The Russian Ministry of Education and Science will check compliance with the rights of citizens to voluntarily study the state languages ​​of the republics and their native language. Rosobrnadzor and the Prosecutor General's Office joined the inspection. What caused such close attention and is it true that the Russian language in some regions is being forced out school timetable?

Why did this happen? Schools in the regions have the right to add native languages ​​to the schedule. True, without reducing the mandatory part of the curriculum, which is allocated 80 percent of the time. Relatively speaking, the school is supposed to spend 600 hours a year in mathematics, Russian, physics, chemistry - this is the law, and the school can spend another 120 hours on local history, native language, logic, law, or adding lessons of the same Russian or English. This variable part is necessarily discussed with parents, and all curricula are approved by the school’s governing council. Some schools not only used almost the entire reserve of hours exclusively for the native language and literature without any consultation with parents, but also “got into” the main part of the plan, cutting hours for compulsory subjects.

They didn't ask mom

As the Ministry of Education of Bashkortostan explained, the academic subject “Bashkir language” is studied by schoolchildren on a voluntary basis at the choice of their parents. No more than two hours per week, graded.

It is impossible to completely abandon the Bashkir language, says Rushana Ibraeva, a parent of Ufa school No. 5, on the Internet.

In our 5th grade at gymnasium No. 91, two Bashkir lessons were left out. If you go to sort it out, there will be a conflict again,” writes Gulshat Davletova.

But Ufa resident Natalya Panchishina believes that everything depends on the integrity of the parents: " Bashkir language how the state one is included in the variable part of the curriculum. And parents choose either this or another subject. Some schools did just that. This is a matter of parental integrity. But only".

We have national schools where the number of hours of Russian is less, and the number of Bashkir hours is greater. But these schoolchildren take the Unified State Exam in the Russian language on a general basis, says accredited Unified State Exam expert Ilyana Aminova.

Infographics: "RG"/Mikhail Shipov/Leonid Kuleshov/Irina Ivoilova

Twos are canceled

In Chuvashia, as in Bashkortostan, both Russian and Chuvash are the state languages. As RG was informed by the Republican Ministry of Education, in all schools the Chuvash language and literature are studied using hours allocated to the subject areas “native language and native literature.” In schools with Russian as the language of instruction, the study of the Russian language and literature is allocated 5 - 9 hours per week, the Chuvash language - 2 - 3 hours.

In schools with a native language of instruction, Russian is taught 5 - 9 hours a week, and Chuvash up to 4 - 5 hours. Chuvash language studied in schools as compulsory. At the same time, local authorities nod to foreign languages, they say, they are also forced to teach. And nothing!

It is clear that for some schoolchildren learning Chuvash can be a problem. Therefore, the local Ministry of Education allowed not to grade this subject. If the parents so wish. In addition, schools are required to develop individual educational programs. Including multi-level ones.

In schools in Chuvashia, the hours allocated to Russian language and literature have been retained in full. Moreover, in a number of schools, additional hours are traditionally given in Russian, notes the Minister of Education of Chuvashia, Yuri Isaev.

Where schoolchildren do not have to study the state language of the republics, more hours remain in Russian and vice versa

There is no oppression of the Russian language in the national republic, officials say. On the contrary, from year to year the share of school graduates in Chuvashia who did not pass the Unified State Exam in the Russian language turns out to be lower than the Russian average. For example, in 2016, the share of Chuvash schoolchildren who failed the Russian language exam was 0.28 percent, while in Russia it was 1.0 percent. In 2017 - 0.15 percent and 0.54, respectively.

Called in hours

In Tatarstan for more than twenty years, whether you want it or not, whether you are Tatar or not, learn Tatar. The Constitution of the Republic allows this for schools. And just like in other regions, the native language is introduced through the variable part of the program, but the opinions of mothers and fathers are not asked. Parents have a choice of only two “types” of Tatar. It is taught either as a native language or as a foreign language. Moreover, the basics of Tatar are also taught in kindergartens.

An equal amount of time is allocated for studying both languages, the Minister of Education and Science of the Republic of Tatarstan Engel Fattakhov has repeatedly emphasized.

Everything has been agreed upon with the Russian Ministry of Education and Science. Parents are not against their children fluently speaking Russian and Tatar, as well as English, the minister is sure.

In addition, about 150 million rubles are allocated annually from the republican budget for additional study of Russian (each school can add one more lesson to the schedule if it wishes).

What to do if a child moves from another region? He is taught according to an individual program. So even in 9th grade you can have a Tatar textbook for first grade.

