Teaching the Tatar language to Russian-speaking children in a preschool educational institution. UMK as a means of teaching children the basics of the Tatar language for Russian-speaking children and Russian for Tatar-speaking children Teaching the Tatar language to Russian-speaking children

Sau bulygyz, grammar... Isanmesez, colloquial speech!

The Ministry of Education and Science of the Republic of Tatarstan seems to have heeded the voice of the people represented by Russian-speaking parents and their schoolchildren: a revolutionary concept of teaching the Tatar language is ripening in the bowels of the department, for which a special project office was created last week. Officials do not particularly advertise this topic, so that "the public does not procrastinate it." What "weapon" will be used to achieve linguistic victory - "BUSINESS Online" found out.

“WE ARE NOT SATISFIED WITH THE CONTENT OF TEXTBOOKS FOR RUSSIAN-SPEAKING CHILDREN”

This week away Committee of the State Council of the Republic of Tatarstan on education, culture, science and national issues in the Tatar gymnasium No. Marjani DeputyMinister of Education and Science of Tatarstan Ildar Mukhametov he mentioned that in the depths of the department they seriously decided to deal with an important problem - the quality of teaching the Tatar language for Russian-speaking children in the republic. “Teaching the Tatar language as a non-native language requires special attention,” the official stressed at the meeting. He announced changes in this issue - a project has been created at the Institute for the Development of Education of the Republic of Tatarstan to develop a new generation of educational and methodological kit in the Tatar language for Russian-speaking children. “New teaching materials are being developed following the example of foreign English textbooks. The plans include the preparation of a textbook for the first grades and its approbation from September 1 of this year,” the Deputy Minister said.

"BUSINESS Online" found out the details of the future reform. Indeed, on the basis of the Institute for the Development of Education (a structure controlled by the Ministry of Education and Science of the Republic of Tatarstan), a project office was opened to create a new generation of textbooks in the Tatar language for Russian-speaking children. The head of the office (or officially - the manager) is the rector of the institute Rina Badrieva. Presumably, the Associate Professor of the Department of General and Turkic Linguistics of KFU will become the scientific editor of the project Elvira Denmukhametova, and as a consultant - the author of the methodology for teaching foreign languages ​​for children IloveEnglish, as well as manuals on English and Tatar languages Valeria Meshcheryakova.

Apparently, the topic of the regional component in education and the lack of proper quality in education became so acute that the department made a desperate attempt to radically change the very approach to teaching the Tatar language. That is why a thinking center is being created, which is assigned a great linguistic mission.

Recall that the problem of teaching the Tatar language at the final collegium in January, the Minister Engel Fattakhov, he acknowledged that teaching the Tatar language cannot be called effective, and mentioned that the ministry is preparing to create a conceptually new program for the so-called regional component. True, Fattakhov did not develop this topic in his report.

But, as BUSINESS Online found out, the project office will bring together a team of creative practitioners and scientists who will create a completely new educational program. According to Badrieva, the team of reformers of the Tatar language curriculum will include about 10 people, in addition to this, a council for public and professional expertise will be involved. As part of the work of the project office, a working group was created just the other day, a “road map” is being developed, the very structure of writing a textbook on the Tatar language is being determined, and candidate authors are being selected. It is assumed that the study of the Tatar language will be based on communication technologies, following the example of learning foreign languages ​​from foreign textbooks. Thus, the Ministry of Education and Science believes to move away from theoretical philology and move on to practice.

“We are not satisfied with the content of textbooks for Russian-speaking children. This is the main topic,” the same Deputy Minister of Education Mukhametov admitted to BUSINESS Online. He noted that the goal of the project is to develop textbooks for Russian-speaking children based on good communication technology, in which there will be significantly less grammar: “We do not have to give the structure of the language, students do not need to be linguists. Our goal is for children to have a vocabulary and be able to communicate normally.” According to the Deputy Minister, the concept involves a completely different visual range in the curriculum, the design of books, the active involvement of audio resources and the Internet is expected. It is even possible to create an interesting electronic application. “There is a general concept of the textbook. So far I can’t name the names of those who developed it, because now this topic will start to procrastinate on the part of the community, - Mukhametov carefully mentioned. However, by the beginning of autumn, the team of the Ministry of Education and Science should develop pilot versions of new teaching materials (so far only for the first grades), which are supposed to be tested in several schools. The department even came up with a name for them - "a new generation educational and methodological kit."

"YOU HAVE A TATAR NATIVE, BUT THERE IS NO RUSSIAN NATIVE"

Recall that today the study of the Tatar language is carried out in accordance with the laws "On Education" and "On the State Languages ​​of the Republic of Tatarstan and other languages ​​in the Republic of Tatarstan." Programs and textbooks on the Tatar language and literature have been developed in three areas. First: for schools with instruction in the native (Tatar) language. Second: for schools with instruction in Russian, but for children whose mother tongue is Tatar. And the third direction: for students of Russian-speaking schools who study the Tatar language as the state language of the Republic of Tatarstan.

