MINISTRY OF EDUCATION AND SCIENCE
REPUBLIC OF KAZAKHSTAN
Branch of JSC "NCPC"Orleu» in Pavlodar region
PROJECT WORK
under the program of advanced training courses
"Designing the educational process in a preschool organization in accordance with the new general educational standard program"
"Language immersion as an effective language teaching technology"
course attendees
Litvinenko E.V. (Pavlodar GKKP "Nursery - kindergarten No. 25")
Kaupina A.O. (Pavlodar, GKKP "Nursery - kindergarten No. 82")
Kaliakbarova A.S. (Pavlodar, GKKP "Nursery - kindergarten No. 27")
Sokolova E.S. (p. Leninsky, GKKP "Nursery - garden No. 15")
Akanova Zh.S. (Aksu city, State Enterprise "Nursery - Kindergarten No. 19")
Zagrebelnaya M.V. (Pavlodar GKKP "Nursery-garden No. 116")
Pavlodar, 2016
1. Introduction …………………………………………………………………………. ..3
2.Theoretical part…………………………………………………………………….4
3.Practical part…………………………………………………………………… 14
4. The final part…………………………………………………………………28
5.Literature…………………………………………………………………………..29
6.Appendix……………………………………………………………………………30
Introduction
The diversity of the world, languages, cultures currently determines the philosophy of intercultural interaction. At the same time, linguistic diversity is considered as one of the most valuable elements of cultural heritage. Knowledge of languages is one of the basic skills, the possession of which should become the rule for every Kazakhstani. Language learning needs to be supported already in early childhood. Thus, preschool education organizations face new challenges, one of which is the early acquisition of two or more languages.
In preschool education, as the first stage in the formation and development of a child's personality, an important component of the content of education and upbringing is the national-regional component.
Language is an eternal component of what we call culture. He stands above time, and is in us, because he is what drives both an individual and society as a whole. Today's children are the future of our country. It depends on us how they will grow up, whether they will be proud of the country in which they were born, take care of its prosperity. And we have something to be proud of, and a lot of work remains to be done to move the country towards a civilized society. The Kazakh language, which is our state language, is the same symbol as the flag, coat of arms, anthem, with which the Motherland begins, and it is designed to unite all citizens of the country. People of all nationalities living in the republic are required to know the Kazakh language. Learning the Kazakh language from preschool age is a requirement of the time. But language is not only a means of communication. The study of the language involves the study of folk traditions, rituals, oral creativity of the people.
The interaction of the kindergarten and the family is a necessary condition for the full development of the activity of mastering the Kazakh language by preschoolers, since the best results are noted where teachers and parents act in concert.
Therefore, in our preschool institutions, work is systematically carried out to familiarize preschoolers with the Kazakh language and culture of their people. I would like to raise children who would recognize themselves as part of a great country, love it, value its past, know the Kazakh language, study it and communicate in it.
Problem: Insufficient language development, observed in children at the present time, causes, in turn, a decrease in the level of cognitive activity and the emotional-volitional sphere.
Object of study: preschool children.
Subject of study: language immersion.
Hypothesis: If different types of speech activity are used in a certain system, then language immersion will proceed most efficiently.
Target: the use of language immersion as an effective technology for the speech development of preschool children.
Tasks:
To study the scientific and pedagogical literature. To get acquainted with the experience of teachers - colleagues on this topic.
Systematize methodological and didactic materials on this topic for use in organizational learning activities.
To create a subject-developing environment for language immersion of preschool children.
Develop a toolkit for identifying the language capabilities of preschool children.
Target group: preschool teachers, parents, children.
Implementation timeline: 1 year.
Theoretical part
For the Kazakh people, there is no better and more expensive than native
a tongue that is sharp as a diamond, sensitive as a soaring eagle,
soft as lead, and weapons, and shield, and ancient,
and forever young, "fiery".
President of the Republic of Kazakhstan N.A. Nazarbayev
Language immersion, or language immersion, is a method of teaching a second language (not necessarily “foreign” for students, it is also about a language that is one of the official students in the country), in which the teacher voices instructions for the lesson in the second language of the pupils. By this method, children learn 2 or more languages at once. The main goal of this method is to maintain bilingualism, in other words, to develop the language competence of children or to improve the quality of second language knowledge in addition to knowledge of the first or mother tongue. Additionally, the goals of developing intellectual abilities are also pursued, which is considered a phenomenon associated with bilingualism.
Outside the territory of the former USSR, the first modern language immersion programs appeared in the 1960s in Canada and were aimed at immersion in the French-speaking environment. English-speaking, middle-class parents persuaded educators to establish a pilot French immersion program that would allow children to "respect the culture and traditions not only of the English-speaking part of the Canadian population, but also of the French-speaking part of it"
On the territory of the USSR in 1918, after the introduction of the regulation "On the unified labor school of the RSFSR", there was a widespread opportunity to receive education in the second native language. As in Canadian schools, programs in the national and Russian languages were conducted not in parallel, but sequentially (for example, in the republics, often only elementary schools were taught in the national language, and secondary and higher schools were taught only in Russian.
Across the European Union, the Piccolingo Campaign informs all parents about the benefits of early language learning. Parents whose children started learning a second language at preschool age noticed that their children:
In communication, they are more free and open;
They study and learn the language in the game, which is very good for preparing for school;
Every culture feels at home;
Acquire the best opportunities in the labor market for themselves in the future;
They get acquainted with interest with each new culture;
They value their culture.
From the example of our preschool institutions, we know that children from bilingual families learn two languages in parallel, and in most cases this happens as if by the way. It is at preschool age that a child is able to acquire a second language in a natural way through play, singing and communication, etc.
In language immersion groups for young children, second language learning takes place in the same way as mother tongue learning at home.
There are several types of language immersion:
Early language immersion begins in kindergarten.
Middle stage of immersion, initial classes
Late language immersion begins at school in grades 5-6.
Classification according to the degree of immersion:
Total Immersion: Almost 100% of the curriculum is taught in an immersive language.
Partial immersion: about half of the training sessions are conducted in a second language.
Bilateral, dual or bilingual immersion: Half of the student group is made up of native speakers of one language, the rest are native speakers of another language. Teaching is conducted alternately in two languages. As a result, all students become bilingual.
Tasks of language immersion:
Functional knowledge of a second language;
Knowledge of the native language according to age;
Understanding and value of second language culture;
Good knowledge of other languages.
What is early language immersion?
At this age, the child is more receptive to languages; learns languages in a playful way; more professional knowledge of the language; correct pronunciation. How to start kindergarten education? Language is learned in a natural setting; one teacher - one language; the educator must speak only the target language; the language of the educator must be native or speak at a very high level; language is not forced to learn, but motivated to speak. Important people in language immersion are parents, the kindergarten staff, society.
Tips for language immersion: do not exaggerate the status of another language; do not force to translate; do not correct mistakes categorically if the child made a mistake; do not compare one child with another; do not suppress the activity of the child.
The program is not limited to kindergarten education. The main, main role of parents, the role of “motivator”, comes to the fore. It is known that children, especially small ones, very well feel the mood of adult parents - and copy it. It is important for parents to keep their child motivated to learn a new language, to encourage the thirst for knowledge. Parents can also use their strength and do something not only personally for their child, but also in general as part of the language immersion program for their kindergarten. Any initiatives coming from the parents will always be considered with interest and, if they are found interesting and useful for children, they will be supported and will be developed. There are opportunities for parents to participate in the life and upbringing of their children within the framework of the language immersion program. The main thing is for the parents themselves to want this, not to stand aside, to take the initiative.
Language immersion is the key to mastering a national language.
It is most advisable to start introducing children to any language and culture already in preschool. The work of language immersion should start at an early age.
Language immersion is one of the most effective methods of bilingual education. This is a method of teaching a language when the learning conditions are created as close to natural as possible. Its advantage and strength are consistency, methodological unity and scientific basis.
Goals and objectives of language immersion:
To give children knowledge of the Kazakh language according to age;
To introduce the Kazakh language into the daily everyday life of children during their stay in kindergarten;
To instill a strong interest and respect for Kazakh culture and traditions through games, classes, walks, in sensitive moments;
Support children's interest in learning the Kazakh language, including in the family;
To form a conscious desire of the child to continue to study and improve the Kazakh language at school.
The tasks of the preschool educational institution working according to the method of language immersion.
1. create conditions for the comprehensive personality-oriented development of the child and the study of the Kazakh language by him in a relaxed, natural form;
2. to teach the child to use two languages in everyday life (in sensitive moments, in the game, on a walk, in joint with the teacher and independent activities);
3. use both languages, depending on the conditions of communication in all educational areas;
4. to make the Kazakh culture close and understandable to children, to promote the development of creativity.
Learning principles:
Creation of a developing environment in the group (visibility and accessibility);
Create an emotional positive attitude of children;
Daily active use of the Kazakh language in communication with children;
Taking into account the individual capabilities and level of development of each child, as well as the characteristics of culture and traditions in the family;
Do not overload children, dose the amount of material;
Conduct training in a playful way using a variety of visual material;
Conduct training in different premises of the kindergarten and outside the territory;
Conduct comprehensive classes in collaboration with other kindergarten teachers;
Activation of the use of simple phrases and sentences in the communication of children with the teacher and among themselves during games, regime moments;
Actively use outdoor learning to consolidate vocabulary and expand the possibilities of using speech;
Cooperate with the school on continuity in the field of teaching the Kazakh language - take into account the use of the language immersion methodology in kindergarten.
Work on language immersion at an early age (1 junior group)
Work in early age groups is based on partial language immersion. The language is taught in a natural setting. Language is not forced to learn, but motivated to speak.
Often the concept of "bilingualism" is considered in a broad sense. Some scientists, for example, E.M. Vereshchagin, understand bilingualism as “not a phenomenon, but a certain process”; for V.Yu. Rozentsveig, this is “proficiency in two languages and regular switching from one language to another”; U. Weinreich has it - "the practice of alternate use of two languages."
Thus, we have the right to choose for ourselves: to classify ourselves as bilingual or not. However, no one doubts that a Kazakhstani who speaks at least Kazakh and Russian can safely call himself bilingual.
There is no need to be afraid that a second language will harm the child: there is no evidence that a bilingual child begins to speak later. Mixing Kazakh and Russian words is just one of the stages in the development of two languages, this is a temporary phenomenon. If a family has the opportunity to give a child two languages, then you should definitely use this: a bilingual child has more opportunities to express his thoughts than a monolingual child.
Today we have the opportunity not only to preserve our language, but also to lay a reliable foundation for its development. We can already now increase the number of native speakers of the Kazakh language, using the method of language immersion that has proven itself in the world.
There is a lot of talk about bilingualism today. And I must say, this topic deserves such close attention.
The word "bilingualism" comes from two Latin words: bi - "double" and "lingua" - language). Thus, bilingualism is the ability to speak two languages, and the degree of knowledge of one or another language can be very different. Hence, a bilingual is a person who can speak two languages.
Types of bilingualism.
There are the following types of bilingualism:
Depending on the situation:
National bilingualism (the use of several languages in a particular community);
Individual bilingualism (the choice of language for an individual is dictated by a specific situation);
Natural (household (found mainly in children from mixed marriages or in immigrant families, arises without visible effort due to the language environment (including radio and television) and rich language practice, without awareness of the specifics of the language.);
Artificial (training (on the contrary, it is characterized by the fact that knowledge of the language is acquired through conscious actions, including understanding and putting into practice the features of the language system).
From the point of view of the degree of language proficiency and the number of speech actions, the following types of bilingualism are distinguished:
Receptive (perceiving) understanding of foreign texts and speech without the ability to speak and write.
Reproductive (reproductive) bilingualism allows a bilingual not only to perceive (retell) texts in another language, but also to reproduce what he has read and heard.
Productive (generating) bilingualism allows a bilingual to understand and produce foreign language texts, as well as to create them.
Models of organizing bilingual education in preschool educational institutions
There are three most common models of organizing bilingual education:
One Man, One Language model. In accordance with this model, one educator speaks Russian, and the second - the language being studied, providing in the child's mind the correlation between the language and the person speaking this language.