The problem is that they teach not colloquial, but academic Tatar, and it is very difficult,” says a teacher of Russian language and literature at one of the Kazan schools. - Even Tatar parents can’t cope with homework, not like Russians. Those who have children in primary and secondary school are most indignant. Children do not master speech, their vocabulary is small. And high school students simply don’t take these classes. True, when they introduced mandatory exam in Tatar for 9th grade, they began to attend classes better.

Difficulties are also associated with the fact that they are not synchronized learning programs. For example, in Tatar lessons we started learning adverbs, but we haven’t studied them in Russian yet... There are other problems.

And just like in Chuvashia, local authorities nod to Unified State Exam results In Russian: GPA is growing in Tatarstan. Therefore, Tatar does not interfere with the development of Russian. To which some parents object that high scores in Russian are the merit not of the school, but of the tutors.

As Gulnara Gabdrakhmanova, head of the department of the Marjani Institute of History of the Academy of Sciences of the Republic of Tatarstan, told RG, the attitude towards teaching Tatar language measured over many years.

The majority of respondents say that Tatar should be preserved as a compulsory subject,” she said. - A third say that the teaching system needs to be changed - either make it optional or reduce the hours. The remaining 20 percent cannot express their attitude. Research shows that the situation has changed dramatically over the past 20 years. IN Soviet time people were embarrassed to speak Tatar. It turned out that now even Russian speakers insert Tatar words. It's fashionable today.

While the number was being typed

The Ministry of Education and Science of Tatarstan reported that “a decision was made to bring, from January 1, 2018, the volume of studying the Russian language to the volume recommended by the Ministry of Education and Science Russian Federation".

Competently

Olga Artemenko, head of the Center for Ethnocultural Education Strategy of the Federal Institute for Educational Development:

If we look at the standard, for example, of primary education, it turns out that there is a range in the norm of school hours allocated for studying subjects. Quantity training sessions over 4 academic years it cannot be less than 2904 hours and more than 3210 hours and for programs the school may have several curricula. The difference over 4 years is 306 hours, and per year 76.5 hours. Where schoolchildren do not have to study the state language of the republics, more hours remain in Russian and vice versa. Parents from Tatarstan are asking the question: why do children living in Moscow have more hours to study Russian than our children, and when entering universities everyone has the same rights? The second aspect of this problem comes down to the question of why the same number of hours are allocated to the Russian language as to the Tatar language, and sometimes even an hour more. Why did Russian become the state language of the republic, and not the Russian Federation? Why is the Tatar language obligatory to study? Compulsory study of the state language of the republic has been introduced not only in Tatarstan, but also in Bashkortostan, Komi, Chuvashia and a number of other republics. In my opinion, this is an attempt by the authorities to improve the situation with native languages.

The situation with mother tongues has really been getting worse over the past decade. Currently studying in primary school Available only in 12 languages. Even in Dagestan, out of 14 languages, only schools with instruction in Avar remained.

Unfortunately, for schools with education in the languages ​​of the peoples of Russia, no one has prescribed the content of education; no special methods have been developed aimed at developing intelligence and logical thinking in conditions of bilingualism. But the development of these schools over the past 25 years has been entirely under the control of the regions.

Rosobrnadzor will extend the check in schools of Tatarstan on the voluntariness of learning the Tatar language. As my parents found out, the auditors will stay with us until the end of October. Meanwhile, schools, fulfilling prosecutorial orders, are conducting parent meetings. Their task is to familiarize fathers and mothers with the curriculum options and jointly choose the option that satisfies everyone. Yesterday, a correspondent for "Evening Kazan" attended one of these meetings - for parents of ninth-graders in Kazan gymnasium No. 19.

At 18.30 Assembly Hall was half full. The mothers of the students, sitting next to the author of these lines, were animatedly whispering: “And why do we need this Tatar? My child will still go to school in Moscow,” one was indignant. “Yes, let this Tatar stay,” another waved her hand. - If only after the ninth we weren’t thrown out of the gymnasium. The head teacher said that there would only be three tenths of the class. Classes A and B will transfer in full force. And from ours, a few people will take everything..."

Deputy Director Artur Galiakhmetov came to the microphone and immediately got down to business.

The curriculum, in accordance with the Law on Education, is adopted by the school itself. That is, no one but us... Why did we call you? Today we will introduce you to the curriculum. Due to the changes that have occurred. Look, the Tatar language has disappeared from the curriculum,” he pointed to a slide on the screen that was difficult to read in the lighted hall. - But it came under a different name - “Native Language”. Why? Because in federal educational standards there is no concept of “Tatar language” - there is the concept of “native language”... By the way, Article 14 of the law states that regions have the right to introduce their own official languages. In Tatarstan it is Russian and Tatar.

