Русский как один из языков двуязычного ребенка: методологические и методические аспекты

Bidragets oversatte titel: Russisk som et af to sprog hos tosprogede barn: metodologiske og uddannelses aspekter

Margarita Popova, Ekaterina Kudrjavceva-Hentschel

    Publikation: Bidrag til tidsskriftKonferenceartikelForskningpeer review

    Resumé

    The article suggests a new angle in the analysis of Russian-speaking bilingual: Russian language acquisition by bilingual schoolchildren in Russia versus bilingual Russian-speaking schoolchildren in Europe. In these cases, Russian language is in opposite positions in relation to the bilingual subject: in Russia it is a dominating language of the environment, the majority and the state; outside Russia, Russian is language of minority with all that this entails. This ambivalence of the status of the Russian language opens new opportunities for studying of this topic.
    Common for both cases is that Russian is one of languages of the bilingual child. In both cases the "involuntary natural bilingualism” is observed. Involuntary because in one case Russian is not the family language, in the other – not the country language, and the child is compelled to learn this language by the circumstances related to his family or society; natural – because in both cases Russian is an integral part of the self-identification.
    The article also points out that both theorists and practicians encounter abundance and inaccuracy of terminology related to language development of the bilingual. Authors suggest the following differentiation of concepts: "native" and "another native", and also suggest to distinguish "Russian as mother tongue", "Russian as native tongue" and "mother Russian as foreign language". It is important to consider this distinction of concepts, as far as systematic language teaching is concerned.
    Authors draw a conclusion about possibility and necessity of development of the balanced multilingualism, which is achieved by systematic teaching and the correct approaches in teaching bilinguals. Incorrect approaches and failure to account for specifics of cognitive development of bilinguals in education leads to the pedagogical mistakes which may ultimately force a bilingual into group of "outcast" with a label “ADHD”.
    The authors discuss psychology lessons which they term “a methodical revelation” as a resource for teaching the bilingual and for his language development.
    OriginalsprogRussisk
    TidsskriftФилология и культура
    Udgave nummer2 (28)
    Sider (fra-til)99-102
    Antal sider3
    StatusUdgivet - 2012

    Citer dette

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    abstract = "The article suggests a new angle in the analysis of Russian-speaking bilingual: Russian language acquisition by bilingual schoolchildren in Russia versus bilingual Russian-speaking schoolchildren in Europe. In these cases, Russian language is in opposite positions in relation to the bilingual subject: in Russia it is a dominating language of the environment, the majority and the state; outside Russia, Russian is language of minority with all that this entails. This ambivalence of the status of the Russian language opens new opportunities for studying of this topic. Common for both cases is that Russian is one of languages of the bilingual child. In both cases the {"}involuntary natural bilingualism” is observed. Involuntary because in one case Russian is not the family language, in the other – not the country language, and the child is compelled to learn this language by the circumstances related to his family or society; natural – because in both cases Russian is an integral part of the self-identification. The article also points out that both theorists and practicians encounter abundance and inaccuracy of terminology related to language development of the bilingual. Authors suggest the following differentiation of concepts: {"}native{"} and {"}another native{"}, and also suggest to distinguish {"}Russian as mother tongue{"}, {"}Russian as native tongue{"} and {"}mother Russian as foreign language{"}. It is important to consider this distinction of concepts, as far as systematic language teaching is concerned. Authors draw a conclusion about possibility and necessity of development of the balanced multilingualism, which is achieved by systematic teaching and the correct approaches in teaching bilinguals. Incorrect approaches and failure to account for specifics of cognitive development of bilinguals in education leads to the pedagogical mistakes which may ultimately force a bilingual into group of {"}outcast{"} with a label “ADHD”.The authors discuss psychology lessons which they term “a methodical revelation” as a resource for teaching the bilingual and for his language development.",
    author = "Margarita Popova and Ekaterina Kudrjavceva-Hentschel",
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    journal = "Филология и культура",
    publisher = "Издательство Татарского государственного гуманитарно-педагогического университета",
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    Русский как один из языков двуязычного ребенка: методологические и методические аспекты. / Popova, Margarita; Kudrjavceva-Hentschel , Ekaterina.

    I: Филология и культура, Nr. 2 (28), 2012, s. 99-102.

    Publikation: Bidrag til tidsskriftKonferenceartikelForskningpeer review

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    AU - Popova, Margarita

    AU - Kudrjavceva-Hentschel , Ekaterina

    PY - 2012

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    N2 - The article suggests a new angle in the analysis of Russian-speaking bilingual: Russian language acquisition by bilingual schoolchildren in Russia versus bilingual Russian-speaking schoolchildren in Europe. In these cases, Russian language is in opposite positions in relation to the bilingual subject: in Russia it is a dominating language of the environment, the majority and the state; outside Russia, Russian is language of minority with all that this entails. This ambivalence of the status of the Russian language opens new opportunities for studying of this topic. Common for both cases is that Russian is one of languages of the bilingual child. In both cases the "involuntary natural bilingualism” is observed. Involuntary because in one case Russian is not the family language, in the other – not the country language, and the child is compelled to learn this language by the circumstances related to his family or society; natural – because in both cases Russian is an integral part of the self-identification. The article also points out that both theorists and practicians encounter abundance and inaccuracy of terminology related to language development of the bilingual. Authors suggest the following differentiation of concepts: "native" and "another native", and also suggest to distinguish "Russian as mother tongue", "Russian as native tongue" and "mother Russian as foreign language". It is important to consider this distinction of concepts, as far as systematic language teaching is concerned. Authors draw a conclusion about possibility and necessity of development of the balanced multilingualism, which is achieved by systematic teaching and the correct approaches in teaching bilinguals. Incorrect approaches and failure to account for specifics of cognitive development of bilinguals in education leads to the pedagogical mistakes which may ultimately force a bilingual into group of "outcast" with a label “ADHD”.The authors discuss psychology lessons which they term “a methodical revelation” as a resource for teaching the bilingual and for his language development.

    AB - The article suggests a new angle in the analysis of Russian-speaking bilingual: Russian language acquisition by bilingual schoolchildren in Russia versus bilingual Russian-speaking schoolchildren in Europe. In these cases, Russian language is in opposite positions in relation to the bilingual subject: in Russia it is a dominating language of the environment, the majority and the state; outside Russia, Russian is language of minority with all that this entails. This ambivalence of the status of the Russian language opens new opportunities for studying of this topic. Common for both cases is that Russian is one of languages of the bilingual child. In both cases the "involuntary natural bilingualism” is observed. Involuntary because in one case Russian is not the family language, in the other – not the country language, and the child is compelled to learn this language by the circumstances related to his family or society; natural – because in both cases Russian is an integral part of the self-identification. The article also points out that both theorists and practicians encounter abundance and inaccuracy of terminology related to language development of the bilingual. Authors suggest the following differentiation of concepts: "native" and "another native", and also suggest to distinguish "Russian as mother tongue", "Russian as native tongue" and "mother Russian as foreign language". It is important to consider this distinction of concepts, as far as systematic language teaching is concerned. Authors draw a conclusion about possibility and necessity of development of the balanced multilingualism, which is achieved by systematic teaching and the correct approaches in teaching bilinguals. Incorrect approaches and failure to account for specifics of cognitive development of bilinguals in education leads to the pedagogical mistakes which may ultimately force a bilingual into group of "outcast" with a label “ADHD”.The authors discuss psychology lessons which they term “a methodical revelation” as a resource for teaching the bilingual and for his language development.

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