And if in the first two directions there are no special problems, then in the third it is constantly stormy. Compulsory teaching of the Tatar language to children who are not native speakers is periodically resisted by various social activists who deny the very need for the existence of a regional component. There is often a negative perception on the part of parents, who complain that the hours allotted for the Tatar language and literature could be used with greater benefit for studying other subjects, including those in which schoolchildren will take certification exams. Many voices against are heard from those who believe that the Tatar language is taught to the detriment of Russian.

“First of all, it is necessary to say about motivation: when a child or an adult masters any subject, language, he first of all thinks about why he needs it,” believes the federal expert, chief researcher of the sector of cross-cultural psychology and human ethology Institute of Ethnology and Anthropology RAS Igor Morozov. - As for the national languages, they are the same as Russian, the languages ​​of everyday communication. If there is a need, if this language is in demand every day, if a person needs it every day, if he communicates in a certain environment, then, of course, the efficiency of mastering will be much higher. Language is such a tool that requires constant use,” Morozov shared his motivation for learning the language.

The expert said that a similar topic often pops up in Estonia, from which he recently returned. “There is the same problem in Estonia - there are many Russians, Azerbaijanis and so on, they still have Russian - the language of interethnic communication. Estonian is more of a business language, although many children in Russian-speaking families are quite fluent in Estonian.” However, as Morozov noted, the issue of learning the national language by those for whom it is not native lies in a very shaky plane. “Language learning should be without elements of violence. Or is there at least some benefit, common sense in this violence? - asks the scientist.

The answer to this question was found by the chairman of the State Duma Committee on Nationalities Affairs, a deputy from Dagestan Gadzhimet Safaraliyev. “If we abandon our native languages, we will lose our self-identity - this is an important point. My opinion is this: firstly, if you live in a national republic, you must know the language. I think that at least at the communicative level, everyone living in Tatarstan should know the Tatar language, just like the language in another republic. But I'm talking about colloquial speech, and not about the basics of grammar, there is no need for deep penetration into the syntax, ”the chairman of the State Duma Committee supported the idea of ​​the Tatarstan Ministry of Education and Science. On the other hand, he lamented: “But you have a Tatar native, but no Russian native. In my opinion, it is necessary to adopt a federal program for the preservation and development of native languages. But you don’t have to do it by force, because nothing has ever been done by force.” But compulsory education also has its own logic in the eyes of the deputy: “I understand that there are fears: if you don’t insist, then many will abandon the Tatar language in favor of Russian, because it is more profitable from the point of view of a career.” Therefore, the deputy is sure, on the one hand, it is necessary to stimulate the study of national languages, but so that this is not to the detriment of Russian.

LEGITIMATE TEXTBOOKS FOR THE WHOLE COUNTRY

Meanwhile, the Ministry of Education and Science itself claims that the study of the Tatar language in no way affects the number of Russian hours. In the department of national education departments "BUSINESS Online" provided data on the number of teaching hours for the study of both languages.

So, in the first and second tables (schools have the right to choose which option to teach them), data are presented for grades 1 - 5, studying according to the Federal State Educational Standards - federal state educational standards

Table 1

table 2(except for 5 classes, the data is similar to Table 1)

Table 3. Grades 6-9 are studying according to the federal component, they have yet to transfer to the Federal State Educational Standard

Thus, one can make sure that at least formally, according to the parity of the number of hours for each of the subjects, the law on state languages ​​is observed in schools - approximately equal time is allocated to both languages.

However, the formal signs of bilingualism do not always indicate the actual presence of such: the main claim to the regional component in education comes down not even to “obligation”, but to the quality of teaching. In fact, by the end of their studies, Russian-speaking students do not speak the language even at the minimum level possible for explanation in everyday life. It is this fact that so outrages the parent audience. This is followed by a logical question: why waste the time and nerves of children, parents, teachers and budgetary funds on a national project repeatedly confirmed by its failure over the years of sovereignty?

Back in 2009, candidate of philological sciences Zaytuna Iskhakova published in the journal of the Academy of Sciences of the Republic of Tatarstan "Scientific Tatarstan" an interesting study in which its authors tried to find out from teachers of the Tatar language how the methodology of teaching the Tatar language differs from other language subjects. After studying the answers of teachers, the researchers obtained the following data.

Table 4. Comparative assessment by Tatar language teachers of existing methods in the Tatar language with methods of other language subjects (in percent)

Table 5. List of problems in existing programs, methods and educational technologies in the Tatar language (in percent)

As you can see, the teachers themselves are very critical of the educational programs that they have to teach children.