For some, he may be Chuvash, Udmurt, Turkish, Chinese, for others, perhaps, Russian,” the deputy director paused. - But according to the Federal State Educational Standard, Russian cannot be a native language. Please note that our Russian language and literature lessons have not changed in number.

If Russian cannot be a native language and it is already in the program, then why are we here? - the respectable-looking father asked from the hall.

And if my child’s native language is Chinese, will you give him the opportunity to learn Chinese alone? - another dad asked a question.

There should be a statement: “I agree/disagree on the Tatar language,” and you are talking about “native language” to us! - a group of mothers from the front rows was indignant. The hall began to buzz.

“It’s not just us who are working on this statement, all the schools,” the deputy director tried to lower the temperature.

Not true! Other schools offer a choice of four curriculum options, parents objected.

Parents, let's not make noise. This is not a bazaar, this is a school,” Galiakhmetov called for order. - I’ll explain: we need this statement to lead educational activities. I don’t force you to write “Tatar language” or “Russian” - you can write any language. In any case, the majority chooses the language we talked about - Tatar. Those children who choose other languages, we will look for options based on them. Until now, we have not yet been given a universal solution from above regarding those who choose something other than Tatar, do you understand? Please choose Russian - no problem. But there will be no Russian in its pure form.

There was deathly silence: the parents tried to comprehend what was said.

If we select Tatar, testing will be saved ( unified republican testing in the Tatar language for ninth graders. - "VC")? - one of the mothers asked cautiously.

Testing is not a pass to the OGE, the assessment does not go into the certificate. “No problem,” a representative of the school authorities cheerfully assured from the podium.

But it affects overall academic performance,” the respectable-looking father noted skeptically.

Since the situation has changed, perhaps there will also be changes in the ERT, the decision of the Ministry of Education has not yet been made... Just write applications... And we will have Tatar, just in a soft form,” Arthur Galiakhmetov sighed tiredly.

Please show me the curriculum,” the parents did not give up.

Here the director of the 19th gymnasium Andrei Talmanov came to the fore and with the experienced hand of the manager ( before heading the gymnasium in 2016, he served as deputy chief of staff of the Kazan executive committee. - "VC") turned the parent's thought in a different direction. The director reminded parents that they had chosen “cutting edge” for their children. educational institution, which is in the top 200 best schools Russia."

Therefore, we have our own, individual curriculum, not the first, not the second and not the third. I'm telling you this for sure. Our professors work with children... Dear parents, now you need to think not about reducing the load of the Tatar language... My dears, you need to think in general about children’s academic performance, career guidance, about the tenth grade. You know the situation in the gymnasium very well. We have one and a half thousand students, the gymnasium has a capacity of 900 people. “I can make a “baldo-buldo” only at your expense,” Andrei Talmanov smiled at his parents in a Hollywood way.

Then he turned to those fathers and mothers who were inclined to choose their native Russian: they say, teachers of Russian studies in the gymnasium are already overloaded - on average there are 30 hours per teacher. And if we hypothetically imagine that 132 hours of Tatar will need to be replaced by Russian, then he, “like the directors of another two thousand schools in the republic,” will have to search hard during the day for Russian language teachers.

At this point, the director closed the meeting, inviting parents to go to the classrooms and fill out the application forms that were distributed.

However, not everyone went to class. Some of the parents headed to the exit and began discussing on the street whether it was worth signing something. Some panicked, crushed by the need to choose, others joked: “We need to write “Japanese”. Let them provide it." It’s pointless to write “Russian”; they will still say that there are not enough teachers, but there are unemployed Tatar teachers.” “Whatever we write will be Tatar,” the same respectable-looking father concluded from everything that happened.

Meanwhile, the leadership of gymnasium No. 7 and the parents of students showed rare unanimity in Bugulma. At a school-wide meeting on October 23, they chose curriculum No. 2, designed for six days, according to which parents can themselves formulate a variable part of the educational program. “We chose English, biology, local history and project activities. These are compulsory subjects for which grades will be given,” Nadezhda Ushanova, the mother of a 6th grade student, told Vechernaya Kazan. “In our class, no one wanted to study their native language (Tatar), but several people wrote applications for the optional Tatar language, and not only Tatars.” According to the parent, parents and the gymnasium administration came to this consensus after heated discussions and months of correspondence with supervisory authorities. The director of the gymnasium, Anatoly Shalev, who has already been dubbed a hero of new times on social networks, refused to comment.