- "Immersion model" (immersion - immersion) children are immersed in the "linguistic bath". Mastering a second language occurs in the course of the child's usual daily activities (drawing, singing, playing, constructing, etc.).
- The "spatial model" is that one of the premises of the kindergarten is devoted to the study of a second language. It is designed accordingly and equipped with the necessary teaching materials and equipment.
Stages of teaching a second language in kindergarten
1. The period of formation of the auditory-speech-motor analyzer.
During this period, the physiological mechanisms of the speech apparatus are formed. And also there is a formation of a passive vocabulary, which later turns into an active one (the child pronounces all the words in his own way, shortens them, throws out syllables, letters from them, replaces them with others, or, conversely, adds letters and syllables that are not in the word ).
2. The period of analysis of the language structure or the period of "word creation"
It is known that the child, despite the unconsciousness of the process, masters speech not mechanically, but carries out complex "mental operations" - analyzes, deduces rules, classifies and generalizes. And the proof of this is the "mistakes" and irregularities of children's speech that amuse us so much.
3. The period of allocation of language systems (the period of differentiation)
The child consciously makes efforts to find equivalents in another language, begins to clearly differentiate both languages and responds in the language in which he is addressed. This means that the child has formed two linguistic systems, that is, the child acquires the ability to think in both languages.
Benefits of Bilingualism
Early language learning requires a lot of time and effort. The logical question is: is it worth it? Let's take a look at a few facts to help answer.
Fact one.
Psychophysiologists have found that learning foreign languages changes the density of gray matter. At the same time, it turned out that the density of neurons is greater in those who have been studying languages since childhood. This may mean that bilinguals have a much higher intellectual potential.
Fact two.
In order for a child to actively use a word, he must first hear it about 100 times. Since, to designate the same concept, a bilingual hears information first in one, then in another language, in order to move on to active speech, he is forced to remember twice as many words. That is, the assimilation of two languages requires a larger amount of verbal memory.
Fact three.
Researchers have found that bilingual education of preschoolers has a positive effect on school performance. And in all subjects! The scientists concluded that the need to communicate in two languages contributes to the development of flexibility and activity of thinking, which affects the assimilation of the school curriculum and the creative abilities of the child.
Fact four.
By switching from one language to another, bilinguals are able to focus better, perform several tasks at the same time.
Fifth fact.
Divergent thinking (the ability to come up with many ways to use an object, such as a paper clip) is better developed in bilinguals than in monolinguals. Adult bilinguals have mental flexibility, their brains are more resistant to age-related diseases.
Main difficulties
When observing the development of a bilingual child, there is only one thing to be afraid of: that neither language will be developed at a sufficient level. "Monitoring" should be carried out in relation to each of the interacting languages, but care should be taken only when the child is not able to express himself, cannot find contact with peers, is not interested in what is happening, does not want to "develop", learn new things, read, play or on one of them. Bilingualism is not an obstacle to development, but on the contrary, it contributes to this process. But if a child has mental problems, then they will be quite clearly manifested in his speech.
In the development of a bilingual child, experts note, both languages may begin to develop later than that of a monolingual child, each of the languages \u200b\u200bmay be represented by a slightly smaller vocabulary and grammar, but together they will overlap the potential of a monolingual child. Multilingualism is not a separate sport, but an all-around, where only comprehensively developed individuals win. The cognitive function of speech makes parents open the world to the child through their native language, join the system of values, typical ways of formulating their thoughts, name the environment, separating the conscious from the mass of the visible and audible. If this function does not work, then something is not being done correctly. Even if a child learns both languages almost simultaneously, the “second” language still depends on the “first”, builds on top of it.
Conditions for successful language implementation in educational work in kindergarten
From the administration of the DOE:
Provision of educational and methodological kit, literature;
Equipping the classroom with modern equipment, which includes ICT, game and demonstration material, visual material that provides a higher level of cognitive development of children and provokes speech activity;
Organization of seminars together with educational institutions on interaction and exchange of experience of teachers on the problem of language implementation;
Providing psychological and pedagogical support of the educational process;
Conducting corrective speech therapy classes on the production of sounds.
From the teachers side:
Creation and implementation of the educational program, if necessary, flexible and prompt introduction of appropriate changes in the organization of the educational microenvironment;
Implementation of control over the implementation of thematic planning;
Finding opportunities for communication in different situations so that the reality reflected in speech gives rise to expanding vocabulary, grammar and improving communication skills;
Broadcasting samples of speech and culture through various activities;
Regular conversations with parents about the development of their child;
Studying the experience of various DOs in order to apply new methods and technologies in teaching children, as well as disseminating this experience.
An important condition for working with children is the professionalism of teachers. Teachers use a variety of methods and prima, forms of work that stimulate the speech activity of children. These are practical exercises, project activities, the creation of problem situations in which the child needs to speak out (express his request, opinion, judgment, etc., games, riddles, the use of reference diagrams and pictures in teaching storytelling, etc.)
Pedagogical workers of distance learning carry out the following activities in their work with children during language immersion:
Communicative (realization of the need for communication, the ability to listen and hear the “other”, involvement in various forms of verbal communication);
Public (holidays, competitions, exhibitions, festivals);
Game (development of cognitive and motor activity);
Artistic and aesthetic.
From the side of the parents
For success and self-confidence, children need the daily participation in the educational process not only of teachers, but also of parents. The inclusion of parents in the pedagogical process is the most important condition for the adaptation and full-fledged speech development of the child.
Not a single, even the best educational program can give full results if it is not decided together with the family. To do this, conditions must be created in the preschool educational institution to attract parents to participate in the educational process:
Involvement of parents of students in various cultural events;
Conducting open final classes, reporting events with the invitation of the parents of students;
Conducting individual consultations for parents;
Design and update of the information stand for parents in the reception.
A preschool child does not realize why he needs to know a second language. The motive of joint activity is used in game situations when the second language performs its function - to be a means of communication. Separate speech actions are performed in sensorimotor, subject-practical, competitive, imaginary, entertaining, fabulous, etc. game circumstances. It is important to read to children in their native language works of children's fiction that are appropriate for their age.
There are periods in the speech development of a bilingual child when he
Pronounces words of both languages in a row,
Mixes words from both languages in one sentence,
Attaches morphological indicators (prefixes, suffixes, endings, etc.) of one language to the roots of another,
Literally translates expressions from one language to another,
Speaks better in one or the other language, especially on certain topics,
Begins to be embarrassed to communicate in a language that seems to him not well developed, especially with peers,
Refuses one of the languages (claims that he does not know this language, does not understand it).
Bilingualism has a positive effect on the development of memory, the ability to understand, analyze and discuss the phenomena of language, ingenuity, speed of reaction, mathematical skills and logic. The younger the child, the more chances he has to master the second language to the maximum extent possible and with natural pronunciation. It can be said unequivocally: children have an undeniable advantage in learning another language over adults. The memory of a child is more receptive, unlike an adult, he is not constrained by complexes, he is not afraid to make a mistake, not to remember the right word in time.
Bilingualism develops spontaneously if parents do not plan in advance the language of communication with the child, mix them themselves, do not control the child's speech, and do not pay attention to its shortcomings. Sometimes spontaneous bilingualism develops if on the street children speak a language other than at home, or "home" and "street" languages are mixed without any attention to such speech development on the part of parents. In the case of the spontaneous development of bilingualism, too many errors occur in the child's speech.
It is good when the second language is fully developed, and this is the main language of instruction. It is bad if the mixture of languages is constantly present in both languages, and the vocabulary in neither of them corresponds to the age norm.
The degree of development of speech inevitably affects the child's self-awareness, when the ability to express their thoughts and understand the speech of others affects their place and role in society. The level of language use depends on the variety, depth and correctness of speech impressions that the child receives from early childhood. Therefore, it is so important to give the child a full-fledged language development at the age when the foundations of the personality are formed, the intellect awakens.
We offer several stages of language implementation.
Stages of work on language immersion
Analysis of language knowledge. Drawing up a work plan. Organization of the PRS
Use of various technologies for language implementation
Re-analysis of language knowledge. Drawing up a plan for individual work. Development of consultations for teachers, parents
At the first stage, it is necessary to find out how well the children speak the Kazakh language. To do this, we further offer some ways to determine the level of development of the Kazakh language in children. Then, after finding out to what extent the children speak languages, draw up a work plan. It should be noted work with children, teachers, parents. And also at this stage it is necessary to organize a PRS for language immersion.
At the second stage, it is necessary to use various technologies for language implementation. We propose to use a bilingual component, theatrical activities, mnemonics and didactic games. We will talk about them below.
At the third stage, it is necessary to re-analyze the knowledge of the language of each child. Then make a plan for individual work for each child. It is also necessary to develop consultations for teachers and parents.
When working on language immersion, you can use the following types of work with children, teachers, parents
Work with:
| teachers | parents |
|
| Bilingual component Didactic games Event "Today we speak only the Kazakh language" Theatrical performances Kazakh national games Regime moments in the Kazakh language Finger gymnastics Physical minutes Identification of the level of development of knowledge of the Kazakh language - “Tell mom and dad new words”, “What words did you learn at home?” | Consultations "Language immersion", "How language immersion happens in my group" For a Kazakh scholar: development of leaflets in the corner "We are learning the Kazakh language" Establishment of a PRS Development of mnemonic tables on lexical topics Creation of theaters Master classes Production of handouts on language immersion (brochures, leaflets) Development of a language implementation plan Campaign "I also want to learn the Kazakh language" | Assistance in creating a PRS (promotions "My native land", "Corner of the Kazakh language") Advice for parents Master classes parent meetings Conversations. For example: "Let's help children in learning the Kazakh language" or "How can I help my child during language immersion", "Share your experience with language immersion" Competition "We know the Kazakh language" Participation in theatrical performances Creation of baby books "My first books in Kazakh and Russian" |
Benefits of using language embedding
If back in the last century bilingualism was considered for the most part a hindrance in the study of languages, then today it is more of an advantage. In a true bilingual, both language systems are always active, even if the speaker is using only one language. The key myth about the dangers of bilingualism is associated with this: supposedly the first language prevents the development of the second and vice versa. However, this opinion has already been refuted. After conducting several tests on groups of bilinguals and monolinguals (people who speak only one language), psychologists came to the following conclusions about the benefits of bilingualism. 1. According to statistics, bilinguals have better mental abilities. This is due to the fact that bilinguals can simultaneously maintain the activity of both languages, that is, concentrate on two different things at once. A person who knows how to concentrate makes fewer mistakes and more often achieves his goals. Bilingual people are extremely attentive. 2. Bilinguals are more inventive and resourceful Knowing two languages helps a person develop ingenuity and creative thinking. By the way, most of the generally recognized authors and creators were bilingual. 3. Bilinguals have a strong memory and a flexible mind. Learning a foreign language is the best way to train your memory. According to the results of the study, monolinguals are able to memorize an average of 5 new words per day, bilinguals remember twice as much. 4. Bilinguals are protected from mental disorders As we have already said, a person “pumps” his memory precisely when learning foreign languages. It should be mentioned that the experience of bilingualism has a beneficial effect on the brain throughout life. The higher the degree of bilingualism, the better a person speaks any language, the stronger his resistance to such senile diseases as dementia and Alzheimer's disease. Want to stay "sane and of good memory"? Learn languages! 5. Bilinguals are rational thinkers Because bilinguals are very attentive, they are also observant. It is easier for a bilingual to cope with planning things, solving everyday problems, and analyzing difficult situations. A bilingual person thinks in an orderly manner, clearly sets goals for himself. 6. Bilinguals Learn New Languages Easier When you know two languages, learning a third is easy. Bilingual people remember new words better, they are also good at grammar, they are well oriented even in complex structures, as they already had experience in learning languages. 7. Bilinguals socialize more easily Having the opportunity to speak two languages, bilinguals have greater social ties, because, in fact, they combine the characteristics of two different nations. It is easier for them to capture the subtlest shades of the meaning of foreign words, to perceive the realities that exist in one culture and are absent in another. Therefore, the communication skills of bilingual people are more developed. 8. Bilinguals are more open to diverse cultures By learning a foreign language, you also get access to a foreign language culture with its originality and traditions, and as a result, you yourself become a part of it. In turn, this makes you more tolerant of cultural differences and identity, allowing you to easily join multinational teams. And here bilinguals have a double advantage. 9. Bilinguals are better at understanding emotions Bilingual people are better at understanding human emotions precisely because of their knowledge of languages. As you know, there are a great many synonyms in the English language, and, depending on the context, we can choose different options. For example, when translating from Russian into English, the word joy can be considered both as joy, and as gladness, and cheer, and mirth. All these are different facets of the same feeling. So, bilinguals are able to more accurately comprehend their emotions. 10. Bilinguals are more likely to get a good job Bilinguals have a pronounced ability to filter information: to perceive the essence and weed out the unnecessary. They can communicate with representatives of other nations. They know how to quickly navigate in any situation. They are more receptive to everything new. Useful skills, right? Most foreign employers in prestigious companies also think so, so many of them prefer to hire bilingual employees.