And since 2014, the system began to slowly but change. This is also connected with the transition to federal state standards. The Ministry of Education and Science approved exemplary programs for the subjects "Tatar language" and "Tatar literature" (they are posted on the website of the department). For these model programs, two lines of new textbooks have been developed, and 64 textbooks have already been included in the federal list. The Ministry of Education and Science is very proud of this achievement, because textbooks can become legitimate in the educational space only after they get into the federal register. According to Mukhametov, in addition to Tatarstan, the federal list includes only the national textbooks of Yakutia, Khakassia and Chechnya, and even then, with more modest volumes - no more than 7 - 10 textbooks from the region.

However, as the deputy minister complains, this pleasure is not cheap: “In order for a textbook to be included in the federal list, it needs to pass five examinations. And these procedures are expensive: we have one publishing house spent 9.5 million on the examination of 34 textbooks! For national publishers to get into the federal list is too expensive a project.” According to Mukhametov, for publishing houses, publishing national educational literature is not a business: circulations are small, and reprinting is possible only after 5 years. “For such large publishing houses as Drofa and Enlightenment, which have millions of copies, the cost of expertise is not at all noticeable. Therefore, in February we came up with an initiative to subsidize the examination by the federal center. At least the federal center made such a step in our direction,” the deputy minister expressed his wish.

If we are talking about money, then it is worth turning to the global issues of financing the state program of the Republic of Tatarstan for the preservation, study and development of state languages ​​and other languages ​​​​of Tatarstan for 2013-2020 (the previous program was in effect for 10 years - since 2004). The volume of financing for it is laid in the amount of 1 billion 84 million rubles (the previous ten-year budget was formed on the basis of 121 million 802 thousand rubles in 2004 prices). Moreover, in 2016 it is planned to spend 182.1 million rubles for the implementation of the program. It should be noted that the program includes not only educational elements, but also support for national culture, the media, young scientists, etc.

IF STUDENTS DO NOT SPEAK TATAR, WHAT SPECIALIST ARE YOU?

There is a point in the program concerning the training of specialists teaching the Tatar language. Teaching staff is another sore spot in the system of national education.

No matter how unique and creative the textbook is, it will not give results by itself, the Deputy Minister of Education and Science is sure. “Unfortunately, today we train students regardless of the level of language proficiency and the age of the student,” Mukhametov admitted. - That is, our teacher works both in the senior level and in elementary school, according to our observations, approximately the same. We do not have the specifics of working with a younger student, there is no specifics of working with a teenager. So serious work remains to be done - revision of the training programs for teachers of the Tatar language and advanced training programs.”

It is quite difficult to change the worldview of teachers who have been working for 25-30 years according to the old method, when the child is first hammered into the basics of the structure of the language, and only then they try to teach him to speak, it is quite difficult. All hope for creative youth, the head of the Department of Language and Intercultural Communication of KFU is sure Fanuza Tarasova. The department prepares bilingual specialists: “Our department is just engaged in teaching foreign languages, as the second profile is the Tatar language - this is a big plus for students. The fact is that a foreign language has long been taught using communicative approaches, so we teach students how to teach the Tatar language as a foreign language.”

According to Tarasova, today's students of the department are practicing at school, teaching Tatar and English at the same time: "When you teach two disciplines, you still use one approach, in this case - communicative," the head of the department reported on the professional characteristics of future young teachers. However, as she noted, the lack of appropriate textbooks hinders the educational process. So the university can't wait for the Ministry of Education and Science to release, albeit in a pilot version, communicative textbooks: “We teach children to speak and listen to the language, and grammar and everything else - a little later. Because the main goal of learning a language is first and foremost communication.”

Meanwhile, the author of a recently published new line of Tatar textbooks for grades 1-9 (on the basis of communication technologies), head of the laboratory "Communicative technology for teaching Russian-speaking children the Tatar language" of the Naberezhnye Chelny Pedagogical University Rosa Khaidarova I am sure that no special education will give a result if the teacher is not properly motivated: “The result of teaching children must be approached systematically, of course, with a good textbook and a bad teacher can work. But the main thing is what kind of methodological training of teachers?

In her opinion, the main criterion for attesting a teacher of the Tatar language should be one: if the children speak Tatar, get the qualification of a leading teacher, if not, then what kind of specialist are you? “For example, if a worker in a factory has to make eight parts per shift, and he only makes four, then he will be paid for these four parts. The result is important - speaking, and for so many years we have had a substitution of the result: children were taught not speaking, but the Tatar language! And you need to teach speech, ”Khaidarova is sure. As she believes, if the system of national education undergoes significant changes, then the attitude of the Russian-speaking population to teaching the Tatar language will change dramatically: it is unlikely that any of the parents will be against their child mastering one of the Turkic languages ​​at a good level.