Let us remind you that now many schools in Tatarstan have curriculum No. 3, which provides three hours of that very “native language” with grades in the diary.

Methodical letter

On teaching the academic subject “Russian (native) language” in conditions

introduction of the federal component of the state standard

general education

I. State standard of general education and its purpose

State standard of general education– norms and requirements that determine the mandatory minimum content of basic educational programs of general education, the maximum volume of students’ workload, the level of training of graduates educational institutions, as well as basic requirements for support educational process.

The purpose of the state standard of general education is security equal opportunities for all citizens to receive quality education; unity of the educational space in the Russian Federation; protecting students from overload and maintaining their mental and physical health; continuity educational programs at different levels of general education, opportunities for obtaining vocational education; social protection of students; social and professional security teaching staff; the rights of citizens to receive complete and reliable information about state standards and requirements for the content of general education and the level of training of graduates of educational institutions; basis for calculating federal standards for financial costs for the provision of services in the field of general education, as well as for distinguishing educational services in the field of general education, financed from the budget and from consumer funds, and to determine the requirements for educational institutions that implement the state standard of general education.

The state guarantees public availability and free general education in educational institutions within the limits determined by the state standard of general education.

State standard of general education is the basis development of the federal basic curriculum, educational programs of primary general, basic general and secondary (complete) general education, basic curricula of the constituent entities of the Russian Federation, curricula of educational institutions, model programs in academic subjects; objective assessment of the level of training of graduates of educational institutions; objective assessment of the activities of educational institutions; determining the volume of budget funding for educational services, the provision of which to citizens free of charge is guaranteed by the state throughout the Russian Federation; establishing the equivalence (nostrification) of documents on general education on the territory of the Russian Federation; establishing federal requirements to educational institutions in terms of equipment educational process, equipment for classrooms.

The state standard of general education includes three components: federal component, regional (national-regional) component and educational institution component.

Federal component of the state standard of general education developed in accordance with the Law of the Russian Federation “On Education” (Article 7) and the Modernization Concept Russian education for the period until 2010, approved by order of the Government of the Russian Federation dated January 1, 2001; approved by the decision of the board of the Ministry of Education of Russia and the Presidium Russian Academy education dated 01/01/01 No. 21/12; approved by order of the Ministry of Education of Russia “On approval of the federal component of state standards of primary general, basic general and secondary (complete) general education” dated March 5, 2004 No. 000 and posted on the website of the Ministry of Education of Russia www. ed. gov. ru.

The federal component of the state standard of general education was developed taking into account the main directions modernization of general education. In accordance with the modernization strategy, it is built as a means of developing domestic education and systematically updating its content.

Federal component – the main part of the state standard of general education , mandatory for all state, municipal and non-state educational institutions of the Russian Federation that implement basic educational programs of general education and have state accreditation. He sets mandatory minimum content of basic educational programs, requirements for the level of training of graduates, the maximum volume of students' teaching load, as well as study time standards.

Federal component structured by levels of general education (primary general, basic general, secondary (complete) general education); within levels - by academic subjects.

The general focus of the Russian (native) language course is on the synthesis of speech, intellectual and spiritual development creates conditions for improving speech-thinking abilities that ensure information and communication activities: targeted search for information in sources of various types, critical assessment of its reliability adequate to the goal set; a detailed substantiation of your position with a system of arguments; meaningful choice of reading type; text evaluation and editing; mastery of basic types public speaking(statements, monologue, discussion, controversy), following ethical standards and rules of dialogue (dispute), etc.

X. The relationship between the content of standards, sample and work programs

Sample programs in Russian (native) language for basic general education, secondary (complete) general education at the basic level and secondary (complete) general education at profile level compiled on the basis of the federal component of the state standard of general education. Sample programs specify the content of subject topics educational standard, give an approximate distribution of teaching hours by sections of the course.

The sample programs perform two main functions.

Information and methodological function allows all participants in the educational process to gain an understanding of the goals, content, general strategy of teaching, educating and developing students through the means of a given academic subject.

Organizational planning function provides for the identification of stages of training, structuring educational material, determination of its quantitative and qualitative characteristics at each stage, including for the content of the intermediate certification of students.

Based on the standard of basic general and secondary (complete) education in the Russian (native) language, approximate programs have been compiled that specify and detail the content of the subject topics of the educational standard, give an approximate distribution of training hours across major sections of the course, taking into account interdisciplinary and intrasubject connections, age characteristics of students .

The developed programs are exemplary and serve as a guide for developers of proprietary programs and textbooks. Model programs do not favor any one concept of teaching the Russian language to the detriment of others. On their basis, original programs and textbooks can be created, which will reflect various theories and practical techniques.

