Організаційно-педагогічні засади двомовного навчання учнів у закладах середньої освіти США

Abstract

У дисертації розглянуто особливості двомовного навчання учнів у закладах середньої освіти США. Розкрито тлумачення терміна «двомовне навчання» та виокремлено його сутнісні характеристики. Окреслено соціокультурні умови становлення двомовного навчання в освіті США. Визначено періоди розвитку двомовного навчання в США в рамках федеральної двомовної освітньої політики. Охарактеризовано понятійно-термінологічний апарат дослідження та стан розроблення проблеми двомовного навчання в закладах середньої освіти США. Визначено організаційно-педагогічні засади двомовного навчання в середній освіті США на макро-, мезо-, мікрорівнях. Охарактеризовано специфіку двомовного навчання в Україні, обґрунтовано рекомендації щодо можливості використання прогресивного американського досвіду в умовах модернізації середньої освіти в Україні на макро-, мезо-, мікрорівнях.

The peculiarities of students’ bilingual education in the United States secondary educational establishments are considered in the thesis. Theoretical foundations of bilingual education in the USA are outlined. The conceptual and terminology apparatus of research and the condition of the bilingual education problem development in the USA secondary educational establishments are determined. The interpretation of the term «bilingual education» is exposed. Sociocultural conditions of bilingual education formation in US education are outlined. The bilingual education development periods within the United States Federal Bilingual Education Policy are detected (appearance 1965–1978, fading 1978–1988, renovation 1988–1994, declining 1994–2006, next introduction 2006–2015). The prerequisites of bilingual education formation; the factors affecting the development of bilingual education at the present stage (globalization, economic, demographic, social, educational, IT, etc.) are detected. Organizational and pedagogical bases of bilingual education in the US secondary schools on the macro-, meso- and micro levels are analyzed. In recent years of the presidency of Barack Obama bilingual education has received some support and began to develop on a new qualitative level. NCLB has been updated and new academic standards (Common Core State Standards) have been introduced, they related to the improving of bilingual education in particular. «The Every Student Succeeds Act» (2015) was signed, it replaced the Law «NCLB» (2009) and provides support in teaching each student, regardless of nationality, financial opportunities and others. A number of decisions in favor of the effective education of students belonging to linguistic minorities, especially Hispanics, was adopted. Transitional bilingual programs and others that instead of purely English approach for teaching students include a bilingual approach were introduced. The content principles of students’ bilingual education in the United States secondary educational establishments are outlined. The content of bilingual education is constantly being upgraded. It is being complemented by new courses related to culture, history and traditions of the peoples whose languages are studied. Models and methods of training and bilingual forms and methods of bilingual education are described. Transitional and Two-way models are the most applicable models which differ in their effectiveness and funding issues. The most common are collective and individual forms and collective and individual methods of bilingual education. The Ukrainian bilingual education specificity is characterized. According to historical factors and social development bilingual education is an integral part of the educational system of Ukraine. For a long time there was a discussion around the two languages – Ukrainian and Russian, to the languages of other minorities were not given enough attention to the moment of gaining independence by Ukraine. Selecting certain minority languages in teaching is regionally agreed. In our country there are a small number of models of bilingual education in comparison, for example with the United States, where they are more than ten kinds. The choice of study models in the USA belongs to local authorities of the state depending on the needs of the region. In Ukraine the most advanced types of bilingual schools are: 1) Bilingual (multilingual) schools with training mostly in Ukrainian, 2) Bilingual (multilingual) schools with training mostly in minority languages. The recommendations as for the possibility of progressive American experience using in the modernization of the Ukrainian secondary education on the macro-, meso- and micro levels are substantiated. The most effective bilingual education models of the United States for using in Ukraine are proposed.