Drawbacks of using language embedding
It would be wrong not to point out a few controversial points related to bilingualism. As a rule, they concern those who are just starting out on the path of bilingualism: bilingual children. After observing bilingual children, educators have come to the conclusion that many of them begin to speak later. This is due to the fact that such children need to accumulate the required vocabulary in two languages at the same time, which, you see, will seem like a difficult task even for an adult. At first, children do not have an extensive vocabulary, but it is up to parents (and teachers) to fix this, and as a result, the growing bilingual will be able to amaze with his knowledge in two languages at once! It can also be confusing that at first bilinguals will mix words from two languages. To avoid this, the child needs to hear the correct foreign speech as often as possible, at least half of the time. In most cases, by the age of 3-4, the baby begins to realize the difference between languages. As you can see, learning another language brings you incomparable benefits, and the advantages of bilingualism clearly outweigh its disadvantages. Bilinguals can be called truly "multitasking", and this is a huge plus for the active pace of modern life.
| Positive sides | Negative sides |
| They have better mental abilities, attentive. More creative and resourceful Strong memory and flexible mind. Protected from mental disorders Characteristically rational thinking Easier to learn new languages Easier to socialize More open to diverse cultures Understand emotions better More likely to get a good job | Later they start talking Mixing words from 2 languages |
| Opportunities | |
| Early acquisition of two or more languages Memory development Development of thought processes Future perspective | If parents or educators pay less attention to one of the languages, then there will be uneven learning of the two languages. Difficulties in mastering two languages There will be no support from parents, which will complicate the work of the educator |
Practical part
We offer to introduce language immersion using various speech technologies. Some of them are: bilingual component, theatrical activities, mnemonics and didactic games.
The theoretical and methodological analysis of the problem of the development of language abilities allows us to determine the path and content of pedagogical influence on the development of a complex of language abilities in preschoolers.
The main objective of the course for the study of the Kazakh language in all age groups is to teach them to understand the speech addressed to them, to make contact with others, using speech means of expressing their thoughts and impressions. Learning to communicate in a foreign language takes place in activity, therefore, the identification of such abilities should be carried out in the process of foreign language activity, while diagnosing it is preferable to take into account the type of mastery of a second language characteristic of a particular child.
There may be children in the group with different levels of knowledge of each of the languages. Some do not know the second language at all, others understand a little, others know both languages very well, and there are those who speak some other language and do not know any of the languages spoken in kindergarten.
Teachers should:
Take into account the needs of each child and, if possible, give each individual attention, do not bypass questions and the opportunity to communicate during the day;
To create situations in which each child is able to make his own contribution to communication: some only listen and understand, others speak in short sentences, others speak in extended statements;
Encourage children to communicate in the target language so that in natural communication with each other they can use language with content appropriate for their age;
accompany the study of a language with an acquaintance with the culture associated with this language;
Encourage children to communicate in the target language in situations outside kindergarten, such as playing with neighbors, traveling, watching cartoons, movies, going on excursions, listening to audio recordings, playing computer games.
From this it follows that monitoring the development of a bilingual individual is an integral part of the work of a modern educator.
In kindergarten, work is carried out in two main areas - listening and speaking. Speaking, in turn, is for vocabulary work, the improvement of sound culture, the development of coherent speech and work on the artistic word. Accordingly, the tools for identifying the language abilities of children are based mainly on this. We have developed exemplary testing to determine the language capabilities of children.
There are also a number of rules, a person working with diagnostic methods must adhere to the following:
Diagnostics should be sufficiently informative and create a wide field of research activities;
The results of a diagnostic study should be analyzed by competent people;
Any results of the research should not be to the detriment of students and parents, but to the good.
Based on the results of a diagnostic study, systematic corrective work should be carried out.
The need for pedagogical diagnostics should be explained to students and their parents.
Before language immersion, it is necessary to find out to what extent children speak languages, for this we suggest using the following methods: conversation, tasks on cards. During the conversation, the teacher offers to play: “I will call you words in Russian, and you will tell me in Kazakh (and vice versa).” When conducting an analysis by the level of language proficiency, you can also use multi-level cards with tasks. Tasks can be as follows:
- “Tell me, what is this?” (Bul not?) - the child must name the subject in the Kazakh language.
Circle the following objects: additional, boron, etc.
- "Name the colors"
- "What is the child doing?" - the child must make a sentence, etc.
If the child coped with all the tasks, then he has a high level of language proficiency, if he did not cope with the tasks, then he has a low level of language proficiency. After identifying the quality of knowledge of the Kazakh language, it is necessary to start using various technologies for language implementation.
One of the most effective ways of language implementation is the bilingual component.
The bilingual component in kindergarten is an innovation, a call of the times.
The bilingual component in kindergarten is the use of another (Kazakh) language in teaching along with the native language.
The introduction of a bilingual component into the educational process is an important step towards a qualitative transition to a bilingual education system, i.e. training according to the 50 to 50 method. That is, half of the study time is in the state language, half in the native language.
For Russian-speaking groups, the inclusion of a bilingual component in the lesson involves the acquaintance of children with Kazakh words on the topic being studied.
The bilingual component is included in the methodological manuals for new generation programs.
The child's vocabulary is expanded by introducing a bilingual component from 3-5 words in the 2nd younger group, from 5 to 8 in the middle group, 8-10 words in the older group.
Every year the need for learning the Kazakh language increases. This fully applies to the preschool period. Parents of preschoolers are showing increasing interest in learning the state language for their children, in particular, in the conditions of preschool organizations, which is largely determined by the trend of compulsory teaching of the Kazakh language. As part of the educational process, the study of the Kazakh language becomes one of the main components of education, it not only accelerates the process of forming foreign language communicative competence, but also, in turn, has a positive effect on the overall development of the child.
Recently, more and more people talk about bilingual education. The term "bilingual education" has been widely used in the world since the early 90s of the last century. Bilingualism, or bilingualism, is the functional fluency and use of two languages; bilingual education is a purposeful process in which two languages of instruction are used; thus the second language from the subject becomes a means of learning; some subjects are taught in the second language.
For most preschoolers, the first language they learn to speak, think, and communicate with others is Russian. At the same time, children learn the Kazakh language quite early, hearing it on radio, television, from adults, children, in kindergarten (during the day, in separate and special classes, depending on the speech mode of the institution).
Attention to the Kazakh language as the main element of national culture is organically and expediently brought up precisely at preschool age, when the spoken language is acquired, connected with the everyday sphere of communication and with the surrounding reality, as well as the language of oral folk art. This representation of the Kazakh language is also interesting for children of other nationalities. Consequently, already in a preschool institution, a multi-ethnic children's group acquires an objective idea of native languages and cultures, from the first days of a child's stay in kindergarten, he is brought up respect and interest in the Kazakh language as the state language.
In preschool organizations of Kazakhstan, children are systematically taught the Kazakh language from the second junior group (3-4 years) of kindergarten. The goal is to form readiness to learn the state language, the desire to communicate with adults. The tasks that the teacher sets at this age stage are to teach children to perceive and understand the names of toys, household items, some animals; to teach to understand the question: “Mynau not?”, to learn to answer the question in the form of a short sentence (for example, “Mynau dop”).
K.S. Ilyasheva, A.E. Shalakhanova developed an educational and methodological complex “Learning the Kazakh language”, focused on teaching children the Kazakh language from the age of 3. The content of children's knowledge of the state language is reflected in the programs for the upbringing and education of children of primary preschool age "Zerek bala", "Biz mektepke baramyz". The main tasks that should be implemented in kindergarten, according to the programs of training and education, in the process of educational and educational work on teaching preschool children the Kazakh language:
formation of a stable, interested, respectful attitude to the state language (Kazakh);
education of the correct pronunciation of specific sounds of the Kazakh language (ә, ө, ү, ұ, і, ғ, қ, ң, һ);
the formation of elementary dialogic and monologue speech;
fostering a culture of communication;
enrichment and activation of the dictionary.
In our kindergartens, bilingualism is used in music classes, on walks, at festive events, and in classes.
Children learn the Kazakh language through the development of coherent speech, the education of a sound culture of speech, vocabulary work, the formation of the grammatical side of speech.
The whole process of teaching the Kazakh language is built as a process of meeting the personal, cognitive, gaming needs of the child in interesting communication with adults and peers. Therefore, at the initial stage, at preschool age, the communicative orientation in teaching the Kazakh language is realized in the system of plot games, game situations and dramatizations. In the process of play activities and dramatization, children acquire new knowledge, apply existing ones, develop the skills and abilities necessary in educational activities. Children develop a connection between a word and an object, a phrase and an action; speech etiquette. At present, work is being carried out in all kindergartens of the republic, aimed at learning the state language by children of preschool age. Children master the Kazakh language not only in specially organized classes, but also in everyday life.
Full mastery of the Kazakh language in the most suitable period for this, the formation in children of the ability to successfully build communication with adults and peers, is a necessary condition for the development of the child's personality.
We want to note that children are happy to learn the Kazakh language. They repeat the words at home with their parents, thereby improving their knowledge of the state language. And it is very nice to hear when parents come up with words of gratitude for the fact that their children begin to speak the Kazakh language.
The essence of bilingual education is that two languages are the languages of instruction. The purpose of such education is the formation of bilingual personalities who are able to freely carry out communicative and active operations in two languages in all life situations without exception.
Folk wisdom says: "Ozge tіldіn bаrіn bіl, өz tіlіndi құrmette". Thanks to our President N.A. Nazarbayev, every citizen of our country can speak his native language, observe the traditions of his people. And therefore, in a country where all peoples live in peace and harmony, people's desire to learn the state language is great. According to the program - 2030, every Kazakhstani must speak the state language. And therefore, now great attention is paid to the study of the Kazakh language from an early age. The introduction of the Kazakh language is carried out gradually, without infringing on the rights of other peoples. After all, according to the Constitution of our republic, every citizen of the country can communicate in his native language. All this takes place under the direct control of our President, who puts great meaning into the prosperity of his country through the peace and harmony of all the peoples of Kazakhstan.
We also offer the use of theatrical activities.
The expression "fairytale world of childhood" is not empty words. In the life of every child from his very birth there is a fairy tale with its kind heroes, transformations and magic items. Theatrical activity is traditionally defined as an effective means of a child's language development. In the process of working on the expressiveness of the characters' replicas, the child's vocabulary is activated, the sound culture of speech is improved, dialogic speech and its grammatical structure are improved. Classes in the state language in theatrical activities make it fun and easy to master the Kazakh language.
Theatrical activity allows solving many educational problems. Through images, colors, sounds, children get acquainted with the world around them in all its diversity. Working on the image makes them think, analyze, draw conclusions and generalizations. In the course of mastering theatrical activity, speech is improved, the child's vocabulary is activated, the sound culture of speech and its intonation system are improved. Dialogic speech, its grammatical structure improves. Theatrical activity makes it possible to form the experience of the child's social behavior because each literary work has a moral orientation.
A fairy tale is the main and most understandable type of literary work in preschool age, therefore its importance is great in the development of children's imagination, the ability to imagine, in enriching the child's speech, in the development of his emotional life, in helping to overcome the difficulties that are characteristic of personality development. Listening to a fairy tale, children internally draw pictures, images for themselves, which contributes to the development of fantasy. At the same time, from time to time the life of these internal images should be enriched at the expense of external images. It is this important function that the theater performs in kindergarten.