The basic principles of organizing educational material, its structuring, the sequence of study and distribution by class are determined in specific author's programs.

X1. Priority directions in the methodology of teaching the Russian (native) language

Updated goals of teaching Russian (native) language, activity-based nature of presenting material in state standard determines the strategy for the development of the school course of the Russian (native) language and priority directions in its teaching.

The most important conditions for the implementation of the developed standard are:

· the activity-based nature of the process of teaching Russian (native) language in the main and high school

· synthesis of speech and intellectual development of the individual in the process of learning the native language;

· formation of communicative competence on a conceptual basis, which contributes to the understanding of one’s own speech practice and the intensive development of speech-thinking abilities;

· development of all types of speech activity in their unity and interconnection;

· balanced development of oral and written speech;

· formation of reading skills as a type of speech activity; skills of information processing of text;

· strengthening the speech focus in the study of grammatical topics of the course and on this basis - the formation of skills in the normative, expedient and appropriate use of language means in different communication conditions;

· developing an idea of ​​the multifunctionality of a linguistic phenomenon as a grammatical, communicative and aesthetic phenomenon; development of linguistic flair, the ability to evaluate the aesthetic value of an artistic expression;

· formation of an idea of ​​the native language as a form of expression national culture people, the national heritage of the Russian people.

Modern achievements of linguistics, psycholinguistics, functional grammar and other branches of linguistics, accumulated experience in teaching languages ​​create the prerequisites for the development of variable methodological systems with a pronounced speech focus.

The maximum volume of students' academic workload as a component of the federal component is established in the manner determined by the Government of the Russian Federation. Currently, these standards are determined in accordance with the Sanitary and Epidemiological Rules and Standards (SanPiN 2.4, registered with the Ministry of Justice of Russia on December 5, 2002, reg. No. 000.

Place of the subject “Russian (native) language” in the curriculum

This program is designed for 735 hours, provided for in the Federal basic (educational) curriculum for educational institutions of the Russian Federation (option 1), which provides for compulsory study of the Russian (native) language in the amount of: 5th grade - 175 hours, 6th grade - 210 hours, 7th grade - 140 hours, 8th grade -105 hours, 9th grade - 105 hours.

Thus, this program implements modern approaches to the design of educational content: a focus on the interconnected formation of linguistic, linguistic, communicative and cultural competencies; on the development of all types of speech activity, the formation of reading-comprehension skills, expressive reading, writing, working with scientific information presented in different types; implementation of the principles of individualization, level differentiation, the use of communication-oriented exercises that stimulate the cognitive and creative activity of students, as well as contributing to the improvement of communicative competence at all stages of training, including when teaching language topics of the course.

5 CLASS

ABOUTlanguage

Language as a system of means (linguistic units). The importance of language in human life. Linguistics as the science of language . Statements of great people about the Russian language.

Outstanding linguists: M.V. Lomonosov

SPEECH

Speech as the use of linguistic means for people to communicate (speech activity). Speech situation – conditions necessary for verbal communication: presence of an interlocutor, motive, need for communication, subject of speech, common language. Speech is oral and written, dialogic and monologue. Culture of speech communication. Speech etiquette.

Text as a product of speech activity is a speech work. The main features of the text: segmentation, semantic integrity, formal coherence, relative completeness (autonomy) of the statement. Theme and main idea of ​​the text; microthemes, text outline; dividing the text into paragraphs, paragraph structure: beginning, middle part, ending. Development of thought in the text; “given” and “new” in sentences of the text.

S t i l e c h i , the concept of a stylistically significant speech situation; conversational and bookish, artistic and scientific-business speech; characteristics of colloquial and artistic speech styles, taking into account the characteristics of the speech situation in which these styles are used (area of ​​use, communicative function, characteristic language means).

Types of speech: narration, description, reasoning. Typical fragments of the text: pictorial narration, description of the subject, reasoning-proof, value judgments (typical meaning, construction scheme, ways of expressing “given” and “new” in the sentences of the fragment). Ways to connect fragments in the whole text.

LANGUAGE. SPELLING. CULTURESPEECHES

ConsolidationAnddeepeningstudied ininitialclasses

Phonetics, orthoepy, graphic arts

The subject of phonetics. Speech sounds. Phonetic syllable. Russian verbal stress and its features.

Vowels are stressed and unstressed. Consonants are hard and soft, voiceless and voiced. Paired and unpaired consonants. Elements of phonetic transcription. Phonetic analysis of the word.