“I TALKED TO THE RUSSIANS ON THIS TOPIC: THEY COMPLAINTED ABOUT THE QUALITY OF EDUCATION, AND NOT THE PRINCIPLE ITSELF”

BUSINESS Online experts supported the idea of ​​the reform proposed by the Ministry of Education and Science of the Republic of Tatarstan.

Rafael Khakimov- Vice President of the Academy of Sciences of the Republic of Tatarstan:

No one, perhaps more than I, has criticized our education system. But I have my own point of view. Firstly, there is a political component in this issue, which we cannot discount in any way. Moreover, we are an example for different countries. And I'm not talking about Russia, where we are mostly criticized. We have well-being, Tatars and Russians understand each other, and there are not so many such territories in the world. Here the Americans wrote a book in which they indicated five such territories. Therefore, they separately study the model of Tatarstan. We must not forget the basis on which the new economic policy arose, prosperity and what the republic is based on today.

I heard about the project of the Ministry of Education and Science, but so far I have not been invited to the list of experts. By the way, I spoke with the Russians on this very topic: they complained about the quality of education, and not about the principle itself. I agree with this completely: these Tatar textbooks are completely indigestible!

Rimzil Valeev- journalist, public figure:

I heard something out of the corner of my ear about new textbooks, but I don’t know the details, although I am a member of the public council under the Ministry of Education for the implementation of the law on bilingualism. I have a 9-year-old grandson Timur, he understands and speaks a little Tatar, but it is so heavy and clumsy, as if it were Chinese. And all because of cramming and crooked methodology. We need to teach people to talk, not cramming and rules. Otherwise, it causes disgust, unwillingness to learn the language.

If the Tatars spoke their own language both at home and on the street, then those around would have mastered the language, it is studied in live communication! If no one speaks this language at home, on the street, it is impossible to learn it! I want bilingualism, easy bilingualism, it is possible if there is a bilingual language environment. Now, if you live in Kazan, you should “grab” this, take this opportunity and learn the language. For example, my bilingualism gives me a head start, why should you deprive yourself of that advantage? They say that the Tatar language is difficult and that it is not needed, but this is all from a lack of understanding of the advantages of knowing two languages. On the other hand, I do not want my grandchildren to suffer while learning the Tatar language. And then, it is necessary to fix how much they speak the Tatar language. But it has come to the point that in Kazan only 5 percent of Tatars can read the Tatar language! It is necessary to establish that there is communication in two languages, at least at a minimum level, so that both parties understand each other. And children should learn while playing.

Teaching the Tatar language to Russian-speaking children in a preschool educational institution.

The positive impact of bilingualism on the development of memory, the ability to understand, analyze and discuss the phenomena of language, quick wits, quick reaction, mathematical skills and logic is indisputable. Bilingual children study well and learn abstract sciences, literature and foreign languages ​​better. The younger the child, the more chances he has to master the second language to the maximum extent possible and with natural pronunciation.

In the conditions of the new language situation in the republic, the formation of a person occurs under the influence of two national cultures, traditions, two systems of ethical norms of speech and non-speech behavior. Taking into account the age characteristics of children, and guided by the State Standard for Education and Upbringing, classes are held in the garden to study the Tatar language with Russian-speaking children. The following tasks are set in the abstracts of the GCD:

* increase in children's vocabulary;

* the participation of children in dialogues, the development of children's memory, imagination;

* arouse children's interest in the Tatar language;

* to educate children in love for their native land, for its nature and respect for it;

*to acquaint with historical monuments and sights of Nizhnekamsk, etc.

This technique was developed specifically for children - a lightweight version, in a playful way. They will learn the spoken language. There is a norm - by the first grade a child must know 167 Tatar words. According to the developers of the program, this will be enough to immerse the child in the language environment and start learning the Tatar language in an adult way - at school.

In the middle group, we are working on the Minem Oem (My Home) project, which includes the following topics: Gail, Ashamlyklar, Uenchyklar, Sannar, Kabatlau. In the classroom, information and communication technologies, situation games, visual materials, audio recordings, cartoons based on the tales of Tatar writers are used. Also, children complete tasks on workbooks.

The game is an effective and accessible form of activity in teaching Russian children the Tatar oral speech. Children do not even think that they are learning, without noticing it, they learn Tatar words, phrases, sentences much better, and on this basis they work out the correct pronunciation of specific Tatar sounds.

