the number of schoolchildren studying in them. Over the past 10 years, the number of this category of schoolchildren has decreased almost twice as possible: from 487 thousand to 258 thousand people.
The transformation of the ethnocultural school occurs in the conditions of a deep change in the sociocultural appearance of the ethnic community themselves and the nature of their educational needs.
Today, all the peoples of Russia in terms of the level of ownership of the Russian language can be attributed to a group with a steadily high ownership of Russians. For 1989-2010 The share of people who own the Russian language among the non-Russian population of Russia increased from 88% to 96.2%. At the same time during this period, among the non-Russian population, the proportion of native Russians grew from 27.6% to 28.6%.
According to the degree of linguistic assimilation, the peoples of the country differ in a very large extent. Here, ethnos can be distinguished, in which ethnic self-identification and native language almost completely coincide (Sakha (Yakuts), Tuvints, Kalmyks and almost all the peoples of the North Caucasus), as well as the ethnic groups characterized by their greatest incontinacy. More than 90% of representatives of the second group do not consider the language of their nationality by their own, their assimilation is in high rates. These include ethnic groups from among the small peoples of the North (Aleuts, Itelmen, Tofa-Lara, Uyal, Ulych, Nivhi, etc.). At the same time, statistics indicate the obvious displacement of the linguistic preferences towards Russian
language and lowest level of ethno-speaking competence in the younger generation of small peoples. And if for representatives of the older generation, the native language is functionally the first, and for the average groups is characterized by asymmetric Russian-national bilingualism, then young people have the consolidation of his native language at best as the second after Russian.
Thus, the main trend in the situation with the native language among the autochthonous peoples of Russia is to reduce the number of those who call a native ethnic language, and an increase in the number of those who do not speak it.
The occurring process of language assimilation is due not only to the factors of an objective nature, but also subjective - the emergence of language nihilism among representatives of indigenous peoples and the dissemination of submissions about minority languages \u200b\u200bas non-continuous and unpromising.
As a result, an important challenge to ethnic communities and the ethnocultural school of the country's national regions was the problem of learning the native language of children who do not own or weakly speak them.
In this regard, a feature of the organization of ethno-speaking education in most republics is the development and implementation of two types of educational programs and textbooks: for teaching the ethnic language "as a native" and "as a state" to teach schoolchildren who do not own them (regardless of nationality). Moreover, statistics indicate a steady decrease in the share of students on the first type of educational programs and an increase in the second group of schoolchildren.
If the development of textbooks of the first type has long-standing traditions in domestic education, then the selection and formation of the content of education for learning students who do not own the native language is the task that has arisen in recent decades. On the relevance of this problem indicates the fact that currently there are no textbooks for this type in the approved federal list of textbooks and educational programs.
Analysis of educational practice shows that in many regions of the country
the wellcious school was not able to cope with the organization of effective multilingual education.
Thus, the system of major contradictions (problems) due to the development of ethnocultural (ethno-speaking) education as an integral part of the educational space of the Russian Federation includes contradictions as a general nature - the national policy of the state that defines the strategy of national educational policies and specific associated with theoretical and methodological The substantiation of the processes of modernization of ethnocultural education.
First of all, to determine the mechanism of conjugate formation and strengthening the all-Russian identity and conservation of ethnocultural diversity, it is necessary to overcome the methodological crisis and bring the basic concepts of national policies and interethnic relations in line with the strategic objectives of the state for the formation of civil society.
Problems that stimulate the development of ethnocultural (ethno-speaking) education in the Russian Federation as the most important resource for the support and development of ethnocultural identity, languages \u200b\u200band traditions of the peoples of the country and as an important consolidation factor and strengthening the unity of a multinational society include contradictions between:
The process of socio-cultural modernization of the Company, accompanied by the update of the regulatory framework of domestic education as a whole, and the lack of a unified strategy and the concept of the development of ethnocultural (ethno-speaking) education at the federal level;
The importance of the development of mechanisms for state regulation of the preservation and development of the cultural diversity of the country's peoples and the transfer of ethnocultural education to the regional level, depending on the economic and scientific and pedagogical potentials of the regions;
The need to teach native languages \u200b\u200bthe increasing number of children who do not own them, and the invertation of the
the retico-methodological grounds for the formation of modern educational and educational and methodical literature and educational technologies;
The need for personnel support of the educational process and scientific and methodological studies in the field of ethnocultural education and restriction, and in some directions and the lack of training such specialists in the pedagogical universities of the country, etc.
To change the current situation in organizing the study of ethnic languages \u200b\u200band training in native languages \u200b\u200bas one of the key mechanisms for the implementation of the State National Educational Policy, it is necessary to define a unified strategy for the development of ethnocultural (ethno-speaking) education in the Russian Federation, the rationale for the general goals, principles and priorities. In order for the right of each person to their native language, the coordinated policy and responsibility of the federal center and regions, as well as the complex, systemic scientifically based work on the conservation and development of the languages \u200b\u200bof the peoples of Russia is important.
In conclusion, it should be noted that the improvement of the language situation in the regions of the Russian Federation and the solution of language problems cannot be achieved only by improving the regulatory framework without social responsibility and the active role of the peoples themselves. Therefore, one of the main resources of the preservation and development of native languages \u200b\u200bis to strengthen the role of civil society institutions, families and specific people. Since at present, the natural mechanism of self-reproducing many ethnic minorities is weakened, the initiation of civil activity of people is possible when designing motivational mechanisms of social behavior of various segments of the population.
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Borgoyakov Sergey Aleksandrovich, Doctor of Pedagogical Sciences, Senior Researcher of the Status Analysis Laboratory and Prospects for Education RAO, Honorary Worker of Higher Professional Education E-mail: [Email Protected]
Borgoyakov Sergey A., SCD in Education, Senior Researcher, Laboratory Of Analysis Of Conditions and Prospects of Development Of Education, RUSSIAN ACADEMY OF EDUCATION, HONORARY WORKER, HIGHER PROFESSIONAL EDUCATION OF THE RUSSIAN FEDERATION E-mail: [Email Protected]
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