The subject of studying orthoepy. Basic rules for pronunciation of speech sounds: stressed and unstressed vowels; consonant sounds and their combinations, individual grammatical forms. Pronunciation of borrowed words. Orthoepic analysis of the word.

Subject of study of graphics. Alphabet. The correct name of the letters of the alphabet.

The relationship between sounds and letters. Sound meaning letters e, e, yu, i. Uppercase and lowercase letters. Letter e and its mandatory use in writing. Orthoepic dictionary and its use in speech practice.

Outstanding linguists: R. I. Avanesov.

Letter. Spelling

The importance of writing in the life of society.

The subject of studying spelling. The concept of spelling.

The main types of studied spellings of root vowels and consonants.

Using letter combinations in writing live-shi, cha-right now, whoa-schu, nch, chn, chk, rsch; dividing ъ-ъ; -tsya/-tsya in verbs. b after sibilants at the end of nouns and verbs.

Not with verbs.

Spelling dictionary and its use in speech practice.

Outstanding linguists: Yakov Karlovich Grot.

WordAndhisstructure. Morphemics

Subject of study of morphemics. Morpheme as the minimal meaningful unit of a word.

Root; semantic commonality of words with the same root. Prefix and suffix as significant parts of a word. The basis of the word. The ending is like a morpheme that forms the form of a word. Zero ending. The relationship between morphemics and spelling.

WordHowPartspeeches. Morphology

Subject of study of morphology. Classification of parts of speech of the Russian language.

Independent parts of speech, their main features. Declension and conjugation.

Functional parts of speech.

Systematic Russian language course

SyntaxAndpunctuation(introductory course)

Subject of study of syntax and punctuation.

Phrase. The main and dependent words in a phrase.

The sentence as a unit of syntax. Grammar basis. Types of sentences according to the purpose of the statement (narrative, incentive, interrogative). Exclamatory sentences. Punctuation marks at the end of sentences.

Intonation and word order in a sentence. Logical stress.

Proposals are common and not common.

The main members of the proposal. Secondary members of the sentence: addition, definition, circumstance.

A dash between the subject and predicate, expressed nouns in the nominative case.

Offers with homogeneous members(without unions and with unions a, but, single And). Comma between homogeneous members. A generalizing word before homogeneous members. Colons and dashes for generalizing words.

Appeal. Punctuation marks when addressing.

Complex sentences with non-union and allied connections. The concept of compound and complex sentences. A comma between parts of a complex sentence before conjunctions and, but, what, so, because, if and etc.

Outstanding linguists: A.M. Peshkovsky.

A culture of speech. Correctly determining the boundaries of sentences in the text. Observe the intonation of narrative, interrogative and exclamatory sentences. Maintaining correct intonation in sentences with homogeneous members.

Observation of the use of studied syntactic structures in literary texts that enhance the imagery and emotionality of speech.

Vocabulary. Word formation. Spelling

Huge distance

State legal foundations national school enshrined in the Constitution of the Russian Federation, in federal laws“On Education” and “On the Languages ​​of the Peoples of the Russian Federation”. However, activities carried out in Lately, indicate that these foundations are being systematically destroyed. Thus, at one time, the Department of National Schools was liquidated in the Ministry of Education of the Russian Federation, the one-of-a-kind magazine “Russian Language in National School” was closed, and the specialty “Russian Language in National School” was eliminated in philological faculties and faculties primary education many pedagogical universities, funding for regional branches and laboratories of the Institute has been stopped national problems formation, that is, the roots feeding it are actually cut off. After several years of struggle for survival, the institute was reorganized into a center, which became one of the divisions of the Federal Institute for Educational Development.

The center's specialists create teaching and learning complexes for schools of different language groups. They are also created for the Turkic group. Regarding the textbooks of this particular group, the question arises: do the authors see a real student from their federal distance? Thus, the educational complex for the 1st grade of schools of the Turkic language group “is intended for work in educational institutions with native (non-Russian) and Russian (non-native) languages ​​of instruction” (“UG” dated March 27, 2007, No. 12,13).

The question arises: how can one and the same textbook be intended for educational institutions, between which there is a “huge distance”?

In schools with Russian (non-native) language of instruction, teaching mathematics and all other subjects requires a certain level of proficiency in the Russian language. This is the level of proficiency of Russian-speaking children. And according to the author of the article (he is also one of the authors of teaching materials for the 1st grade), working from textbooks written for Russian-speaking children will seriously disrupt the “situation of bilingualism” (“UG” dated March 22, 2005, No. 11). Consequently, the authors of teaching materials for the 1st grade of schools of the Turkic-speaking group are serious “violators of the situation of bilingualism”? This is the first thing.