Why do I choose a fairy tale as the thread of communication with children? But how could it be otherwise, because this strong thread, tested for strength over the years, is destined to twist. Tied to children's feelings, emotions and life situations, the fairy tale, with its accessibility, is close and understandable to children. They find the embodiment of fantasies and a reflection of their worldview in theatrical activities. Therefore, the use of free Kazakh speech in theatrical activities is harmonious and justified. By acquiring communication skills using a bilingual component, in the process of theatricalization, children can speak different languages with each other and live in friendship, where friendship conquers evil and witchcraft. Through the development of imagination, children believe in miracles and that somewhere on earth there is an extraordinary fairy-tale country in which you can transform into various fairy-tale characters.
Improving speech is closely related to mental development and creative imagination. In the process of working on the expressiveness of the characters’ replicas, their own statements, the child’s vocabulary is imperceptibly activated, the sound culture of speech and its intonational structure are being improved. The role played, the uttered remarks put the baby in front of the need to speak clearly, clearly, understandably. He improves dialogic speech, its grammatical structure.
Theatrical activity is a kind of game. Organizationally, it can permeate all regime moments: be included in all classes; in the joint activities of children and adults in their free time, carried out in the independent activities of children. During classes, the teacher includes a theatrical game as a game technique and a form of teaching children, characters are introduced that help children learn certain knowledge, skills and abilities. The game form of conducting classes contributes to the emancipation of the child, creating an atmosphere of freedom and play. Free joint activities of children and adults on a walk, outside of class include game situations of walks, organization of games in playrooms, reading fiction, followed by playing plot episodes outside of class during the day, drawing games on a free topic, building games with dramatization.
We start introducing children to theatrical puppet and theatrical games from the younger group. We play small skits, folk songs, nursery rhymes. In this case, toys and figurines of a flat theater, dolls made of paper cones, cylinders, boxes, toys made of fabric, fur, foam rubber, etc. are used.
In the middle group, from the simplest theater on the table, we move on to a more complex one, we widely use such types of puppet theaters as finger, cone, shadow theater, theater on spoons, theater on sticks, theater on cups, theater on disks, theater on aprons, theater on covers, a theater on clothespins, a theater on matchboxes, riding puppets (bibabo, puppets on gapite), etc. An obligatory element is the corner of the dressing. Children actively strive to bring personal, individual, original to the performance of roles.
Children of older preschool age are distinguished by a richer life experience. Thanks to this, they are already able to imagine themselves in the place of another person and understand how to act in a given situation and what feelings and experiences it is associated with. Acting in a role, the child not only imagines, but also really emotionally experiences the actions of the characters whose role he plays. This develops the feelings of children and helps to convey them through movements, gestures, facial expressions. And thanks to the scenery, costumes, children have great opportunities to create an image with the help of color, shape, design. Children get acquainted with puppets, puppets with a "living hand".
Theatrical activities with the use of a bilingual component should firmly enter the creative life of children, teachers and parents of the group. This is how a system for the development of a child's bilingual competence is formed, which makes it possible to enter a modern multicultural society.
The implementation of the project should begin with the organization of a theatrical and play environment in the group. You need to pick up toys, attributes, literary works, theater puppets and costumes. For the musical arrangement of the performance, a tape recorder. Design theater corners for independent activities of children, where there are various types of theaters, didactic, desktop-printed and educational games based on literary works. The group should have a stand for costume elements, simple scenery, screens for puppet and table theater.
Work on the development of children's speech in theatrical activities is effective when using various games, exercises and sketches, rhythmoplasty, speech games and exercises, all types of theater, fairy tale therapy.
So, using fairy tale therapy based on Kazakh folklore in kindergarten, we will develop children's speech, make it more figurative and expressive, help children learn about the world around them, form the experience of creative cognitive activity, preserve the individuality of each child, form moral qualities and norms.
So, for example, as a variable part of the curriculum for children 4-5 years old, you can use the fairy tale therapy "Good Tales" using a bilingual component.
Using this method of fairy tale therapy, children will learn to perceive fairy-tale material in an unconventional way, the speech development of children, knowledge about the culture and life of the Kazakh people will increase, children will have a conscious attitude to the Kazakh language, children will learn more about the traditions and rituals of the Kazakh people, learn to evaluate the positive and negative actions of the heroes . With the help of games and questions, children will get acquainted with the nature of Kazakhstan, its regional features in all its diversity.
In modern society, in the age of computers and the Internet, when fairy tales are little read to children, and national Kazakh fairy tales are completely forgotten, the development of children's speech by means of fairy tale therapy using a bilingual component is very effective.
Work in this direction is being built not only with children, but also with teachers and parents.
Thus, theatrical activity using a bilingual component is not only an opportunity to wake up a child’s imagination and develop his mental abilities, it is an opportunity to help a small person adapt more easily in the world around him, to cultivate interest in learning the Kazakh language, develop an understanding of Kazakh speech, and improve speaking skills. Kazakh speech.
Fairy tale therapy "Good fairy tales"
Sections of Kazakh fairy tales:
1.Tales about animals
2. Household fairy tales
3. Fairy tales
4.Tales about Aldar-Kose
When working with Kazakh fairy tales, you can use the technology of L.B. Fesyukova:
Name of the fairy tale
1. Moral lesson
2. Education of good feelings
3.Voice charging
4. Development of thinking and imagination
5. Fairy tale and mathematics
6. Fairy tale and ecology
7. Fairy tale develops hands
Name of the fairy tale
Purpose: to give a slightly unusual explanation of what the main meaning of the tale is, what it aims at for the little listener, what moral attitudes it lays in his soul, the upbringing of moral and spiritual qualities in children - love, compassion, participation, care for loved ones.
Purpose: to teach children to compare, compare; to form the habit of proving that this is so, and not otherwise, to put the baby in the place of a positive or negative hero, giving the child the opportunity to choose his own position, to form a sense of kindness, selflessness, empathy.
Purpose: to make the child’s speech figurative, beautiful, to learn to construct words, phrases, sentences, to rhyme words, to expand the vocabulary of children, to introduce Kazakh proverbs, sayings, to learn to name the heroes of a fairy tale in Kazakh, thereby helping to apply Kazakh words to the place, to introduce with the wisdom of the Kazakhs with the traditions and customs of the Kazakh people.
Purpose: To teach a child to distinguish between real life and fantasies, the ability to move away from the usual stereotypes, invent a new fairy tale or come up with some episode of it differently, introduce new heroes, new objects, come up with a different end to the fairy tale, no matter where the characters harm each other spiritual or bodily.
Purpose: To teach to see the mathematical beginning in fairy tales, to form the ability to solve mathematical tasks, to compose problems and examples, to be smart, to learn to establish relationships and interdependencies, to form the skills of transformative work.
Purpose: To acquaint children with natural phenomena, with the dynamics of the development of the subject, to form the concept that everything is interconnected in nature, to acquaint them with regional natural features, with the flora and fauna of Kazakhstan.
Purpose: To develop constructive skills and abilities of children, to teach to sculpt, draw, do crafts; develop thinking, imagination, fantasy, fine motor skills of fingers.
Section: Animal Tales
Kazakh folk tale "The Fox, the Starling and the Crow".
moral lesson
Softly spread, but hard to sleep.
The cultivation of good feelings.
Can you name a fox
smart? What property
character showed a crow?
Speech charging
Five people describe the fox.
What does it look like?
How does it move?
What does it eat?
Where does he live? -What coat?
Compose new words about a fox, a crow (fluffy-tailed, wise). Name the fox and crow in Kazakh (tүlkі, karga). Is the proverb suitable for the fairy tale: “The fox is an old flatterer”?
Let's talk about the starling that stayed with us for the winter. Where could he live? What to eat? Come up with a fairy tale about a kind fox.
Fairy tale and mathematics
Remember and name 10 fairy tales where a fox and a crow meet. How many starlings were in the nest? Is the starling's nest above or below the ground?
Fairy tale and ecology.
Why does a fox have a fluffy tail?
Why are fox hunted?
Why can't you meet a starling on a branch in winter?
The tale develops hands.
Make a Crow with Origami
Section "Household Tales"
Kazakh folk tale: "Good and evil"
moral lesson
A good person is like the sun and the moon, it shines for everyone.
The cultivation of good feelings.
Why is Good so lucky? Describe his character, how do you imagine?
Why was Evil so hard in life? How can you call the act of the Evil One at the beginning and at the end of the tale?
Voice charging.
Etymology of the word "treasure". What other words of the same root can be called Good? (kind, kind, good-natured). Name all the animals from the fairy tale in Kazakh (arystan, tүlkі, қasқyr, it, at), Soup in Kazakh-sorpa.
Development of thinking and imagination.
Imagine what would happen to Evil if he didn't steal the horse?
What could the padishah's daughter do in gratitude for being cured by the Kind?
Fairy tale and mathematics.
How many animals entered the yurt?
What time of day does a wolf steal horses from a herd?
How many horses is this?
Fairy tale and ecology.
Is sheep meat medicinal?
What are the benefits of sheep?
What medicinal herbs do you know?
What animals live in caves?
The tale develops hands.
Draw the characters of the fairy tale as you imagine them
Section "Fairy tales"
Kazakh folk tale: "The old man - Kanbak"
moral lesson
A cowardly general is defeated by a brave fighter.
The cultivation of good feelings.
What do you find instructive about this story? Is the proverb suitable for the giant: "Big body - small mind"? How does Kanbak feel?
Describe his character.
Voice charging.
Tell us how Kanbak outsmarted the giant?
Come up with new words - characteristics of grandfather (smart, cunning, resourceful). Giant (stupid, narrow-minded, weak-minded). Name the skeleton of the yurt in Kazakh - kerege, gin in Kazakh - dev. Does the proverb fit this tale: "A cowardly one is afraid of his own shadow"
Development of thinking and imagination.
Imagine what could have happened if Kanbak had not outwitted the giants?
What else can you call a cheeky fox?
Fairy tale and mathematics.
What size was the giant? How many mountains did he roll in his hands? How many giants came to visit Kanbak?
Fairy tale and ecology.
What is a rolling field?
What other plants grow in the steppe?
What does the expression "fish offal" mean?
Fairy tale develops hands
In addition to theatrical activities, we suggest using mnemonics. Along with the generally accepted methods and principles, the use of original, creative methods, the effectiveness of which is obvious, is quite justified. One of these methods is the use of mnemonic techniques.
Mnemonics - the art of memorization, memory training, is experiencing its rebirth today. More recently, in encyclopedic dictionaries, it was written that this is just a kind of circus trick, attraction. Today, bookstore shelves are lined with memory aids.
The art of mnemonics dates back to 477 BC. In order to find out the origins, we need to recall the legend of Simonides. As a scientist, he is considered not only the founder of mnemonics, but also the translator of the Greek alphabet. And a curious story is connected with the memory of Simonides. Cicero expounded it, and we, thanks to the "memory of the ages" know about it, as the first case of using mnemonics for practical purposes. So, once the patron of Simonides Scopas decided to reproach the poet for the fact that in the laudatory ode dedicated to the victory of Scopas in chariot races, Simonides gave too little space to the winner. After all, history must know its heroes! What did Scopas do? He simply refused to pay the full amount of the ode, suggesting that Simonides apply for the rest of the reward to those whom he praised. Well, the situation is not pleasant, but quite natural. Simonides was disappointed - he was present at the feast, and, of course, the whole city would know about what had happened. It was then that he was told that two young people who were outside the banquet hall would like to talk to him. This is where the real mysticism begins! As soon as Simonides left the hall with the guests, a real disaster happened. The roof of the hall collapsed and crushed Skopas and his guests. The poet can only thank his fate, and those two young people who asked him to leave the feast at the right time. After some time, the poet was called to excavate the blockage and asked to recognize the dead. He succeeded. But how? Here it is - the recorded discovery of Simonides. He compared the identity of the deceased with the place that he occupied at the table. Later, the poet used this experience in the development of the "theater of memory". In the modern version, it is known as the method of loci (places). And the discovery was that memory is based on an ordered presentation of material. To memorize, you need to come up with original images of what you need to remember, then place them on segments of a very familiar route. When "reproducing" - a person only needs to mentally go through this entire route and find (ie, remember) the desired image. Simonides became the founder of a new memorization method - topological mnemonics, according to which, in order to memorize a large amount of material, it is enough to place it in a familiar space (for example, your own apartment) and, as needed, get (find) it. The doctrine of Simonides consisted of two important concepts - association and background. An association is a mental connection between two objects, a background is something that you know well to the smallest detail. Then, in order to remember a lot of some facts, they need to be combined (associated) with what you are familiar with.