In the senior and preparatory group, knowledge on topics is expanded and deepened. Projects are called in the senior groups “Uyny-uyny үsәbez” (“Growing up by playing”), in the preparatory ones - “Without inde khazer zurlar-maktәpkә iltә yullar” (“Soon to school”). Children develop the skills to:

* distinguish speech in Tatar and native languages;

* understand speech in the Tatar language within the studied topics;

* to ask questions;

* express a request, desire, need, need for something;

* retell short texts;

* compose a story based on a picture and observations;

* tell a poem, counting rhymes, sing songs, fairy tales.

The younger the child, the more chances he has to master the second language to the maximum extent possible and with natural pronunciation.

Good learning outcomes appear only when the efforts of teachers and parents are coordinated.

Valeria Meshcheryakova has developed a system by which children learn and teachers are retrained. She explained how Tatar lessons can become a favorite subject and why the second state language of the republic will make your child smarter

Valeria Meshcheryakova has developed a system by which children learn and teachers are retrained. She explained how Tatar lessons can become a favorite subject and why the second state language of the republic will make your child smarter.

Ilnur Yarkhamov- Kazan

Preschoolers Dasha, Platon, Mark, Yegor, Alena and Samira were brought by their parents to the Kangaroo school in the evening to study the Tatar language. This is already the fifth lesson for children, and they know a lot of words in Tatar. Teacher Lilia Safiullina teaches children the language according to the method Valeria Meshcheryakova, in which the main emphasis is not on grammar, but on interactivity between students and the teacher and live speech.

Young children do not know how to spell Tatar words correctly, which they pronounce perfectly, without an accent. From them they can build simple sentences. In the classroom where the lesson takes place, there are no familiar signs with the letters of the Tatar alphabet. Cards with images of animals, objects and phenomena mainly fall on the eyes. The teacher pulls out the image and shows the children, they tell her what is drawn in the Tatar language: pesi, bozau, bala, etc.

For 45 minutes, while the lesson is in progress, the teacher and students try not to use Russian, immersing themselves in the new language as much as possible. Although the majority of children are from Russian-speaking families, it is clear that the transition from one language to another is given to boys and girls without stress. They will already be able to understand Abika's simple story and invite her to drink tea in Tatar.

When the lesson is over, we ask parents why they take their children to paid Tatar language courses. Parents answer that they want their children to get A's at school, so in addition to reading and mathematics, they decided to start learning Tatar in advance. In the same school, children are sent to classes in Russian and English.

We talked with the author of the methodology for teaching languages ​​- Valeria Meshcheryakova. In an interview with KazanFirst, she spoke about the nuances of her methodology. According to her, the Ministry of Education and Science of Tatarstan drew attention to her system of teaching languages, and for the second year they have been sending teachers of the Tatar language to her for retraining. The results from the courses, she says, are "fantastic."

To begin with, let's immediately define that there is no such unique phenomenon as the Tatar language. All languages ​​are absolutely suitable for the scheme of such teaching, any language can be mastered. English, French, German... it doesn't matter what language you teach if you are dealing with children under 8-10 years old.

The age of children matters, because up to 8-10 years old there is an amazing mechanism - imprinting. The term comes from the English word Imprint - "imprint". This mechanism allows you to master any other language by analogy with your native language. That is, without translation, without analysis, without rules, just “imprinting” it into your brain.

Therefore, it is important to have time to do this before the age of 8, that is, to lay in the child's brain as many language models as possible, since at this time he is maximally adapted to this. The child does not need to be forced, activated, motivated. The brain itself is designed in such a way that it absorbs information and qualifies it, divides it into segments, learns to compose semantic units from different parts.

If you didn’t have time to do this before the age of 8, then it will be difficult after. But then you have to “learn” the language. And before the age of 8, we don’t actually learn a language, we learn to communicate in a language, we learn speech in one language or another. And these are completely different things.

I was in a Tatar language class for preschoolers. It caught my eye that the children were not shown the Tatar alphabet or letters. They are immediately taught how this or that subject will be in the Tatar language, cards with images of animals are shown.

The sound of a word in a child should be associated not with a word in their native language, but with the phenomenon itself. That is, you, for example, say "өstәl", but do not translate this word into Russian - "table". You simply demonstrate the object itself on four legs and with a horizontal plane. It is very important. Then the connection between the word and the object is formed in the child. He does not need to run through his native language to translate. He immediately formed the image of a foreign language. But this can only be done up to 8-10 years.

After 8 years, it is already difficult for him to explain something without translation. The brain begins to demand "how it will be in Russian", frantically picking up analogues.

When you spoke Tatar as a child, you didn’t jump from Russian to Tatar. You just spoke Tatar with the Tatars, and Russian with the Russians. And only by the age of 7-8 you suddenly began to draw analogies, that is, you realized that the table can also be called “ostal”, that the chair is also “uryndyk”. Or maybe you still don't think about it? Maybe you don't need it? Do you have two language centers in your head?

