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PECULIARITIES OF BILINGUAL EDUCATION FROM THE POINT OF VIEW OF THE NATIONAL IDENTITY
Tamara Vardanyan
http://noravank.am/eng/articles/detail.php?ELEMENT_ID=5081
20.10.2010
T. Vardanyan - the expert of the Center of the Armenian Studies of
"Noravank" Foundation
Introduction The phenomenon of the multi-culturalism in pedagogic
became a subject of investigation in the 60s of the 20th century,
and in 1980s the theories and methods of multi-cultural education
began to develop. The significance of the issue is connected with
the fact that the constantly growing flow of emigrants from Asia and
Africa causes the problems with integration in the host countries.
Specialists offer different educational methods, which passed the
test in different multi-ethnic countries, for the solution of those
problems. Let us mention that the problems with the civil integration
and softening of the inter-ethnic tension are characteristic of almost
all the countries with multi-ethnic population.
And as the RA is mono-ethnic state, the implementation of such
educational models here (including NKR) is devoid of any logic,
and discussing such issues is simply absurd.
We discuss this issue exclusively taking into consideration the fact
of dispersion of the Armenians all over the world. As a result of
this dispersion, Armeniancy plays a role of the ethnic and language
minority abroad. Thus, we will discuss a number of modern educational
models in the aspect of their suitability in any Armenian community
from the point of view of preserving nation.
This article considers the models and types of those educational
methods, their efficiency and implementation mechanism and, of course,
the issues of preserving of the national identity in case of their
adoption.
Multi-ethnic education One of the first approaches is the concept
of multi-ethnic education (U. Boos-Nunning1, U. Sandfuchs2 and
others). The main idea of this approach consists in educating inside
the society tolerance and orientation to the culture of immigrants,
principle of a free choice and abstract perception of a human being by
a human being. The aim of the conception of multi-cultural education
is to establish harmonious relations between different ethnic groups,
to impart mutual interest in each other, "open" approach, to study
traditions and to provide processing of those traditions within the
framework of new culture.
Bicultural education This conception is based on the idea of forming
double culture and double language identity (W. Fthenakis, A. Sonner
and others3). This process is provided through constant comparing
of two cultures. The aim of this method is to form all-planet
consciousness and integration into world culture and educational
system.
Multi-culturalism The usage of such educational methods in multi-ethnic
societies is considered as an efficient mechanism of solution of
ethnic conflicts.
As a Doctor of Pedagogy, Professor M.A.Khayruddinov mentions: "all
the conceptions which pursue such aims (here he means education of
tolerance to other cultures, dissemination of universal ideas and etc.
- T.V.) can be conventionally grouped under the name of
multi-culturalism, which is first of all implemented in regard to
the traditional social and pedagogic problem of race and ethnic
conflicts solution"4.
Historically multi-cultural education originates from the US. Here,
just like in Canada, the for the formation of such educational
concepts was based on the movements directed to the protection of
the civil rights of the exploited groups. Later on these movements
were joined by the movements for the rights of women, invalids,
sexual and other minorities.
Due to the fact that the US and Canada are the countries which consist
of emigrants, thus, they face a task to create new nations from
different ethnic groups. In the opinion of the specialists, the most
important instrument for the formation of new nations is the education.
The formation and development of multi-cultural pedagogy in the US took
place within the framework of changes in the philosophy of the main
approaches to the education. In this aspect education is considered
as the main tool for the transformation of the society.
Thus, till the 18th century Anglo-Conformist approach5 dominated;
according to this approach ethnic groups had to undergo
re-ethnification, learn English as their mother tongue, accept
political institutions of the English type, elements of English culture
and etc. But this approach did not solve the problem of integration
and soon it turned into a source of inter-ethnic conflicts. In fact
this approach was the imitation of the English nation on the territory
of the US.
In the second half of the 18th century the US had to decline that
approach. In order to provide coexistence and integration of different
ethnic groups, new methodology and new philosophy were put forward.
