Language In Educational Institutions Research Articles

ФОРМИРОВАНИЕ СЛОВАРЯ-МИНИМУМА ПО ДИСЦИПЛИНЕ «ИНОСТРАННЫЙ ЯЗЫК» В ОБРАЗОВАТЕЛЬНЫХ ОРГАНИЗАЦИЯХ МВД РОССИИ

The article discusses the features of the minimum vocabulary formation for the discipline “Foreign Language” in educational institutions of the Ministry of Internal Affairs of the Russian Federation. The author ascertains criteria and principles for lexical material selection for the minimum vocabulary compilation. Novelty of the paper lies in the fact that the author studies the gradual formation of the vocabulary semantization skill, which is significant for the adequate understanding of professionally oriented, scientific and legal texts within the specialty “Law Enforcement”. Practical significance of the study is that the results can be used in organizing the process of teaching a foreign language in educational institutions of the Ministry of Internal Affairs of the Russian Federation.

К вопросу об обучении чувашскому языку

This article highlights the main principles that should be the basis of learning the Chuvash language in educational institutions with a multinational composition of students in accordance with Federal state educational standards. Special attention is paid to the linguocultural principle of teaching the Chuvash language. Under linguistic and cultural learning refers to the students master the basics of the national culture, the ability to analyze texts containing linguistic and cultural material, the absorption value of vocabulary. The author comes to the conclusion that language teaching is unthinkable without familiarizing students with the history and culture of the Chuvash people.

The Development of Native Languages in Educational Institutions in the Conditions of the Dispersed Indigenous Small-Numbered Peoples in the North, Siberia and the Russian Far East, in the Republic of Sakha (Yakutia) (on the Example of the Even language)

The Development of Native Languages in Educational Institutions in the Conditions of the Dispersed Indigenous Small-Numbered Peoples in the North, Siberia and the Russian Far East, in the Republic of Sakha (Yakutia) (on the Example of the Even language)

Ideological Barriers to American Sign Language: Unpacking Linguistic Resistance

Although there have been significant advances in the status and use of ASL in the United States, there also have often been backlashes to such developments. The latter have typically been manifested in controversies over beliefs about the nature of ASL as a "real" or an "appropriate" language for study. This has been the case, for instance, in four particular areas: efforts to achieve official recognition of ASL, early identification of hearing impairment and ASL, the rise of ASL-English bilingual/bicultural education programs, and the teaching of ASL as a foreign language in educational institutions. In this article, the debate over the status of ASL is addressed as an example of ideological beliefs that impact linguistic judgments and policies. Also discussed are the major challenges to the status of ASL with respect to formal legislative recognition, its use as a medium of instruction, and its designation as a legitimate foreign language, all of which are both empirically and conceptually problematic. Further, it is suggested that the resistance to ASL is grounded in large part in a misunderstanding of the nature of human language and of the nature, structure, and history of natural sign languages in general and ASL in particular.