Maybe. I have never thought so deeply about my languages ​​before. Okay, but what about after 10 years? Or has the train already left?

You have to learn the language. You can't get away from this anywhere. To understand what it is to learn a language and how it differs from the formation of speech, one must understand the difference between these two phenomena: language and speech.

Are language and speech different concepts?

Yes, let's stop there. Many people think that language and speech are two sides of the same coin. There is an opinion that if you learn a language for a long, long time, then you will definitely start speaking it. Or, for example, if you speak the language well, then, of course, you already know it.

Actually nothing like that. For example, our children go to school in the first grade. These are Russian-speaking children. Do they know Russian?

- Probably yes…

No, they don't know Russian. They have no idea about prefixes, roots, suffixes, parts of speech, declensions and conjugations. But at the same time they are fluent in Russian. Moreover, some schoolchildren speak simply masterfully, never learning the language.

Only when you come to school do you begin to learn the language, to understand why in this or that case it is necessary to use this or that ending or suffix.

And there is the opposite situation: our children have been studying the Tatar language for 11 years, they can explain some grammatical concepts, but they cannot speak it, connect two words.

Therefore, one must understand that language is one thing, and speech is another.

But speech has a certain reverse side of the coin, without which it does not exist. Do you know what it is?

- Practice?

No, it's thinking. Hundreds of psychologists have talked about this before me. In fact, it's written all over the place. Only for some reason our methodologists do not take this into service.

All our thinking is verbalized - we think in words, we form our words into thoughts, into speech. And speech itself does not exist without thinking. What we hear in the performance of a parrot is not speech. It's just speaking. He heard what he repeated. He has no meaningful speech.

If we do not study a language with children, but form speech, then we thereby form thinking in this language. This is an alternative way of thinking. You have thinking in Russian and Tatar.

If children learn to speak in English, then they will also think in English. And thinking is basically a matrix. The more of these matrices, stereotypes of thinking you have, the more successful you are. Because if one matrix does not work, then another one turns on.

- What will happen if, let's say, tomorrow in schools we start teaching not the Tatar language, but the Tatar speech?

If we are talking about children over 10 years old, then nothing can be done without learning the language. But another thing is how they will enter this language learning. Now children come to the first grade and immediately begin to learn the language. But this is a language unfamiliar to many of them - like Latin, for example. And it’s a completely different matter if by the age of 10 they master the speech in the Tatar language.

This can be done effortlessly in kindergarten and in the first two years of elementary school. At this time, we do not study the language at all in the classroom. We are just making speech. And when our child at the exit from the second grade already speaks the Tatar language, understands the Tatar speech, it ceases to seem alien to him. In this case, you can already start entering the language, such a smooth one.

The Tatar language lesson must be conducted in the Tatar language. And what are they doing with us? We have up to 9-11 classes, almost all Tatar lessons are conducted in Russian. This is wrong.

If children learn to understand basic speech by the second grade, then in the third grade they can start learning the language in Tatar.

And when a child listens to the Tatar speech all the time, plunges into the language environment, then the Tatar language lessons themselves will become lessons on the formation and development of speech.

- I did not know that it is possible to delimit such concepts as speech and language.

Unfortunately, even some Methodists do not fully understand this.

After a lesson on your methodology at the Kangaroo school, I asked the parents why their children need the Tatar language. They answered me that it would be needed, as it is passed at school. In your opinion, what other motivations are there for learning the Tatar language?

For Tatar-speaking parents, teaching the Tatar language is a principle of preserving their culture. This is the duty of every parent. There are Russian-speaking Tatar parents. And it is very good that they are returning to their roots. What their parents did not teach the Tatar language, they want to compensate in their children. They are great.

Why is it necessary to study the Tatar language? The first reason is that the children live in Tatarstan, in any case they have to meet with Tatar-speaking people and communicate with them. A person who knows the Tatar language, at least just understands it, is an order of magnitude easier to communicate with the boss, and with subordinates, and with work colleagues, than for a person who does not speak the language.

The second reason is cultural. It is not normal when people live side by side and do not know anything about the culture of the neighboring people. And you can understand culture only through language, culture and language are inextricably linked.

Therefore, if you want your child to be culturally developed, so that he is introduced to the culture of the people next to whom he lives, then, of course, the language must be studied.

The third reason is linguistic. The Tatar language is a kind of entrance to the Turkic-speaking world. If you know the Tatar language, then you understand the Bashkirs, Kazakhs, and Azerbaijanis, the Turkish language is much easier.

The fourth reason - knowledge of a second language contributes to the activation of thought processes in the child's head. Thus, the boundaries of his consciousness are expanding. The child learns to see the world from different points of view.