Thus, till the mid 1980s American pedagogy had oriented to the concept
of American nation formation which was called "melting pot". In the
US they renounced the imitation of English model, and decided that
they can get a new kind of nation from merging of different ethnic
groups, i.e. the American nation. This strategy of education assumed
consolidation of different ethnic groups around the Anglo-Saxon
protestant language and culture (adding different elements of other
ethnic formations) through school and getting new nation. The US
had to turn into a "melting pot" where national, cultural, ethnic
differences had to disappear and the American type of national
self-consciousness had to be formed. This conception was based on
the idea that, as a result of merging of ethnicities and races,
"new race which includes old values, differences and traditions"
is formed. In this aspect American education resembles the Soviet
internationalist ideas which final aim was the formation of a new
historical community and new identity - "Soviet nation".
But since the mid 1980s the conception of the "melting pot" has also
been criticized by the specialists. The critics believed that this
conception is not only erroneous but it is also vicious, because
it does not take into consideration the complexity and dynamics
of various forms of cultures, impossibility of their merging and
"grinding". The acknowledgement of the importance of ethnic diversity
was intensified in the American pedagogy, because only with the help
of that diversity one can provide the stability of the society and
preserve all its cultural treasures. Thus, instead of "melting pot"
a new conception has been formed - "America - salad bowl".
In accordance with this new principle (multi-culturalism), the school
curriculum on social studies should include key material about ethnic
minorities, present key event from their history, a number of facts
about their contribution to the prosperity and building of that
country, general information about their culture, traditions and etc.
At the same time all the material which may provoke inter-cultural
discord should be avoided.
This principle has been also implemented in other countries and it is
perceived as one of the contemporary variants of the solution of ethnic
conflicts. The main component of the principle of multi-culturalism
in the sphere of education is language policy.
Implementation of multi-lingual and bilingual systems is considered as
a key for the solution of inter-ethnic issues in multi-cultural sphere.
In the developing countries of Africa and Asia bilingual educational
system is used - in the local language and in the languages of former
colonizer countries (English, French, Portuguese). The peoples of
those countries do not have the alphabet of their own, they do not
have literature, theological or scientific texts, or, in other words,
they do not have literary heritage in their language. As a result of
absence of such important preconditions for forming and development of
the national self-consciousness and many other factors, the population
of different African countries can be called nation with the proviso,
regardless of the fact that those countries are the UN members (UN
abbreviation means "Organization of United Nations").
The problem of multi-culturalism is urgent for Western Europe because
in recent decades a huge flow of emigrants from Africa and Asia has
turned there. But despite this, for example, authorities and all
the political parties of Germany offered rigorous opposition to the
statement of the prime-minister of Turkey R. Erdogan that Turkish
minority in Germany (about three million people) needs schools where
subjects are taught in Turkish6. Answer "No" by German authorities
was as firm as the demand of R. Erdogand.
Types and models of bilingual education Let us mention that discussions
concerning bilingual education arise as a rule in the countries
with mass immigration, e.g., countries of Western Europe, or in
the countries which were formed due to the immigration (Canada,
US). Therefore, one can speak about the usage of the method of
bilingual education only in terms of solving definite problems in
multi-ethnic societies. In other cases there is no necessity or
precedents of using that method.
Specialists conventionally divide bilingual education into two types -
content-based and subject-based7:
Content-based bilingual education proposes teaching of all the
content of education in two languages equally, in order to form
a bilingual and bicultural person. This method can be used in the
societies with multi-ethnic population. This means that children
from national or language minorities are granted an opportunity to
study the same subjects in two languages - in mother tongue and in
the language of the titular ethnic group. This approach is acceptable
in some cases because it brings, on the one hand, to the integration
of the national minorities into the society and, on the other hand,
it contributes to preserving of the national identity.
Subject-based bilingual education proposes teaching some subjects in
mother tongue and some - in other language. According to independent
experts this method cannot form a bilingual. If some cultural values
are perceived in mother tongue and the other part in a non-native
language it is impossible to educate bilingual person, because in
this case neither his thinking nor his creative language thought
are developed in any of the languages. This method brings to the
assimilation of the national minorities living abroad8.