Simonides' method was widely used by Cicero, who spoke his speech as he walked from room to room. Speaking to the public, he mentally traversed the same path, collecting facts and sayings "scattered" along the way. Subsequently, the mnemonic was forgotten for many years. However, the increased amount of information and the need to memorize a lot and for a long time revived interest in this area of practical psychology.
At present, many methods of rational memorization have been created, but their essence is still the same - at first, some basic row (background) is memorized, to which associations are selected. The use of mnemonics is now becoming relevant. The basic "secret" of mnemonics is very simple and well known. When a person connects several visual images in his imagination, the brain fixes this relationship. And in the future, when recalling one of the images of this association, the brain reproduces all previously connected images.
It is well known that the language of the brain is images. And, above all, visual images. If we address the brain in its language, it will execute any of our commands, for example, the command "remember". But where can we get programs that will allow us to communicate with the brain and will encode phone numbers, dates, car numbers into its figurative language? Mnemonics is such a program. It consists of several dozen mental operations, thanks to which it is possible to “make contact” with the brain and take some of its functions, in particular, the memory function, under conscious control. The use of mnemonics techniques helps to increase the amount of memory. All this is achieved through the formation of associations. Abstract objects, facts are replaced by images that have a visual, auditory or kinesthetic representation. Most people find it difficult to remember words with an unknown, abstract meaning. Memorized information disappears from memory after a few days. For strong and easy memorization, one should fill the word with content (using mnemonics techniques). Associate it with specific bright visual, sound images, with strong sensations. The techniques of mnemonics do not improve memory, it only facilitates memorization. Many simple techniques of mnemonics we know from school.
K.D.Ushinsky wrote: “Teach a child some five words unknown to him - he will suffer for a long time and in vain, but connect twenty such words with pictures, and he will learn them on the fly.”
Mnemonics techniques for memorizing the colors of the rainbow: red, orange, yellow, green, blue, indigo, violet. There are several sayings of mnemonics:
Every hunter wants to know where the pheasant is sitting.
Once Jacques the city bell ringer broke a lantern.
Every designer wants to know where to download photoshop.
Mnemonics in pedagogy is called differently: Vorobyova Valentina Konstantinovna calls this technique sensory-graphic schemes, Tkachenko Tatyana Alexandrovna - subject-schematic models, Glukhov V.P. - blocks-squares, Bolsheva T.V. - collage, Efimenkova L.N. - storytelling outline.
This technology has:
1. Theoretical basis. It is based on the idea of the complex and active nature of memorization processes. Relying on a number of jointly working apparatuses of the human cerebral cortex, thereby it opens up wide opportunities for more effective memorization of a poetic text, retelling a story that has been heard or read, which is especially important for children with ONR.
2. Forms imagination, understanding of what you hear; the ability to store received information in memory;
3. Develops imaginative thinking, creative abilities of children, visual memory.
A mnemonic table is a scheme that contains certain information.
Common tasks for all types of mnemotables:
memory development (training on different methods of memorization);
the ability to analyze, isolate parts, combine into pairs, groups, the whole, the ability to systematize;
development of logic;
development of figurative thinking;
the ability to think coherently, compose stories, recode information;
solution of didactic, educational tasks;
development of ingenuity;
attention training;
the skill of the correct graphic image;
Types of mnemotables:
developing (training of basic mental processes);
educational;
What can be displayed in the mnemonic table? Almost everything can be displayed in the mnemonic table - i.e. a graphic or partially graphic image of the characters of a fairy tale, natural phenomena, some actions is produced, i.e. you can draw whatever you want. But to portray in such a way that the drawn was understandable to children.
This technique makes it much easier for children to find and memorize words. The symbols are as close as possible to the speech material, for example, a house is used to designate poultry and animals, and a Christmas tree is used to designate wild (forest) animals and birds. As any work is built from simple to complex. Work begins with the simplest mnemonic squares. This is how word work is done. For example, the word "boy" is given, its symbolic designation. Children gradually understand what it means to "encrypt the word." For 3-5 years, it is necessary to give color mnemotables, since individual images remain in the memory of children faster: the sun is yellow, the sky is blue, the cucumber is green. Children gradually understand what it means to "encrypt the word." Then sequentially we pass to mnemonic tracks. Then we move on to the phased coding of word combinations, memorization and reproduction of sentences by conventional symbols. And later to mnemotables. The number of cells in the table depends on the complexity and size of the text, as well as on the age of the child.
Work on the retelling.
Retelling is an easier type of monologue speech, because. he adheres to the author's position of the work, it uses a ready-made author's plot and ready-made speech forms and techniques. This is to some extent reflected speech with a certain degree of independence. The picture-graphic plan in the form of pictograms acts here as a means of mnemonics.
Stages of work on the text when retelling:
1. The teacher explains to the child the meaning of difficult words. The child repeats them.
2. Reading the text with a demonstration of the plot picture.
3. Conversation on the content of the text.
4. Repeated reading of the text by an adult with a mindset for retelling based on a mnemonic table.
5. Retelling the story by a child based on a mnemonic table.
Mnemotables are especially effective when learning poems. The use of reference drawings for learning to memorize poems captivates children, turns the lesson into a game.
Stages of work on a poem:
1. The teacher expressively reads the poem.
2. The teacher reports that the child will learn this poem by heart. Then he reads the poem again based on the mnemonic table.
3. The teacher asks questions about the content of the poem, helping the child to understand the main idea.
4. The teacher finds out which words are incomprehensible to the child, explains their meaning in a form accessible to the child.
5. The teacher reads each line of the poem separately. The child repeats it based on the mnemonic table.
6. The child tells a poem based on a mnemonic table.
Mnemotables should be used not only in teaching Russian, but also in Kazakh and English. With the help of mnemonic tables, you can memorize poems or songs in the Kazakh language, talk about various objects, phenomena.
Language immersion also occurs when using didactic games.
The development of speech through didactic games occurs due to the replenishment of vocabulary, learning in a playful way the skills of using words (activating vocabulary), and improving communication skills. During the period of preschool preparation, the child needs to master the vocabulary that allows him to communicate without problems with peers and adults, successfully acquire school knowledge, understand the material presented (the content of literary works, the formulation of mathematical problems, etc.). Therefore, the main task of preschool education is the maximum development of speech, through didactic games, which is more efficient and better.
Didactic games for the development of speech successfully solve the following tasks in preschool education of children: Provide a quantitative accumulation of the vocabulary necessary for full communication; Help in understanding the meanings of words and their correct use with other words; Allow to master the generalizing meanings of words based on the allocation of common characteristic features of objects, actions or phenomena; Improve the imagery of thinking and its expression by verbal description, through the use of special speech constructions; As cognitive abilities develop, didactic games for the development of speech help to expand the objective conceptual content of words; Some games with tasks of ethical content, along with the improvement of vocabulary, teach the makings of social ethics and morality; Stimulate the work of the imagination, activating and enriching the preschooler's vocabulary in an entertaining way; Develop logical and imaginative thinking necessary to solve the set game tasks; They contribute not only to the replenishment of vocabulary, but also actively introduce new words into everyday communication. The vocabulary of a preschooler is significantly inferior in terms of vocabulary to an adult. The main task of developing speech through didactic games is to quantitatively enrich the child's vocabulary by increasing the amount of accumulated knowledge about the world around us, to activate and teach how to use it correctly.
The use of didactic games will make it easier to remember new words, expressions in the Kazakh language.
In teaching the Kazakh language to children of preschool age, the role of the game is huge. In essence, playing and learning about the world through games is a natural state for a child of this age. At this age, visual-figurative thinking predominates in children. Therefore, it is very important not only to tell, but also to show. This requires a variety of visual material (pictures, toys, cubes, lotto, books). The game contributes to the formation of a sustainable interest in learning and relieving stress, activates the activity of students and allows you to involve weak and shy children in the learning process. Games for the study of the Kazakh language develop the cognitive interests of children, help memorize words, consolidate the knowledge acquired in organized educational activities. During the game, personality-oriented interaction of an adult with a child and children among themselves, their learning in pairs, in groups is carried out. Children playing do not notice that they are learning. For example: in the first lesson, children learn to name an object in the Kazakh language. At this stage, the following gaming technologies are effective; “Correct - not correct”, “Catch the mistake”, “Show me the name” and others. At the next stage, children describe the object, name the color, and count. Be sure to conduct a repetition of the material covered, through dialogue with children or in a playful way.
The following games are very effective for repeating the material covered:
"Beads", "Kyz kuu", "Who is more?" etc. For example: the game "Who is more?" Whoever calls words on a certain topic is the winner. As the game progresses, I take note of who has mastered the topic and who has not. In order to create interest, we play different game situations. For example: I suggest going to the grocery store, to a doctor's appointment, a trip to Astana, and traveling. When studying the topics: "Family", "Vegetables", "Fruits", "Pets", etc. for organized educational activities in the Kazakh language, they are timely fixed in gaming activities, role-playing games "House", "Shop", " Hospital, etc. I organize work with children taking into account their individual characteristics. The game "Point and name" reflects individual work. Each child shows illustrations on topics and calls them in Kazakh. This game can be played on all topics. Depending on the abilities of the child, the task of the child may be complicated or simplified. For example: I call words to a weak child, and he shows, and a strong child himself shows and calls. Or the weak child simply shows, and the strong child describes, names the color in Kazakh. Accordingly, in the classroom, work is carried out in pairs. For example: "I will call, and you show." One child calls the word on the topic, and the second child shows the corresponding drawing, toy. The game "Kyz kuu". A boy and a girl of the same level of knowledge are selected. I or a strong child calls words in Russian. And the players speak the translation in Kazakh. Whoever said the word first takes a step forward. Whoever reaches the finish line first is the winner. Show me the right game. Children work in pairs with cards on the topic. I name the words, and the children should show the corresponding card. Asyks receive for the correct answer. Whoever has more wins. Children also love to play in groups. And for a successful game of the implementation of the task of teaching children and introducing the Kazakh language into organized educational activities, it is necessary to develop and systematize the available material for children to learn the Kazakh language using new forms and technologies.
The continuation of the study and consolidation of the Kazakh language is reflected in the game organized educational activities such as "Journey into space", "I want to know everything", "Connoisseurs of the Kazakh language", "Leaders of the XXI century", etc. For example: in an organized educational activity on the topic "Journey into space", the educational activity itself is organized as a game form of travel. The children receive a letter from the Astrologer and are sent into space. There they complete various tasks from the Astrologer, and at the end they find a surprise prepared by the Astrologer. The organized educational activity “I want to know everything” is carried out in the form of a competition. Children are divided into two teams to perform different tasks, and they receive asyks for correct answers. In the end, which team has collected more asyks, they win.
Children play and learn to apply their knowledge and skills in practice, to use them in different conditions. The game brings up interest in learning the state language. The game is an important means of aesthetic education of preschoolers, as in this activity, creative imagination, the ability to plan, the rhythm and beauty of movement develop. The games reflect and develop the knowledge and skills gained in organized educational activities, theatrical performances and all kinds of games are the most suitable, suitable for learning the Kazakh language.
In my opinion, it is necessary to develop the mechanisms of emotional regulation of behavior in the same way as the forms of intellectual activity. It is necessary to frequently work with children to develop the speech of children, to assist them in learning the state language, to monitor children and engage with them, and we will bring up emotional, balanced, intelligent and capable of learning children.
Final part
“To learn a language, free curiosity is much more important,
than a dire necessity.
Saint Augustine
They say that to be successful in the modern world, you need to know at least five languages. Languages are best acquired at an early age. Therefore, we choose a language immersion program for our kindergarten children.
The preservation of history determines the future of the Kazakh people, through folk art, a child can consistently develop. In his speeches, the head of state N.A. Nazarbayev emphasizes that the education system is designed to provide “education of patriots of Kazakhstan, citizens of a legal democratic, social state, respecting the rights and freedoms of the individual, possessing high morality and showing national and religious tolerance.”