Surely modern textbooks on the Tatar language pass through your hands? Are they progressing in terms of methodology?

From the classic ones, I would like to highlight the textbook by Ruzalia Rakhmetovna Nigmatullina. He, in my opinion, is the only one that even in middle and high school contributed to the teaching of speech in the language.

I see textbooks changing. But mostly it's about design. The font becomes larger, the exercises are simplified. But I do not see a serious movement towards teaching speech. Yes, the influence of foreign textbooks is felt. But so far it is unsystematic.

For the second year now, an experiment has been going on in the education system of Tatarstan. Last year I was given 100 teachers, 50 from Chelny and 50 from Kazan, and I trained them in my language teaching technology.

They worked on it in the first grades for a year. And the results are fantastic, even in comparison with English, the level of Tatar language proficiency in children is very good.

It seems to me that this happened because the teachers themselves are native speakers. Still, English is mostly taught by non-native speakers.

This year we took 200 teachers. Last year's students joined them as tutors.

Children ask for more Tatar language. Children note that the Tatar language is very beautiful, that everything works out for them on the way to mastering the language. The very feeling that everything is working out is pleasant to the children, because they are praised for it. If children make mistakes in speech (and without this, mastering a second language is impossible), then the teacher praises them and simply gives the correct option.

It is in such a friendly environment that the child begins to speak the language, reveals his abilities, relaxes, his thinking begins to form.

The only problem that we still cannot solve is providing all children with quality benefits. This requires both financial investments and human resources.

- How can one determine the level of proficiency in the Tatar language today if we teach it as speech?

When we start working in the first grade, then in the first quarter we gradually immerse children in the language environment. In the first lessons, the teacher can still speak Russian so that the children feel comfortable. Gradually, the number of Tatar is increasing, since November, the lessons are conducted entirely in the Tatar language.

If a child feels comfortable in a lesson that takes 45 minutes in Tatar, it means that he understands everything. So, passively already owns the language.

- Many teachers of the Tatar language pass through you. How do they respond to your technology?

This year I was amazed at how different people can perform well. I thought that a person who has worked at a school for 10-15 years has no prospects, he cannot be changed, he is bound hand and foot by his experience of traditional work at school.

Actually it is not. Even very experienced teachers have shown how ready they are for change. When I see their lessons, I almost cry with happiness. In general, I must admit that the creative and professional level of the teachers I have worked with is very high. And I am grateful to all of them for the perseverance and diligence with which they mastered a completely new technology for themselves.

Mindubaev Ilsur Mansurovich,

Tatar language and literature teacher, MBOU “School No. 85”, Kazan

Mindubaeva Liliya Nailevna,

teacher of Tatar language and literature, MBOU “School No. 85”, Kazan

Modern methods of teaching the Tatar language to Russian-speaking students

Annotation. The problem of familiarization with the language of another people, deep study of national cultures and their active use in the system of teacher education is the most relevant. The level of teaching, the use of non-traditional forms of lessons, the latest technologies, modern methods lead to the fact that students intellectually and morally mature, become adults, confidently leave school for a big life. Key words: cognitive activity, creative personality, speech skills, game, cognitive model, feedback