So, of this two types only the first one is acceptable for the
Armenian children who live abroad (outside the RA, NKR and Javakhq),
and want to integrate in other countries and preserve their national
identity at the same time. The specialists are right when they say
that content-based and subject-based approaches differ from each
other essentially from the point of view of psychological pedagogy,
because, in essence, they pursue different goals.
Besides the two aforementioned types, which imply the usage of
languages in teaching, the foreign experience of education in two
languages also has 4 models which concern the age of teaching foreign
languages9:
Radical/extreme model; it supposes organization of teaching pupils
in non-native language from the first grade.
Transitional language model; it supposes gradual preparing of pupils
to teaching in a foreign language through increase of the number of
subjects in that language.
Model of profound teaching language: it supposes simultaneous teaching
of all or some of the subjects in two languages - mother tongue and
non-native language.
Model of language survival: it is directed to preserving of the mother
tongue. According to this model all the subjects are taught in mother
tongue and foreign languages are subsidiary means.
The first two models (radical and transitional) bring to the
estrangement from the national roots, transformation of the identity
and assimilation with other societies. Those models are absolutely
unacceptable (in Diaspora as well)10.
Thus, the independent expert opinion on the issues of education of
Russian speaking minority in Latvia says that the parents who want to
see their children assimilated with the Latvian nation, send their
children to the educational institutions where the transitional
language model is used and where 50-80% of subjects are taught in
Latvian from 5-6 grades11.
Bilingual education and Armenian communities In general, all the
aforementioned methods, unlike the national school which provides
national education, are called to serve global processes directed
to the evening-out and forming persons who are deprived of the
national character, the so-called "citizens of the world". Among the
aforementioned four models of bilingual education we can single out
the last two which can be implemented in some communities in Diaspora
tentatively. In particular, in the communities where national education
is on the verge of collapse (e.g., there are no Armenian schools
or the education is organized mainly in Sunday schools), not the
subject-based but a content-based type of bilingual education can be
used, i.e. teaching activity is arranged in two languages equally. As
for the age of teaching foreign languages, among the aforementioned
four models only third and forth are acceptable.
Conclusions Thus, the rich international experience of modern
multi-cultural models of education can be implemented exclusively
outside the RA and NKR (as well as Javakhq), weighing all pros and
cons previously and using from the aforementioned models and types
only those methods which have the biggest potential in terms of
preserving nation.
Nevertheless, the basis for the national self-consciousness in the
20th century, despite the process of globalization, still remains
the national school with the mother tongue as a language of teaching.
1Boos-Nunning, U., Hohmann, M., Reich, H., Aufnahmeunterricht,
Muttersprachlicher Unterricht, Interkultureller Unterricht. Ergebnisse
einer vergleichenden Untersuchung zum Unterricht fur ausländische
Kinder in Belgien, England, Frankreich und den Niederlanden. Munchen
1983.
2Sandfuchs, U., Lehren und Lernen mit Ausländerkindern. Bad
Heilbrunn. 1986.
3Fthenakis, W., Sonner, A., Thrul, R., Walbiner, W.,
Bilingual-bikulturelle Entwicklung des Kinders: Ein Handbuch fur
Psychologen, Pädagogen und Linguisten. Munchen: Hueber 1985.
4ХайÑ~@Ñ~Cддинов Ð~\.Ð~P., Ð~_оÐ"икÑ~CÐ"Ñ~LÑ~BÑ~CÑ~@ное
обÑ~@азование: иÑ~AÑ~BоÑ~@иÑ~O, пÑ~@обÐ"емÑ~K и
пеÑ~@Ñ~AпекÑ~BивÑ~K, 02.04.2007.