Secondly, since the educational complex is also intended for schools with a native (non-Russian) language of instruction, it is assumed that first-graders of this type of educational institutions should also have high level knowledge of the Russian language. Consequently, the teaching materials for the 1st grade of Turkic-speaking schools are aimed at Russian-speaking children. But how can it work in the monolingual regions of the Turkic population of the Russian Federation, in which rural children enter first grade with a zero vocabulary of Russian words?

Linguistic extremism

Another blow to the national school was the third reduction in the hours allocated to studying the Russian language at the initial stage of education. This is noticeable especially in Tuva, where the problem of Tuvan-Russian bilingualism is acute, the specifics of which are determined by historical, demographic, psychological, ethnocultural and sociolinguistic factors:

relatively little experience of Tuva being part of Russia (63 years), in contrast to other national republics, where this count is not tens, but hundreds of years;

the predominance of the titular nation in the republic and the compactness of its residence;

the absence of a Russian language environment in the vast majority of settlements;

reduction in the functioning of the Russian language on the territory of the Republic of Tyva, especially in rural areas, as a result of the outflow of the Russian population in the 90s;

reduction in child coverage preschool institutions, where preschoolers received basic Russian speech skills. Today, most Tuvan children come to school knowing 10 - 20 Russian words, while their peers in other regions of the country have a basic vocabulary of more than 3,000 words.

Russian language began to be taught as a subject in Tuva schools starting from 1948-1949 school year, and until that time it was studied by separate groups.

As a means of interethnic communication, the Russian language has played a big role in the life of the Tuvan people.

With camber Soviet Union V national republics The attitude towards the Russian language has changed dramatically. The language of “indissoluble brotherhood” became the culprit of Russification and was persecuted.

There were linguistic tensions in Tuva as well. Not the least role in this was played by the linguistic extremism of some politicians and articles published in the local press belittling the role of the Russian language.

In 1993, the Tuva laboratory of the Research Institute of National Schools conducted a survey of two hundred teachers primary classes Dzun-Khemchik, Piy-Khem and Ulug-Khem districts in order to identify their attitude to the upcoming reduction in the hours allocated to studying the Russian language, with the subsequent transfer of these hours into the native language. The results of the survey showed that 3.5 percent of the surveyed teachers are generally against learning the Russian language in a Tuvan school; 7.5 percent suggested spending only one hour a week studying it; 48 percent were in favor of a reduction of 2-3 times. All respondents believed that the language of instruction in a Tuvan school should be the native language from 1st to 10th grade.

The “Law on Languages ​​in the Tuvan Autonomous Soviet Socialist Republic” provided for a gradual increase in the level of indigenization of the Tuvan school, inclusive of the 9th grade, that is, a transition in these classes to teaching all subjects in their native language.

However, life made its own adjustments. Data real life indicated that since the mid-90s, orientation towards the Russian school began to grow.

In 1997-1998, I conducted an ethnosociological study with the aim of studying the spheres of functioning of the Russian, Tuvan languages, as well as the languages ​​of other peoples living in Tuva, studying the interaction of languages ​​and value orientations native speakers of a particular language.

Among the 286 representatives of the indigenous nationality surveyed, there was not a single person who was against learning the Russian language in a Tuvan school. If in 1993, 100 percent of respondents believed that the language of instruction in the Tuvan national school should be the native language, after 5-6 years only 15.3 percent began to think so; according to 47.5 percent, training should be conducted in the native and Russian languages; 36.3 percent suggested teaching subjects in Russian from the 1st grade, leaving the native language as a subject; 0.9 percent suggested teaching in their native and English languages.

The results of a survey of various categories of the population and facts of real life indicate a sharply increased orientation of Tuvan parents and students towards the teaching of the Russian language by Russian teachers in the Tuvan national school and towards the Russian school in general, since good knowledge of the language of interethnic communication provides great opportunities for continuing education.

Dissatisfaction with the state of teaching the Russian language in rural schools forces many parents to move to the cities of Kyzyl, Turan, Shagonar, Ak-Dovurak, the village of Sukpak, and the village of Kaa-Khem. Many rural residents, uprooted from their homes, without housing and means of subsistence, join the ranks of the unemployed in the cities. City schools are overcrowded with rural children who live with relatives. Isolation from family in itself causes stress for them, and higher demands on the level of Russian language proficiency cause severe overload. All this taken together undermines their psychosomatic health.

