Билингвальное образование в Татарстане

Abstract

The relevance of the problem of bilingual education in Tatarstan is explained by the lack of anthropological methods, techniques, means of mastering a second language in the practice of teaching, the lack of analysis of anthropological reasons for the negative development of bilingualism towards a mixed type. The paper sets out to substantiate the anthropological conditions for the development of bilingual education aimed at fluency in two state languages. The methods of anthropological analysis and anthropological teaching of a second language became main research methods. These methods included personal, empathic, reflexive, unconscious, the method of the communicative core, synergistic, nature-like, attractive, text-centric, etc. With the help of these methods, the main types of linguistic personality were established - coordinative, subordinative, mixed; the reasons for the dominance of the mixed and subordinative ones were determined; anthropological attitudes are substantiated, the implementation of which makes it possible to ensure the development of a linguistic personality from a mixed type to a subordinate one and from a subordinate one to a coordinative one. As a result of the study, it was proved that the formation of a linguistic personality of a coordinative type should be associated with transposition (that is, with reliance on the patterns of the native language), with the prevention and overcoming of linguistic interference, with the implementation of anthropological attitudes in the trajectory of movement from mixed bilingualism to subordinative and from subordinative to coordinative. The novelty of the study lies in the implementation of anthropological attitudes in the process of developing the language personality of students, in obtaining data on the dominant types of language personality and the dynamics of their development in Tatarstan. The practical significance of the study lies in the fact that the material accumulated in the process of pedagogical experiments can be transformed into didactic and widely used in the practice of bilingual education.