5See for details Ð~]аÐ"Ñ~GаджÑ~Oн Ð~P., ÐÑ~Bногенез и
аÑ~AÑ~AимиÐ"Ñ~OÑ~FиÑ~O (пÑ~AиÑ...оÐ"огиÑ~GеÑ~Aкие
аÑ~AпекÑ~BÑ~K), Ð~UÑ~@еван - Ð~\оÑ~Aква, 2003,
Ñ~A. 184-185.
6УÑ~GиÑ~Bе Ñ~BÑ~CÑ~@еÑ~Fкий: ТÑ~CÑ~@Ñ~FиÑ~O Ñ~BÑ~@ебÑ~CеÑ~B
оÑ~BкÑ~@Ñ~KÑ~BÑ~L в Ð"еÑ~@мании Ñ~HкоÐ"Ñ~K Ñ~A
обÑ~CÑ~Gением на Ñ~BÑ~CÑ~@еÑ~Fком Ñ~OзÑ~Kке,
http://lenta.ru/articles/2010/03/30/schulen/
7ÐкÑ~AпеÑ~@Ñ~BнаÑ~O оÑ~Fенка
оÑ~AновнÑ~KÑ... докÑ~CменÑ~Bов,
Ñ~@егÐ"аменÑ~BиÑ~@Ñ~CÑ~NÑ~IиÑ... введение
биÐ"ингваÐ"Ñ~Lного обÑ~@азованиÑ~O
в Ñ~HкоÐ"аÑ... Ñ~A Ñ~@Ñ~CÑ~AÑ~Aким Ñ~OзÑ~Kком
обÑ~CÑ~GениÑ~O в Ð~[аÑ~BвийÑ~Aкой РеÑ~AпÑ~CбÐ"ике,
http://skola.ogreland.lv/rusjaz/psihol/_private/psih015.htm.
8Let us mention that the initiative of the RA government "On
making changes in the RA "Language Law" (documentation code:
Ð~Z-876-20.04.2010-Ð"Ð~Z-010/0) propose implementation of the second
model in the RA, which is, undoubtedly, unacceptable.
9ÐкÑ~AпеÑ~@Ñ~BнаÑ~O оÑ~Fенка
оÑ~AновнÑ~KÑ... докÑ~CменÑ~Bов,
Ñ~@егÐ"аменÑ~BиÑ~@Ñ~CÑ~NÑ~IиÑ... введение
биÐ"ингваÐ"Ñ~Lного обÑ~@азованиÑ~O
в Ñ~HкоÐ"аÑ... Ñ~A Ñ~@Ñ~CÑ~AÑ~Aким Ñ~OзÑ~Kком
обÑ~CÑ~GениÑ~O в Ð~[аÑ~BвийÑ~Aкой РеÑ~AпÑ~CбÐ"ике,
http://skola.ogreland.lv/rusjaz/psihol/_private/psih015.htm.
10Let us once more remind you about the initiative of the RA government
"On making changes in the RA "Language Law" (documentation code:
Ð~Z-876-20.04.2010-Ð"Ð~Z-010/0) the first variant of which corresponded
to the radical and the second, improved variant, corresponds to
the transitional model. Both variants bring to the distortion and
transformation of the national identity.
11ÐкÑ~AпеÑ~@Ñ~BнаÑ~O оÑ~Fенка
оÑ~AновнÑ~KÑ... докÑ~CменÑ~Bов,
Ñ~@егÐ"аменÑ~BиÑ~@Ñ~CÑ~NÑ~IиÑ... введение
биÐ"ингваÐ"Ñ~Lного обÑ~@азованиÑ~O
в Ñ~HкоÐ"аÑ... Ñ~A Ñ~@Ñ~CÑ~AÑ~Aким Ñ~OзÑ~Kком
обÑ~CÑ~GениÑ~O в Ð~[аÑ~BвийÑ~Aкой РеÑ~AпÑ~CбÐ"ике,
http://skola.ogreland.lv/rusjaz/psihol/_private/psih015.htm.