Language immersion is one of the most effective ways of bilingual education. Its advantage and strength lies in the systematic, methodological consistency and thoughtful scientific developments.
Using the language immersion technique has its drawbacks: for children: learning 2 languages at once; for the educator: studying the features of this technology, developing a plan, creating a PRS, self-education on this topic, etc .; for parents: to help children for the painless assimilation of 2 languages, self-education on this topic, etc. But there are also advantages, namely, as a result of using language implementation, the following results appear:
the quality of speech has improved;
speech emancipation appeared;
an understanding was formed that speech should be clear, sonorous, expressive, unhurried;
children mastered dialogic and monologue speech, according to age characteristics, which allows each child to show intellectual initiative;
the development of memory was improved - the ability to retain events and reproduce them sequentially;
perceive the emotional state of other people, evaluate actions;
communicative partnerships are formed;
many valuable human qualities are formed such as: observation, cheerfulness, sociability, initiative, mutual assistance, cooperation,
attitude: "I can!"
We believe that the success of language technology depends on the right goal, a work plan, and a system for using various technologies. And it should be one of the main rules - MOTIVATION (interesting, accessible, rich, memorable).
Bibliography
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APPENDIX
Exemplary methodology for identifying the level of knowledge of the Kazakh language
Purpose: determination of the level of knowledge of the Kazakh language
Equipment: cards, toys
Methods: verbal, visual
1. Check vocabulary: "Name what you know (see)"
(Rabbit, clock, window, carrot, wolf, cook, apple, plate)
2. Sound pronunciation "Repeat after me."
3. Be able to make sentences, story: "Toys"
| Criteria | Expected Result |
||
| 1. Vocabulary. "What do you know? (see)" | Correctly name objects | 1 point for each word | Most: 8 points |
| 2. "Repeat after me" | Repeat after the teacher | 1 point for each word | Most 5 points |
| 3. Drawing up a proposal, a story | Drawing up a sentence or story from a picture | Offer - 3 points. Story - 6 points | The highest score for a story - 6 points |
Points: 19-17 points - high level, 16-14 points - standard, 13 and below - low level
"Fox, starling and crow"
There lived a starling. One spring he made a nest on a birch. Soon he had chicks. Starlings began to grow. But once a fox ran past and noticed a nest on a birch. She, of course, could not jump to him because of her small stature, and then, the rogue, embarked on a trick.
Everyone has already finished plowing, the fox screamed. - And my plow broke. I'll cut down this birch!
Don't cut! - the starling chirped, - my chicks have not yet learned to fly.
Well, then give me one of them!” the fox purred slyly.
The starling thought. How to be? Which of the starlings should give up? After all, it hurts equally if you cut off any of the fingers on your hand. And then a crow flew up to them.
Don't be afraid, she said to the starling. - She will not be able to cut down a birch, she does not have an axe.
And what's that? Not an ax? - Fox waved her tail. But the crow knew that the fox's tail would never be able to cut down a tree and therefore said:
Come on, try it!
The fox realized that nothing came of her trick. She harbored a grudge against the crow and decided to take revenge on her at all costs.
The next day, the fox climbed onto the hillock and lay down, lifting its paws to the sky. A crow flew past, saw a fox and decided that she had died. She got down and sat next to me. Then the fox caught her.
Well, my dear, got it? Now you will sing with me! The crow begged:
Do whatever you want, just don't treat me like you did to my brother!
And what did they do with him?” the fox listened curiously.
They pushed him into the hub of a wheel from a cart and let that wheel down from a huge mountain.
The fox rejoiced:
No, honey, that's exactly what I'll do!
The fox found the wheel, pushed the crow into the hub, and the crow flew out the other side. And again the fox was deceived.
Fairy tale "Good and Evil"
One day Evil went on foot on a long journey. He was very tired and could hardly drag his feet.
On the way, Dobry caught up with him, riding on horseback.
They talked and learned that they were heading to the same place.
Put me in the back! -asked the Evil One. -I am very tired.
It will be hard for a horse to carry two, - answered Dobry. -We'd better do it. I'll make room for you, you ride up to that tree over there and leave your horse there, and you yourself go further on foot. I'll go and get on my horse and catch up with you again. We will ride one horse in turn.
Evil sat on a horse and rode ahead. And Dobry followed him on foot.
Here he comes to a tree - there is no horse. Evil deceived him and went where he needed.
There was no one in the shack, but meat was being cooked in a huge cauldron.
Kind surprised:
“The owner is not there, and dinner is being cooked. Wonderful!
The traveler dipped his finger into the cauldron, tasted dinner and climbed onto the roof of the shack. Before he could close his eyes, the wolf, the fox and the lion came.
Oh, oh, - the fox was alarmed. - Someone tried our dinner.
Nobody tried it! - the lion reassured her.
The animals began to dine and tell how they spent their time.
Fox and says:
In one abandoned wintering, I found a treasure. A pot is buried in the ground. Full of gold. I'll have to go look after him. And the wolf said:
Bai's beautiful daughter is ill. Her father promised to give her in marriage to someone who would cure her. And I know the right remedy for the disease. In the flock, the bay has a motley sheep. You need to cut out her heart and rub it on the girl's body. Then she will recover. So I guarded a motley sheep today.
The lion began to speak:
Every night I take one horse away from the bai's herd. The owner does not know who is doing it. He promised to give the whole joint to whoever caught the thief.
I'm not afraid - not a single horse will catch up with me. But in the herd there is a small red colt, only he can catch up with me.
The animals had dinner and went to bed. And in the morning they left the shack. Dobry followed them.
He took out the medicine man's clothes, came to the bai and said:
I can heal your daughter.
Bai was delighted and invited him to the yurt.
The good one ordered to catch a motley sheep and cut out her heart. He rubbed the girl's body with it and she recovered.
Dobry married her and went to look for an old abandoned winter quarters.
The fox spoke about. He dug out a pot of gold and went to the bai, the owner of the herd.
What will you give me if I catch the thief. Who steals horses from you every night?” asked Dobry.
I'll give you a whole herd of horses! - Bai promised.
The Good went to the herd, saddled a small red stallion and ambushed the lion. At night, a lion crept up, grabbed a horse and rushed into the steppe.
Dobry rushed after him in pursuit, overtook him and killed him.
The next day he received a herd of horses from the bai and took him to his aul.
A year has passed, and the Good meets the Evil.
The good one was now a rich man, and the evil one was a beggar. An old tattered robe covered his naked body, and shreds of dirty cotton wool stuck out of the malachai.
I am guilty before you. - Said Evil. -I stole your horse, but it did not bring me good. And you got rich without a horse. How did you get such happiness?
The good one told him how he got into the shack, how he overheard the conversation of the animals, and how he benefited from what he heard.
Evil said goodbye and hurried into the forest. He found the shack that Dobry was talking about. I saw boiled meat in the cauldron, ate to satiety, washed down with sorpa and climbed onto the roof to rest.
Soon an ox and a fox came to the shack.
The fox looked into the cauldron and shouted:
Whoops, someone ate our lunch!
They began to look for the glutton, and found him on the roof. Here Evil and death came.
"Grandfather Kanbak"
Long ago, there lived an old man called Kanbak. This old man had no one and nothing but a single yurt with holes and an old woman. He lived by hunting and fishing. The old man was so light that any breeze lifted and carried him away. That is why they gave him such a nickname - Kanbak.
This old man's first enemy was a fox. She did not give him life. It happened that he catches only two fish a day, so one of them will definitely be carried away by a fox, and even threaten to say goodbye.
So Kanbak decided to get away from this cunning and evil pursuer to other places.
The old man dumped his yurt, tied the kerege, collected the remains of the fish tripe, took the wineskin with ayran and set off on the road.
The old man goes another day. Fatigue overcame him. Then he buried a kerege in one place, and his belongings in another, and a waterskin with ayran in the third. And as soon as the old man was freed from his burden, he became so light that the wind picked him up and carried him above the ground. And when the wind got tired of hanging around with the old man, he threw him somewhere in the gorge of huge mountains.
Grandfather Kanbak woke up and sees: he fell near the giant. And he holds two mountains in his hands and strikes one against the other. Grandfather Kanbak buried fish offal and went up to the giant.
Where are you going, old man? - asks the giant.
The world is wide, there are many roads in the world. I won’t meet a batyr, I’ll become a batyr myself! Grandfather Kanbak cheated.
Wow! You, you see, are an eccentric, - said the giant and laughed so loudly that the mountains around began to fall. - If you want to become a batyr, let's measure our strength, - the giant suggested. He himself took a huge stone, threw it high up and immediately caught it easily, like a ball. - Come on, old man, now it's your turn to play ...
Although grandfather Kanbak was very scared, he did not show it. And the stone is twice as high as it, but grandfather Kanbak came up, grabbed the stone and began to restlessly look first at the sky, then at the earth, but he did not lift the stone. This went on for quite some time, and the giant got tired of it.
Are you slow, old man? Drop it, he said impatiently. Grandfather Kanbak was just waiting for this. He looked again at the sky, then at the earth, and said:
I'm afraid. If I throw this stone up, the sky will turn over and fall to the ground. And if I don't catch it, the earth will split...
Here the giant was frightened in earnest. Grabbed grandfather Kanbak by the hands, asks:
Oh, elder, I recognize the strength in you! Just don't throw the stone, otherwise we'll both die.
The old man noticed the giant's stupidity and suggested
Let's better gut the belly of the earth where I point.
The giant agreed and with a run kicked the ground with such force that he got stuck in it up to his knees. Grandfather Kanbak also ran up and kicked the place where he had buried the fish tripe. The giant looked, in fact, the offal of the earth crawled out.
-"Wow! This old man is not to be trifled with. You need to be respectful with him, ”thought the giant and began to do everything that grandfather Kanbak ordered him to do.
Having fairly tormented the giant, grandfather Kanbak said:
Well, that's enough for me to mess with you for today. Come visit me tomorrow. If you have friends, invite them.
The giant agreed and went his own way. Where the river meets - he steps over it, where the forest is on the way - he pushes tall trees to the sides with his hands. What a giant it was!
Grandfather Kanbak returned to the parking lot and said to the old woman:
Tomorrow the giant will come to visit us with his friends!
What are we going to feed them? - says the old woman. We don't have anything to eat...
Do not be sad, old woman, Grandfather Kanbak answers. - I've already figured it out. When the giant comes with his friends, he will enter the yurt with me, and the friends will remain outside the threshold. Then you will tell me: “What are we going to treat our dear guests to? We don't have anything!" And then do what I say, do it.”
With these words, grandfather Kanbak gave the old woman a huge knife.
The giant was not long in coming. The next day he came, accompanied by two of his friends. The giant climbed into the yurt of grandfather Kanbak, and his friends, for lack of space, remained in the yard.
The old woman says to the old man:
What are we going to treat our dear guests? We don't have anything. And the old man replies:
Well, old woman, if we have nothing, boil the head of one giant, the brisket of another, and our friend can be fried ...
As soon as the old woman obediently got up and grabbed a huge knife, all three giants jumped up - and fled ... And the giant friend in a hurry even carried away the yurt on his shoulders ...
Grandfather Kanbak shouts after him:
Hey friend, leave my yurt! Otherwise, I'll still look for you! The giant dropped the yurt from his shoulders and ran to catch up with his friends. Suddenly a fox appeared under his feet. She asks the giant:
Where are you running headlong?
Oh, and don’t ask, the giant answers her. The three of us are running from one troubled old man!
Oh, you, the fox shamed him. - I also found someone to be afraid of! Come with me. I will avenge him for you...
The giant agreed, turned back and, together with the fox, went to the old man. Grandfather Kanbak saw them from afar and shouted:
Hey fox! Your grandfather owed me, your father owed me, and you want to pay off with one giant?! Better don't come, I won't accept one giant. For me this is not enough.
The giant heard the old man's words, grabbed the fox's throat and said:
You wanted to deceive me, to give me to the old man for the debts of my father and grandfather!
So here's to you...
The giant grabbed the fox by the tail, twisted it several times over his head, and as soon as he hit the ground, the spirit was out of it!