In a multinational region, the problem of familiarizing with the language of another people, in-depth study of national cultures and their active use in the system of teacher education is the most relevant. For a teacher of the Tatar language and literature, working in a Russian-speaking audience, the main goal of pedagogical activity is the formation of practical mastery of one of the state languages, the preservation, study and development of the languages ​​​​of the peoples of the Republic of Tatarstan, the education of language flair. The Tatar language and literature, as the fundamental disciplines of the school, are multiplied Namin's developments of didactic and methodological materials, effective technologies for teaching literature, as well as new related disciplines: the theory and practice of versification, world artistic culture. to improve students' knowledge. When working on the individualization of student learning, collective teaching methods, a test system, integration with history, music, Russian language and literature, fine arts, as well as active non-traditional forms of work, such as game lessons, KVN lessons, lesson seminars, lessons, concerts, business games are actively used. , conferences. Each lesson is a lesson in speech creativity. It should always be based on an interesting text that promotes spiritual development, corresponding to the age characteristics of schoolchildren, saturated with spelling and grammatical difficulties. The analysis of a literary text is one of the ways to enrich the speech of students, as well as their moral education. Working with various texts using the combined method, students not only read correctly, expressively, fluently and consciously, but also translate the Tatar text into Russian, compose questions, answer them, train in the pronunciation of individual words and expressions, etc. stage of development of society, the formation of a creative personality is of particular importance. At all times, people who are able to creatively, non-standard approach to any business have been valued, the problem of becoming a creative person has been and remains relevant. When using the collective method, much attention is paid to pedagogical communication, creating an atmosphere of creativity, mutual assistance, motivation for learning, and a healthy moral and psychological climate in the team. In the process of forming speech skills, an imitative teaching method is proposed, since repetition after the teacher becomes an effective method of teaching the Tatar language. Guided by the principle of gradually decreasing supports in order for students to show an increasing degree of independence, a 57 step program is proposed. Students, completing the task at the first step, move from less complex to more complex learning activities, up to the preparation of their own statement, similar to the original one. For example, the following tasks are given: 1. read the text and try to understand its content; if it contains unfamiliar words, look up their meaning in a dictionary; 2. cover the text with a piece of paper. In the text, replace the + sign with the appropriate words. In case of difficulty, look in the text No. 1; 3. there are more and more signs +, but you will certainly remember the words you need; 4. keep working. Maybe you can go straight to the fifth or sixth task? Try; 5. tell the content of the text using the following keywords; 6. tell according to this plan, etc. One of the effective ways to increase creative activity, develop imagination, interest in the subject under study in communicative learning is the organization of various games, especially role-playing ones, such as "In the canteen", "In the toy store ”, “Picking berries”, etc. A methodically well-thought-out game, on the one hand, arouses students' interest in the language being studied, helps develop speaking skills, brings speech activity closer to natural norms, and on the other hand, contributes to fruitful work on language material and answers the requirements of the communicative orientation of training. During the presentation of new language material, consolidation and activation of the passed lexical and grammatical material, game situations are used. They help in organizing and stimulating the speech activity of students in the Tatar language, assimilation of language material in the course of practical activities, in which attention and memorization of lexical units and grammatical structures are involuntary. For example, in the game “Pronoun invites verbs to visit”, students memorize the conjugation of verbs, since verbs come to the “houses”, on the roof of which personal pronouns live, and each to his own house. The game in the lesson has its own characteristics that should be taken into account when its organization: the game must be available, performed and supported by its participants; it should be exciting in order to evoke a motive for mastering a non-native language; At the entrance to the game, a benevolent atmosphere should reign, an atmosphere of mutual assistance and support for each other, a feeling of joy in learning and satisfaction with the end result. Based on the set educational goals, the language training of students, the potential for perception and assimilation of material by students within one lesson, methods such as audiovisual, verbal, programmed, introductory, and training are used. Methods of using the language being studied for communicative purposes: pronunciation - students commenting aloud on their actions, mutual checking of assignments, review, analysis of their work after checking it by the teacher or after completion, dialogue between students of the class with a student doing work at the blackboard. However, in order to preserve the health of students, they take into account age characteristics, the use of teaching aids, workload, the physical activity of students is traced. The state of health of the younger generation is the most important indicator of the well-being of society and the state, reflecting not only the present situation, but also giving an accurate forecast for the future. It is not enough for the teacher to brilliantly present new material, it is important to determine whether students have mastered the material being studied. For this purpose, a cognitive model of the subject being studied is compiled, which is given to students at the beginning of the year. It allows each student to have a holistic view of the subject being studied. The method of work in this case involves shading with different colors those elements of the model that, from the point of view of the student, they understand, comprehend, and assimilate. The object model includes the necessary concepts, principles, processes, content elements, leading ideas, facts; it is performed on a large sheet and is the core, the frame of the subject. When evaluating student work, a certain system of incentives is used: a leaflet with a delayed assessment (in order not to give a low grade, the student is given a leaflet with a task that he did not cope with); a detailed assessment (along with the digital assessment, a record is made that reveals the teacher's attitude to the student and his achievements). It is proposed that students develop a test system at the end of a quarter or academic year that would cover all the studied content of the subject. Each test must be accompanied by answer options and an actual answer. The project activity of students of all classes is an integral attribute of the method of teaching the native language, and is also successful in teaching a non-native language. Schoolchildren's projects are diverse in type, type, conditions, results, etc. It is recommended that they widely use national and regional specifics (customs, traditions, holidays of the folk calendar), which makes it possible to increase the cognitive interest of schoolchildren in national culture. The results of the project activities of schoolchildren are drawn up in the form of albums, business plans, exhibitions, newspapers, bookcases, scenarios for holidays, performances. it is a tool for learning new linguistic phenomena; secondly, as an auxiliary learning tool (for independent work). Training is conducted through a training dialogue, modeling of various processes and control of the learned educational material. When working with this technology, there is an accelerated mastery of the Tatar language, the cognitive activity of students is activated. Computer presentations created in extracurricular activities are used in the classroom. The level of teaching, the use of non-traditional forms of lessons, the latest technologies, modern methods are reflected in the quality of knowledge and skills of students. It also leads to the fact that students intellectually and morally mature, become adults, confidently leave school for a big life.