Â"Globus National SecurityÂ", issue 5
Another materials of author
The Armenian community in Tbilisi: conclusion[11.12.2006]
From: A. Papazian
Tamara Vardanyan
http://noravank.am/eng/articles/detail.php?ELEMENT_ID=5081
20.10.2010
T. Vardanyan - the expert of the Center of the Armenian Studies of
"Noravank" Foundation
Introduction The phenomenon of the multi-culturalism in pedagogic
became a subject of investigation in the 60s of the 20th century,
and in 1980s the theories and methods of multi-cultural education
began to develop. The significance of the issue is connected with
the fact that the constantly growing flow of emigrants from Asia and
Africa causes the problems with integration in the host countries.
Specialists offer different educational methods, which passed the
test in different multi-ethnic countries, for the solution of those
problems. Let us mention that the problems with the civil integration
and softening of the inter-ethnic tension are characteristic of almost
all the countries with multi-ethnic population.
And as the RA is mono-ethnic state, the implementation of such
educational models here (including NKR) is devoid of any logic,
and discussing such issues is simply absurd.
We discuss this issue exclusively taking into consideration the fact
of dispersion of the Armenians all over the world. As a result of
this dispersion, Armeniancy plays a role of the ethnic and language
minority abroad. Thus, we will discuss a number of modern educational
models in the aspect of their suitability in any Armenian community
from the point of view of preserving nation.
This article considers the models and types of those educational
methods, their efficiency and implementation mechanism and, of course,
the issues of preserving of the national identity in case of their
adoption.
Multi-ethnic education One of the first approaches is the concept
of multi-ethnic education (U. Boos-Nunning1, U. Sandfuchs2 and
others). The main idea of this approach consists in educating inside
the society tolerance and orientation to the culture of immigrants,
principle of a free choice and abstract perception of a human being by
a human being. The aim of the conception of multi-cultural education
is to establish harmonious relations between different ethnic groups,
to impart mutual interest in each other, "open" approach, to study
traditions and to provide processing of those traditions within the
framework of new culture.
Bicultural education This conception is based on the idea of forming
double culture and double language identity (W. Fthenakis, A. Sonner
and others3). This process is provided through constant comparing
of two cultures. The aim of this method is to form all-planet
consciousness and integration into world culture and educational
system.
Multi-culturalism The usage of such educational methods in multi-ethnic
societies is considered as an efficient mechanism of solution of
ethnic conflicts.
As a Doctor of Pedagogy, Professor M.A.Khayruddinov mentions: "all
the conceptions which pursue such aims (here he means education of
tolerance to other cultures, dissemination of universal ideas and etc.
- T.V.) can be conventionally grouped under the name of
multi-culturalism, which is first of all implemented in regard to
the traditional social and pedagogic problem of race and ethnic
conflicts solution"4.
Historically multi-cultural education originates from the US. Here,
just like in Canada, the for the formation of such educational
concepts was based on the movements directed to the protection of
the civil rights of the exploited groups. Later on these movements
were joined by the movements for the rights of women, invalids,
sexual and other minorities.
Due to the fact that the US and Canada are the countries which consist
of emigrants, thus, they face a task to create new nations from
different ethnic groups. In the opinion of the specialists, the most
important instrument for the formation of new nations is the education.
The formation and development of multi-cultural pedagogy in the US took
place within the framework of changes in the philosophy of the main
approaches to the education. In this aspect education is considered
as the main tool for the transformation of the society.
Thus, till the 18th century Anglo-Conformist approach5 dominated;
according to this approach ethnic groups had to undergo
re-ethnification, learn English as their mother tongue, accept
political institutions of the English type, elements of English culture
and etc. But this approach did not solve the problem of integration
and soon it turned into a source of inter-ethnic conflicts. In fact
this approach was the imitation of the English nation on the territory
of the US.
In the second half of the 18th century the US had to decline that
approach. In order to provide coexistence and integration of different
ethnic groups, new methodology and new philosophy were put forward.