Several years ago, in one of the schools in the city of Kyzyl, I talked with parents who were enrolling their children in 1st grade. Of the 28 people, 20 asked to enroll in the Russian class. Everyone’s desire was clearly motivated by the prospect of their children entering a university, for which they need to have good training in the Russian language.

When conducting the ethnosociological study mentioned above, the questionnaires included the following question: “In what language do you read works? native literature? The results showed that out of 270 people of various categories of the population, 38.5 percent read in Russian translation. If we take into account that out of 270 people, according to self-assessment, only 3.6 percent do not speak their native language well enough, it turns out that 34.9 percent of those surveyed prefer to read in translation.

Is there a choice?

Although the reasons for this preference are not indicated, with a certain degree of probability it can be assumed that one of them is the respondents’ lack of reading skills in their native language, which at one time were not developed in a school with their native language of instruction.

Of course, parents and students have the right to choose a school. But when the orientation of parents towards a Russian school is so significant that in classes with Russian (native) language of instruction there are 20 Tuvan students out of 25 people, this is already an alarm signal. Why? Because these students are not learning their native language. They do not have such subjects as Tuva Dyl (Tuvian language), Toreen Chugaa (native speech) and Toreen Chogaal (native literature).

So it turns out that the national-regional component gives a lot, but with the reduction of hours and the focus of the Unified State Exam on the Russian school, a lot is taken away. It is taken away imperceptibly and does not even seem to be taken away, but everything happens by itself, at the request of parents who believe that it is enough for their children to speak their native language at the level of family communication, and want them to study in a Russian school from the 1st grade.

Why don't you want to? You will definitely want to when you find out that, firstly, in the primary grades of a Russian school, 1.6 times more hours are allocated for studying the Russian language than in a Tuvan one, and, secondly, your child is required to take the Unified State Examination, even if he came going to school with zero knowledge of the Russian language will be asked in the same way as a native Russian speaker.

What is the danger of focusing on the Russian school? It will lead to a deterioration in knowledge of the native language, which over time will cause a feeling of dissatisfaction and may become a precondition for creating linguistic tension in the republic. And we already experienced this in the early 90s. Why and who needs new errors?

In recent years, the basic curriculum for primary grades of schools with a native (non-Russian) language of instruction highlights two academic subjects - “Russian language” and “Literary reading”, while the idea of ​​​​integrating these educational subjects in schools with native (Russian) language of instruction everything is found larger number supporters.

The isolation of the Russian language into a separate subject largely determines the method of organizing linguistic material, which is the linguistic method. However, it does not fully meet the principle of communicativeness, since “it does not ensure the release of grammatical knowledge into speech.” This means that with zero or low level of Russian language proficiency by Tuvan (and not only Tuvan!) students, separate teaching of the Russian language and literary reading creates significant difficulties in the formation and development of communicative competence.

In addition, when distinguishing literary reading as a separate subject, the class is not divided into subgroups. Consequently, for each student, speech practice is halved! In the absence of dividing classes into subgroups, some teachers lose their jobs.

Reducing the number of hours at the initial stage of education, when non-Russian students are laying the foundations for mastering the Russian language, on the one hand, and on the other hand, a significantly larger number of hours at this stage of education in a school with Russian (native) language, orientation towards Russian school federal programs and textbooks for primary grades and during the transition to the level of basic general education, the focus on the Russian school of the Unified State Exam and entrance exams to universities is nothing more than discrimination of the rights of school students with a native (non-Russian) language of instruction.

It seems that part of the problems of Tuvan-Russian and Russian-Tuvan bilingualism can be solved if classes are opened in which all subjects are studied according to the basic curriculum and are taught in Russian from the 1st grade, and in the allotted hours the class is divided into subgroups: Tuvan students study their native language in an abbreviated program, the rest of the Russian-speaking children of non-indigenous nationality (Russians, Khakassians, Buryats...) study the Tuvan language.

In such classes there will be ideal conditions for improving language skills, studying traditions and customs, and overcoming each other’s ethnic incomprehensibility. And then a generation of people will grow up who know and respect the culture of another people. People capable and willing to participate in intercultural communication.

Galina SELIVERSTOVA, candidate of pedagogical sciences, senior Researcher Institute for National School Development of the Ministry of Education, Science and Youth Policy of the Republic of Tyva, Kyzyl

From the editor

The problem of teaching one's native language is one of the most important in our multinational country. However, we must not forget that all the numerous peoples of Russia are united by the Russian language, which every citizen of the Russian Federation must master perfectly.

What should be the ratio in school curriculum Russian and native languages, how specifically to solve language problems in national republics?

We are waiting for your responses, which we will definitely publish on the UG pages in the “National School” section.