This is how grandfather Kanbak got rid of enemies - foxes and stupid giants by cunning.
Examples of didactic games for the development of speech of preschoolers
What is the subject?
Purpose: to learn to name an object and describe it.
Move.
The child takes out an object, a toy, from a wonderful bag, calls it (this is a ball). At first, the teacher describes the toy: “It is round, blue, with a yellow stripe, etc.”
guess the toy
Purpose: to form in children the ability to find an object, focusing on its main features, description.
Move.
3-4 familiar toys are put on display. The teacher reports: he will outline the toy, and the task of the players is to listen and name this object.
Note: 1-2 signs are indicated first. If children find it difficult 3-4.
Who will see and call more
Purpose: to teach to designate by word and action the parts and signs of the appearance of the toy.
Move.
Educator: Olya doll is our guest. Olya loves to be praised, pay attention to her clothes. We will give the doll pleasure, describe her dress, shoes, socks.
Name as many things as you can
Purpose: to train children in a clear pronunciation of words.
Move.
The teacher invites the children to look around themselves and name as many objects that surround them as possible (name only those that are in their field of vision)
The teacher makes sure that the children correctly and clearly pronounce the words, do not repeat. When the kids can no longer name anything themselves, the teacher can ask them leading questions: “What is hanging on the wall?” etc.
Olya's helpers
Purpose: to form a plural form. Numbers of verbs.
Material: Olya doll.
Move.
- Olya doll came to us with her assistants. I'll show them to you, and you can guess who these assistants are and what they help Olya to do.
The doll is walking on the table. The teacher points to her feet.
- What is it? (These are legs)
- They are Olya's helpers. What are they doing? (Walk, jump, dance, etc.)
Then he points to other parts of the body and asks similar questions, the children answer (take hands, draw ...; teeth chew, bite, gnaw ...; eyes look, blink ...)
multi-colored chest
Purpose: to teach children, when agreeing on nouns of the middle (feminine) gender with a pronoun, to focus on the end of the word.
Material: box, subject pictures according to the number of children.
Move.
Educator:
I put pictures
In a multi-colored box.
Come on, Ira, take a look,
Take out the picture, name it.
Children take out a picture and name what is shown on it.
Tell me which one?
Purpose: To teach children to highlight the signs of an object.
Move.
The teacher (or child) takes out objects from the box, names them, and the children point to any sign of this object.
If the children find it difficult, the teacher helps: “This is a cube. What is he?
"Magic Cube"
Game material: cubes with pictures on each side.
Rules of the game. The child rolls the dice. Then he must depict what is drawn on the upper face and pronounce the corresponding sound.
Move.
The child, together with the teacher, says: “Twist, spin, lie down on your side,” and rolls the dice. On the top face - for example, an airplane. The teacher asks: "What is it?" and asks to imitate the rumble of an airplane.
Other faces of the cube are played similarly.
"Unusual song"
Rules of the game. The child sings vowel sounds to the motive of any melody familiar to him.
Move.
Educator. One day, beetles, butterflies and grasshoppers argued who would sing a song best of all. Big, fat beetles came out first. They sang importantly: O-O-O. (Children sing a melody to the sound O). Then the butterflies fluttered out. They sang a song loudly and cheerfully. (Children perform the same melody, but to the sound A). Grasshopper musicians were the last to come out, they played violins - E-I-I. (Children sing the same melody to the sound I). Then everyone came out into the clearing and began to chant with words. And immediately all the beetles, butterflies, grasshoppers realized that our girls and boys sing best of all.
"Echo"
Rules of the game. The teacher loudly pronounces any vowel sound, and the child repeats it, but quietly.
Move.
The teacher says loudly: A-A-A. the echo child quietly answers: ahhh. Etc. You can also use a combination of vowel sounds: ay, wah, ea, etc.
"Gardener and Flowers"
Purpose: to consolidate children's knowledge about flowers (wild berries, fruits, etc.)
Move.
Five or six players sit on chairs arranged in a circle. This is flowers. They all have a name (you can have the players choose a flower picture; you can’t show it to the host). The leading gardener says: “I haven’t seen a wonderful white flower with a yellow eye that looks like a small sun for so long, I haven’t seen a camomile.” Chamomile stands up and takes a step forward. Chamomile, bowing to the gardener, says: “Thank you, dear gardener. I'm glad you wanted to take a look at me." Chamomile sits on another chair. The game continues until the gardener has listed all the flowers.
"Who will name more actions"
Purpose: to actively use verbs in speech, forming various verb forms.
Material. Pictures: clothes, plane, doll, dog, sun, rain, snow.
Move.
Neumeyka comes and brings pictures. The task of children is to pick up words that denote actions related to objects or phenomena depicted in the pictures.
For example:
- What can you say about the plane? (flies, buzzes, rises)
- What can you do with clothes? (wash, iron, sew)
- What can you say about the rain? (goes, drips, pours, drizzles, knocks on the roof)
Etc.
"Kids and the Wolf"
Target. End the story at its beginning.
Material. Flannelgraph and attributes for the fairy tale "Goat with kids", bunny
Move.
The teacher tells the beginning of the tale, showing the figures of the characters.
- Listen to what happened next: The goat went back into the forest. The goats were left alone at home. Suddenly there was a knock on the door again. The kids got scared and hid. And it was small / show / ... (Children agree: bunny)
Educator: the bunny says ....
Children: do not be afraid of me, it's me - a little bunny.
Educator: The goats treated him ....
Children: carrots, cabbage ...
Educator: Then they became ...
Etc.
"Wake up the cat"
Target. Activate the name of animal cubs in the speech of children.
Material. Animal costume elements (hat)
Move.
One of the children gets the role of a cat. He sits down, closing his eyes (as if sleeping), on a chair in the center of the circle, and the rest, choosing the role of any animal cub at will, form a circle. The one whom the teacher points out with a gesture gives a voice (makes an onomatopoeia corresponding to the character).
The task of the cat: to name who woke him up (cockerel, frog, etc.). If the character is named correctly, the performers switch places and the game continues.
"Breeze"
Target. Development of phonemic hearing.
Move.
Children stand in a circle. The teacher makes different sounds. If you hear a sound such as y, raise your arms and circle slowly.
Sounds are pronounced y, and, a, o, y, and, y, a. Children, having heard the sound y, make the appropriate movements.
"Pinocchio Traveler"
Target. Focus on the meaning of verbs.
Material. Pinocchio doll.
Move.
Pinocchio is a traveler. He travels to many kindergartens. He will tell about his travels, and you will guess which rooms of the kindergarten or on the street he visited.
- I went into the room where the children roll up their sleeves, soap their hands, dry themselves.
- They yawn, rest, sleep ...
- They dance, sing, spin ...
Pinocchio was in kindergarten when the children:
- they come, say hello ... (When does this happen?)
- have lunch, thank you ...
dress up, say goodbye...
- sculpt a snowman, go sledding
"Hide and Seek"
Target. Formation of the morphological aspect of speech. Bring children to the understanding of prepositions and adverbs that have a spatial meaning (in, on, behind, under, near, between, next to, left, right)
Material. Small toys.
Move.
The teacher hides the toys made in advance in different places of the group room, and then, having gathered children around him. He informs them: “I was informed that uninvited guests settled in our group. The tracker who was watching them writes that someone hid in the upper right drawer of the desk. Who will go looking? Good. Found? Well done! And someone hid in the corner of the toys, behind the closet (Search). Someone under the doll's bed; someone on the table; that stands to my right"
THEN. the children look for all the uninvited guests, hide them in a box and agree that they will play hide and seek again with their help.
The postman brought a postcard
Target. To teach children to form verb forms in the present tense (draws, dances, runs, jumps, laps, waters, meows, barks, strokes, drums, etc.)
Material. Postcards depicting people and animals performing various activities.
Move.
The game is played with a small subgroup.
Someone knocks on the door.
Educator: Guys, the postman brought us postcards. Now we will consider them together. Who is on this postcard? That's right, Mishka. What is he doing? Yes, drumming. This postcard is addressed to Olya. Olya, remember your postcard. This postcard is addressed to Pasha. Who is pictured here? What does he do? And, you, Petya, remember your postcard.
THEN. 4-5 pieces are considered. And those to whom they are addressed must correctly name the actions of the character and remember the image.
Educator: Now I will check if you remember your postcards? Snowmen are dancing. Whose postcard is this? Etc.
Examples of mnemotables:
1. For memorizing a poem
2. To compose a story about something:
3. For telling fairy tales, stories:
In regime moments
I have students who diligently attend all classes and do their homework, but at the same time they cannot find the much desired ease in expressing their thoughts and understanding oral and written speech, because they spend time translating from their native language into a foreign one. They need time to switch. The most effective thing that can be done in this case is to surround yourself with language as much as possible.
As you know, the best way to learn a language is complete immersion in the language environment. In a stressful situation, the brain works with greater efficiency, and a foreign language is perceived and remembered faster. Unfortunately, not everyone can afford to leave for a couple of years in the country of the language being studied. But even from the most impasse there is a way out. If the mountain does not go to Mohammed, then why should not Mohammed go to the mountain; if you do not have the opportunity to go abroad, you can arrange a small piece of foreignness at home.
It is not necessary to travel thousands of kilometers, it is enough to read books, watch movies and TV shows, listen to the radio, etc.
Books
It is best to choose books adapted to your level, otherwise you will dig into dictionaries and you will quickly get tired of reading. Do not try to translate every unfamiliar word, try to guess their meaning from the context, you need to refer to the dictionary if the meaning of the sentence is not clear without translation. You can make a small dictionary of interesting words and expressions that you found in a particular book. Listening to audiobooks can be added to regular book reading, this will save time, as you can listen to books on the way to and from work or while doing physical work that does not require much concentration and will be a good ear workout.
Films
At first, films can be watched in the original language with Russian subtitles, you can hear the speech and intonations of the characters, and subtitles in your native language will help you navigate the plot. True, such viewing has a drawback: often attention is concentrated on reading subtitles and foreign speech flies by. It is more beneficial to watch films in the target language with subtitles in the same language, as it trains the ear and expands the vocabulary at the same time. Well, the highest level - films in the original language without any subtitles for your own pleasure.
TV and radio broadcasts
TV and radio channels are good because there you can hear modern live language and various accents. In addition, an interesting program is a strong enough motivation for careful viewing and listening. If there is no time for focused viewing, you can simply turn on the TV so that foreign speech sounds in the background.
Live communication
In our age of high technology, there are a large number of social networks on the Internet where you can make acquaintances with people from other countries, including from the countries of the language you are learning. Programs such as Skype, for example, will provide you with live communication with new friends.
Try to surround yourself with language as much as possible and the result will not keep you waiting. Ask your teacher to help with the selection of books and films of your level, and if it is inconvenient for you to travel to language courses or home to a tutor, then you can always use Skype lessons.
It's no secret that an internship or living in an English-speaking country is the fastest and most efficient way to learn English. Still would! Walk the streets of London, where everyone speaks only English, order a traditional English breakfast in a cafe, bargain with a street vendor or watch a movie in English at the cinema, …
Where English is literally in the air and instantly absorbed into the subcortex of the brain, you can actually speak it in a month or two.
A foreign language is more easily learned in the kitchen than at school.
It is much easier to learn a foreign language in the kitchen than at school.
~ English proverb
But for a trip to England or the USA, you need not only money, but also free time, which few people have now. The solution could be creation of a language environment within your personal space, without leaving the country and without even leaving your home!
It's about about the language immersion method when learning a foreign language. Today we will tell you what it is, whether it has disadvantages and how the immersion method can be useful for you in learning English via Skype.
What is the immersion method?
The English word immersion very accurately conveys the meaning of the method of immersion in the language environment, as it is translated into Russian as “immersion in water”.
From childhood, we are used to the fact that English classes are tedious cramming of grammar, words and doing boring exercises. For many, school education discouraged the desire to learn the language further, neither we nor our parents saw the result, and the process itself was not a pleasure.
Fortunately for our contemporaries, the traditional grammar-translation method has been replaced by language immersion method, which makes learning English enjoyable, the results - tangible in a short time.
You can learn about other effective methods of teaching English in the article.