Thus, till the mid 1980s American pedagogy had oriented to the concept
of American nation formation which was called "melting pot". In the
US they renounced the imitation of English model, and decided that
they can get a new kind of nation from merging of different ethnic
groups, i.e. the American nation. This strategy of education assumed
consolidation of different ethnic groups around the Anglo-Saxon
protestant language and culture (adding different elements of other
ethnic formations) through school and getting new nation. The US
had to turn into a "melting pot" where national, cultural, ethnic
differences had to disappear and the American type of national
self-consciousness had to be formed. This conception was based on
the idea that, as a result of merging of ethnicities and races,
"new race which includes old values, differences and traditions"
is formed. In this aspect American education resembles the Soviet
internationalist ideas which final aim was the formation of a new
historical community and new identity - "Soviet nation".
But since the mid 1980s the conception of the "melting pot" has also
been criticized by the specialists. The critics believed that this
conception is not only erroneous but it is also vicious, because
it does not take into consideration the complexity and dynamics
of various forms of cultures, impossibility of their merging and
"grinding". The acknowledgement of the importance of ethnic diversity
was intensified in the American pedagogy, because only with the help
of that diversity one can provide the stability of the society and
preserve all its cultural treasures. Thus, instead of "melting pot"
a new conception has been formed - "America - salad bowl".
In accordance with this new principle (multi-culturalism), the school
curriculum on social studies should include key material about ethnic
minorities, present key event from their history, a number of facts
about their contribution to the prosperity and building of that
country, general information about their culture, traditions and etc.
At the same time all the material which may provoke inter-cultural
discord should be avoided.
This principle has been also implemented in other countries and it is
perceived as one of the contemporary variants of the solution of ethnic
conflicts. The main component of the principle of multi-culturalism
in the sphere of education is language policy.
Implementation of multi-lingual and bilingual systems is considered as
a key for the solution of inter-ethnic issues in multi-cultural sphere.
In the developing countries of Africa and Asia bilingual educational
system is used - in the local language and in the languages of former
colonizer countries (English, French, Portuguese). The peoples of
those countries do not have the alphabet of their own, they do not
have literature, theological or scientific texts, or, in other words,
they do not have literary heritage in their language. As a result of
absence of such important preconditions for forming and development of
the national self-consciousness and many other factors, the population
of different African countries can be called nation with the proviso,
regardless of the fact that those countries are the UN members (UN
abbreviation means "Organization of United Nations").
The problem of multi-culturalism is urgent for Western Europe because
in recent decades a huge flow of emigrants from Africa and Asia has
turned there. But despite this, for example, authorities and all
the political parties of Germany offered rigorous opposition to the
statement of the prime-minister of Turkey R. Erdogan that Turkish
minority in Germany (about three million people) needs schools where
subjects are taught in Turkish6. Answer "No" by German authorities
was as firm as the demand of R. Erdogand.
Types and models of bilingual education Let us mention that discussions
concerning bilingual education arise as a rule in the countries
with mass immigration, e.g., countries of Western Europe, or in
the countries which were formed due to the immigration (Canada,
US). Therefore, one can speak about the usage of the method of
bilingual education only in terms of solving definite problems in
multi-ethnic societies. In other cases there is no necessity or
precedents of using that method.
Specialists conventionally divide bilingual education into two types -
content-based and subject-based7:
Content-based bilingual education proposes teaching of all the
content of education in two languages equally, in order to form
a bilingual and bicultural person. This method can be used in the
societies with multi-ethnic population. This means that children
from national or language minorities are granted an opportunity to
study the same subjects in two languages - in mother tongue and in
the language of the titular ethnic group. This approach is acceptable
in some cases because it brings, on the one hand, to the integration
of the national minorities into the society and, on the other hand,
it contributes to preserving of the national identity.
Subject-based bilingual education proposes teaching some subjects in
mother tongue and some - in other language. According to independent
experts this method cannot form a bilingual. If some cultural values
are perceived in mother tongue and the other part in a non-native
language it is impossible to educate bilingual person, because in
this case neither his thinking nor his creative language thought
are developed in any of the languages. This method brings to the
assimilation of the national minorities living abroad8.
So, of this two types only the first one is acceptable for the
Armenian children who live abroad (outside the RA, NKR and Javakhq),
and want to integrate in other countries and preserve their national
identity at the same time. The specialists are right when they say
that content-based and subject-based approaches differ from each
other essentially from the point of view of psychological pedagogy,
because, in essence, they pursue different goals.
Besides the two aforementioned types, which imply the usage of
languages in teaching, the foreign experience of education in two
languages also has 4 models which concern the age of teaching foreign
languages9:
Radical/extreme model; it supposes organization of teaching pupils
in non-native language from the first grade.
Transitional language model; it supposes gradual preparing of pupils
to teaching in a foreign language through increase of the number of
subjects in that language.
Model of profound teaching language: it supposes simultaneous teaching
of all or some of the subjects in two languages - mother tongue and
non-native language.
Model of language survival: it is directed to preserving of the mother
tongue. According to this model all the subjects are taught in mother
tongue and foreign languages are subsidiary means.
The first two models (radical and transitional) bring to the
estrangement from the national roots, transformation of the identity
and assimilation with other societies. Those models are absolutely
unacceptable (in Diaspora as well)10.
Thus, the independent expert opinion on the issues of education of
Russian speaking minority in Latvia says that the parents who want to
see their children assimilated with the Latvian nation, send their
children to the educational institutions where the transitional
language model is used and where 50-80% of subjects are taught in
Latvian from 5-6 grades11.
Bilingual education and Armenian communities In general, all the
aforementioned methods, unlike the national school which provides
national education, are called to serve global processes directed
to the evening-out and forming persons who are deprived of the
national character, the so-called "citizens of the world". Among the
aforementioned four models of bilingual education we can single out
the last two which can be implemented in some communities in Diaspora
tentatively. In particular, in the communities where national education
is on the verge of collapse (e.g., there are no Armenian schools
or the education is organized mainly in Sunday schools), not the
subject-based but a content-based type of bilingual education can be
used, i.e. teaching activity is arranged in two languages equally. As
for the age of teaching foreign languages, among the aforementioned
four models only third and forth are acceptable.
Conclusions Thus, the rich international experience of modern
multi-cultural models of education can be implemented exclusively
outside the RA and NKR (as well as Javakhq), weighing all pros and
cons previously and using from the aforementioned models and types
only those methods which have the biggest potential in terms of
preserving nation.
Nevertheless, the basis for the national self-consciousness in the
20th century, despite the process of globalization, still remains
the national school with the mother tongue as a language of teaching.
1Boos-Nunning, U., Hohmann, M., Reich, H., Aufnahmeunterricht,
Muttersprachlicher Unterricht, Interkultureller Unterricht. Ergebnisse
einer vergleichenden Untersuchung zum Unterricht fur ausländische
Kinder in Belgien, England, Frankreich und den Niederlanden. Munchen
1983.
2Sandfuchs, U., Lehren und Lernen mit Ausländerkindern. Bad
Heilbrunn. 1986.
3Fthenakis, W., Sonner, A., Thrul, R., Walbiner, W.,
Bilingual-bikulturelle Entwicklung des Kinders: Ein Handbuch fur
Psychologen, Pädagogen und Linguisten. Munchen: Hueber 1985.
4ХайÑ~@Ñ~Cддинов Ð~\.Ð~P., Ð~_оÐ"икÑ~CÐ"Ñ~LÑ~BÑ~CÑ~@ное
обÑ~@азование: иÑ~AÑ~BоÑ~@иÑ~O, пÑ~@обÐ"емÑ~K и
пеÑ~@Ñ~AпекÑ~BивÑ~K, 02.04.2007.