History of the language immersion method
Even before the emergence of the “immersion method” known to us, the German teacher Berlitz deliberately avoided using his native language in teaching. In his classes, he insisted that students talk more in the target language, and thus learn vocabulary and grammar without annoying cramming.
The term immersion appeared in Canada in the 1960s. It was in this country that they faced the problem of learning a second foreign language as a mother tongue.
As you know, there are two official languages in Canada - English and French, but not everything is as easy and simple as on paper. Official documents and government papers in all provinces must be duplicated in both languages, which cannot be said about private companies and everyday life.
Many Canadians can only speak one language, which makes it difficult for them to apply for jobs or communicate on a daily basis.
67% of Canadians are English-only, 21% of Canadians (mostly Quebec) speak only French. And only 17.7% can speak both languages fluently.
In the 1960s, the government decided to fix this problem in a rather extreme way: children from English-speaking families began to be accepted into French schools, where there was not a word of English, and vice versa.
And so it arose language immersion method when a teacher teaches or voices instructions in a lesson in a foreign (non-native) language. As a result, a foreign language begins to be perceived as a native one.
Language immersion method in linguistics
The method of immersion in the language environment (language immersion)- this is a method of teaching a second (or foreign language), in which the teaching itself is conducted in whole or in part in the target language.
The Canadian experiment was successful and began to actively spread in other countries. Recently, the immersion method has been actively used to study foreign languages.
In the video below in English, the essence of the immersion method is simply and clearly stated.
Degrees of immersion in the language environment
Depending on age language immersion can be divided into early (from 5-6 years old), middle (from 9-10 years old) and late language immersion (over 11 years old). The sooner you start learning English using this method, the better results you can achieve.
Now the immersion method can be found in private kindergartens and schools, where everything is done exclusively in English. Then the child comes into contact with the tongue every day for several hours. And of course, this is an expensive and rare pleasure, but the result is worth it.
Important!
Children who began to speak two languages before the age of 6 using the immersion method have every chance of growing up bilingual, that is, they will equally speak two languages as native.
Depending on the intensity or the number of hours you hear or speak English, it may also be about full or partial language immersion .
For example, the school curriculum for full immersion should include the teaching of any disciplines only in the target language. If you study English in courses or via Skype, then with full language immersion, the use of your native language should tend to zero.
Classification of immersion by age and degree according to Kondakova M.F.
The immersion method is easily confused with direct (transferless) teaching method when the teacher just communicates with students in English. Two or three classes a week will obviously not be enough to immerse yourself in the language.
remember, that true language immersion implies rotation in the English environment for at least 6-8 hours a day.
Just imagine your day in which you watch 2-3 hours of original films, listen to a podcast on your way to work (about 2 hours) and attend an hour and a half English lesson on Skype. It's great if working in the office brings you communication with colleagues and clients only in English (+ another eight hours of English). Thinking?
Immersion method in teaching English via Skype
As a rule, the method of complete language immersion does not negatively affect the mastery of the native language, but at the beginning of the study it is possible to experience language discomfort, confusing words from both languages.
Of course, each method has its pros and cons. The language immersion method cannot be considered the ideal way to learn a language via Skype or on your own. It might not work for some at all. Consider its advantages and disadvantages.
Advantages of the language immersion method
We list only the main advantages that the immersion method has.
- Speaking skills improve, and this is the main goal in learning any language. Your vocabulary will increase at an astronomical rate.
- You will forget about the language barrier. The immersion method completely immerses you in a language environment in which, willy-nilly, you need to speak. If you are studying with a teacher, insist that the training is conducted 100% in English.
- The ability to listen and understand the interlocutor improves. Immersing yourself in the language environment, you not only learn how to speak, but also learn to perceive what a foreign interlocutor says to you. Accents, slang, idioms in speech will no longer scare you, especially if you are studying with a native speaker.
- A nice bonus is the improvement of memory, because your brain will work in an enhanced mode, create new neural connections that will not only help in mastering the language, but also push back old age.
Disadvantages of the language immersion method
Despite numerous positive reviews from both teachers and students, the language immersion method has several limitations:
- Not suitable for beginners and beginners (does not apply to children!). If you decide to learn a language by immersion, then you should already have a sufficient level of language proficiency. Imagine that you know only a couple of words in English and can count to ten, and you are invited to attend a scientific conference in English. How long will you stay there? The answer is obvious.
- Not suitable for those who want to learn a language very quickly. One or two immersions are not enough to master the language.
- Psychological discomfort because you cannot use your native language. Of course, over time it will pass, but at first it will be hard. Also, you may misunderstand something or not understand at all. You have to get out as you can. These troubles are most often experienced by beginners.
- There are few courses (both online and traditional) where you can find a real immersion method. We have already talked about this, that often under the immersion method you are provided with a communicative method, where the teacher still uses his native language.
- High cost. If you find courses with a real immersion method, with native speakers, then this pleasure will not be cheap.
Immersion in the language environment: programs in Russia
In the Soviet Union, since 1918, secondary education could be obtained in Russian or the national (republican) language, which is very similar to the language immersion method. But foreign languages, unfortunately, were taught according to the grammar-translation method.
Needless to say, schools still use the traditional method of analytical language learning, where the language exists in a theoretical plane, without reference to practice.
Yes, and how to teach a whole class of children with different abilities to learn a language, without a decent material base, to watch the same films in English, with textbooks, mostly Russian authors, and not native speakers, and in another 45 minutes 1-2 times a a week? Add to this problems with discipline and a lot of paperwork that the teacher needs to deal with at the beginning and end of the lesson. There is no more diving.
Kindergartens and private schools are gaining popularity, where practice language immersion. Children from a very early age learn the language in the same way as their British or American peers. But, not everyone can afford such kindergartens and schools. Although there is still a gap at the end of the tunnel.
On a note:
If you are interested in expanding vocabulary in English in the shortest possible time, we advise you to read the article
And what about the adults? After all, you won’t go to kindergarten or school anymore. Not everyone can afford to go to live for six months or more in English-speaking countries. How to arrange yourself an immersion in the language?
In addition to daily Skype lessons with a teacher, which save you a lot of time and money, the Internet provides a lot of educational and authentic resources in English.
The most important principle to language immersion method worked- try to increase exposure - amount of information in a foreign language. For children, these are songs and cartoons in English, children's books, programs and games. For teenagers and adults - podcasts, films and series, English-language TV channels, adapted and original literature, communities of interest in social networks.
In the next article, we will analyze how you can immerse yourself in the language at home.
In contact with
How to save money on language immersion?
An effective method of learning a language is communication with native speakers. It is called " ". But such training will cost a pretty penny, as it requires permanent residence among native speakers, and for this you need to move to another country.
Save money, get a conversational skill will help modern technologies that surround a person everywhere. The tips below will not bring a minimum of discomfort with a maximum effect. Their implementation does not require special skills, efforts and financial costs.
Rules for economical immersion in the language environment
A smartphone will become an assistant in obtaining a conversational skill. With it, you need to follow 5 simple rules for economical immersion in the language environment:
- Translate smartphone into English. This will automatically memorize words as a result of their repeated reading, effortlessly replenish vocabulary;
- Watch videos or listen to audio only in the target language. Such an imitation of a live conversation trains auditory perception, helps in the development of pronunciation;
- You need to record your speech on a voice recorder and listen to the recordings. This is a practical method of self-control, identifying problematic moments, mistakes;
- Enter all new words and expressions into electronic notebooks, notepads;
- Online maps will help you explore the country of native speakers, learn geographical names. This virtual economy class trip will replenish your vocabulary and useful knowledge.
How to enhance the effect of economical immersion in the language environment - practical tips
Hi friends!
Haven't heard for a long time)))
But, of course, not with everyone.
I heard many at the open classes of the Conversation Club, I talked with many at consultations - it was very nice to chat online! 🙂
Today we will touch on a very relevant topic - the creation of a language environment.
Every now and then we hear that someone went to Malta to study the language for a month, someone went to a language school in London, someone went to America - all with the same goal - to immerse themselves in the environment, to create such conditions in which not to speak in the target language would be impossible. Indeed, the language environment plays a decisive role in the successful mastery of the English language. Let's figure it out.
What is a language environment, and why is everyone talking about it?
Indeed, the language environment really creates the most favorable conditions for learning a foreign language when you are constantly in contact with the foreign language being studied - with people who speak only English, when all the books, newspapers, magazines around are in English, and there is no reliance on your native language. language. I mean, do you want to explain? Be kind, in English, they don’t understand the other here 🙂 that is, at the very least, but a person is forced to speak, and this is exactly what you need!
This is natural a language environment where everything around directly and indirectly contributes to the fact that you started talking as quickly as possible. This is the environment in which we find ourselves when traveling to English-speaking countries, and simply abroad, when there is no reliance on our native language. Often, this is where the understanding comes that this is exactly how you need to learn a foreign language, in natural conditions, without tension.
Is the natural language environment a panacea?
With all this, over my many years of practice, I met a lot of people who have already lived abroad for a decent amount of time or worked there, picked up common phrases and expressions, learned how to somehow manage in the country with the help of the simplest constructions, but speak in the full sense words, to keep up the conversation, to speak out in full - they could not.
Everything is very individual!
In practice, it turns out that everything is very, very individual - some, even without going abroad, chirp in English like birds, while others cannot speak even in the most favorable conditions, additional efforts are needed, and significant ones.
It turns out that Wednesday, even in its long version, is far from a panacea. By itself, the language environment without serious targeted efforts before, after and during immersion will not give a miraculous effect. Encourage and inspire - yes! Motivating - sure! But you still have to work, and a lot.
And besides, this pleasure is quite expensive, and not everyone can afford it. In addition, in my opinion, in order to really improve English, you need to stay in the environment for at least three months. 2 - 3 weeks, with a high probability they will give a quick, but short-term effect, unfortunately, which will disappear very quickly without practice. English - without practice, it's like sports without regular training - possible, but difficult 🙂
We create an artificial language environment
There is good news in this whole story. The fact is that in the absence of a natural environment, it is possible and very necessary to create artificial language environment, when you yourself deliberately create the very favorable conditions in which the development of a foreign language is most intensive and productive.
And this is what absolutely everyone can do if they stop making excuses for themselves why they won’t succeed. That is, without going abroad, you will surround yourself with English in every possible way!
I will give some advice and tell you how I and my students do it:
1. Computer, laptop, tablet.
First of all, a computer, laptop and mobile devices. We are changing the interface of all programs where this can be done from Russian to English.
2. Again about Google translate.
Forget Google Translate (we resort to it only in the most extreme cases). Gradually move completely to explanatory dictionaries. If you use Abbyy Lingvo, turn off all translation dictionaries and leave only the sensible Collins Cobuild, Oxford, etc. Avoid relying on your native language.
3. Reading in English
We buy ourselves an adapted book (something very interesting), or we find an English book on the Internet and download it to our phone, iPad, laptop, etc. We read a little, but every day. It is highly desirable to read aloud - this way you will also work on spiking. You need to constantly sound so that the brain gets used to, and your speech organs get used to English sounds and the fact that you pronounce them.
4. We listen, we listen, we listen ...
It is mandatory to include in our daily routine listening to radio in English (for example, BBC), podcasts. In a word, there is always something to listen to. Let it sound in the background if there is no time to understand, but be sure to listen to something regularly.
5. We watch movies and series.
We choose a series on ororo.tv (fortunately, there are a lot of them) and watch it episode by episode, get used to the sound of English speech, work with subtitles. From you know where they can be downloaded.
6. Speaking is our everything!
Be sure to practice speaking English. How to do it? Sign up for a language club in your city, for example, in Samara there is an excellent language club befluent.ru - here, under the guidance of experienced mentors, people discuss films, trailers in English, play games in English - in short, they combine business with pleasure 🙂
Chat with bot George! 🙂
If it’s difficult over time, chat with, finally, chat with the robot George (true, text, but better than nothing). I just heard about him from a colleague of mine and disappeared for a while chatting with George. True, for some reason he asked me if I was a robot 🙂 When I answered no, he was very upset. In general, a complete imitation of communication in English is guaranteed to you!
In a word, literally all the resources for creating an artificial language environment at home are now available. Act now! Right now after reading this post, implement at least something, this will be your first step, it is very important!
If the post was helpful, put a LIKE below it! 🙂