5See for details Ð~]аÐ"Ñ~GаджÑ~Oн Ð~P., ÐÑ~Bногенез и
аÑ~AÑ~AимиÐ"Ñ~OÑ~FиÑ~O (пÑ~AиÑ...оÐ"огиÑ~GеÑ~Aкие
аÑ~AпекÑ~BÑ~K), Ð~UÑ~@еван - Ð~\оÑ~Aква, 2003,
Ñ~A. 184-185.
6УÑ~GиÑ~Bе Ñ~BÑ~CÑ~@еÑ~Fкий: ТÑ~CÑ~@Ñ~FиÑ~O Ñ~BÑ~@ебÑ~CеÑ~B
оÑ~BкÑ~@Ñ~KÑ~BÑ~L в Ð"еÑ~@мании Ñ~HкоÐ"Ñ~K Ñ~A
обÑ~CÑ~Gением на Ñ~BÑ~CÑ~@еÑ~Fком Ñ~OзÑ~Kке,
http://lenta.ru/articles/2010/03/30/schulen/
7ÐкÑ~AпеÑ~@Ñ~BнаÑ~O оÑ~Fенка
оÑ~AновнÑ~KÑ... докÑ~CменÑ~Bов,
Ñ~@егÐ"аменÑ~BиÑ~@Ñ~CÑ~NÑ~IиÑ... введение
биÐ"ингваÐ"Ñ~Lного обÑ~@азованиÑ~O
в Ñ~HкоÐ"аÑ... Ñ~A Ñ~@Ñ~CÑ~AÑ~Aким Ñ~OзÑ~Kком
обÑ~CÑ~GениÑ~O в Ð~[аÑ~BвийÑ~Aкой РеÑ~AпÑ~CбÐ"ике,
http://skola.ogreland.lv/rusjaz/psihol/_private/psih015.htm.
8Let us mention that the initiative of the RA government "On
making changes in the RA "Language Law" (documentation code:
Ð~Z-876-20.04.2010-Ð"Ð~Z-010/0) propose implementation of the second
model in the RA, which is, undoubtedly, unacceptable.
9ÐкÑ~AпеÑ~@Ñ~BнаÑ~O оÑ~Fенка
оÑ~AновнÑ~KÑ... докÑ~CменÑ~Bов,
Ñ~@егÐ"аменÑ~BиÑ~@Ñ~CÑ~NÑ~IиÑ... введение
биÐ"ингваÐ"Ñ~Lного обÑ~@азованиÑ~O
в Ñ~HкоÐ"аÑ... Ñ~A Ñ~@Ñ~CÑ~AÑ~Aким Ñ~OзÑ~Kком
обÑ~CÑ~GениÑ~O в Ð~[аÑ~BвийÑ~Aкой РеÑ~AпÑ~CбÐ"ике,
http://skola.ogreland.lv/rusjaz/psihol/_private/psih015.htm.
10Let us once more remind you about the initiative of the RA government
"On making changes in the RA "Language Law" (documentation code:
Ð~Z-876-20.04.2010-Ð"Ð~Z-010/0) the first variant of which corresponded
to the radical and the second, improved variant, corresponds to
the transitional model. Both variants bring to the distortion and
transformation of the national identity.
11ÐкÑ~AпеÑ~@Ñ~BнаÑ~O оÑ~Fенка
оÑ~AновнÑ~KÑ... докÑ~CменÑ~Bов,
Ñ~@егÐ"аменÑ~BиÑ~@Ñ~CÑ~NÑ~IиÑ... введение
биÐ"ингваÐ"Ñ~Lного обÑ~@азованиÑ~O
в Ñ~HкоÐ"аÑ... Ñ~A Ñ~@Ñ~CÑ~AÑ~Aким Ñ~OзÑ~Kком
обÑ~CÑ~GениÑ~O в Ð~[аÑ~BвийÑ~Aкой РеÑ~AпÑ~CбÐ"ике,
http://skola.ogreland.lv/rusjaz/psihol/_private/psih015.htm.
Â"Globus National SecurityÂ", issue 5
Another materials of author
The Armenian community in Tbilisi: conclusion[11.12.2006]
From: A. Papazian