Gabdulkhakov V.F. Neurocognitive techniques for overcoming linguistic and figurative interference in bilingual children
This work is licensed under a Сreative Commons Atribiution - NonCommercial 4.0 International (CC BY-NC 4.0)
Abstract
The relevance of the topic of the article. In the national regions of Russia, the speech of bilingual children is characterized by a large number of errors: it is characterized, on the one hand, by language interference, when the laws of the native language negatively affect the second (Russian), on the other hand, by figurative interference, when the figurative meaning of literary images is native culture comes into conflict with the images and meanings of Russian literature. These interferences negatively affect not only Russian speech, but also thinking, memory, intelligence, – all cognitive and regulatory functions of children. Educators do not always understand what techniques should be used to overcome the negative impact of these interferences.
The aim of the study. The work is aimed at analyzing the speech of bilingual children, to identify typical speech and semantic errors caused by the influence of linguistic and figurative interference on the Russian speech of children, to determine effective techniques for overcoming interference. The question is posed that such techniques can be techniques for the formation of a child’s linguistic personality, developed in linguodidactics. The assumption is tested that these techniques – with the installation on language and figurative meaning - with a certain sequence, can have the effect of neurocognitive influence, that is, ensure the formation of correct Russian speech in a shorter time.
Description of the research progress. In the course of the study (2019–2021), 257 statements of bilingual children of the senior and preparatory groups (6–7 years old) were analyzed. In this study, 125 children belonged to the group of children with autistic disorders, 132 – to the group of ordinary bilingual children. 32 teachers of preschool institutions of Tatarstan took part in the study.
Research results. It has been observed that children suffering from language interference are more susceptible to figurative interference. The more their Russian speech is subject to linguistic interference, the more it is subject to figurative interference. Figurative interference is a contradictory association connected with cultures that have the same symbolism, but different meanings in different languages and cultures. Autistic children, who are just as bilingual as ordinary children, make mistakes associated with the manifestation of interference much more than ordinary children. In both groups, interference errors in Russian characterize more than half of all children. A sequence of linguodidactic techniques was determined, which included verbal-semantic techniques, techniques of repetition of a speech pattern, techniques of the communicative core, techniques of transposition, techniques of storytelling, interpretation of figurative means, techniques of creative retelling, techniques of theatricalization, motivational-pragmatic feedback techniques. This sequence provided the effect of neurocognitive influence and turned out to be more effective in comparison with traditional methodological techniques.
Conclusion. The data obtained indicate that the linguodidactic techniques implemented in a certain sequence can be called neurocognitive: they help to overcome the negative influence of linguistic and imaginative interference. Such techniques are based on the principles of empathy, reflection, anticipatory synthesis, the communicative core and act with a certain frequency, fixing linguistic and figurative symbols.
References
2. Anderson P.J., Cheong J.L., Thompson D.K. (2015) The predictive validity of neonatal MRI for neurodevelopmental outcome in very preterm children Semin. Seminars in Perinatology. Vol. 39. 2. P. 147-158. DOI:10.1053/j. semperi.2015.01.008
3. Arfe B., Vardanega T., Ronconi L. (2020) The effects of coding on children’s planning and inhibition skills. Computers & Education. Vol. 148. 16. DOI:10.1016/j.compedu.2020.103807
4. Arhipova E.F. (2017) Esli u rebenka obshchee nedorazvitie rechi [If a Child Has Speech and Language Disorders]. Sovremennoe doshkol’noe obrazovanie [Preschool Education Today]. 2(74). 38–43.
5. Cognitive Neuroscience – 2019: materialy mezhdunarodnogo foruma. Ekaterinburg, 6–7 noyabrya 2019 g. (2020) [otv. red. A.A. Pecherkina, S.V. Popov]; Ural’skij federal’nyj universitet. – Ekaterinburg: Izd vo Ural. un ta. – 270 s.
6. de Kurtene B. (2018) Yazykovedenie i yazyk. Issledovaniya, zamechaniya, programmy lekcij [Linguistics and language. Research, remarks, lecture programs]. Moscow. 214.
7. Debanne D., Russier V. (2019) The contribution of ion channels in input-output plasticity. Neurobiology of Learning and Memory. Vol.166. 8. DOI:10.1016/j.nlm.2019.107095
8. Farmer G.E., Thompson L.T. (2012) Learning-dependent plasticity of hippocampal CA1 pyramidal neuron post burst after hyperpolarizations and increased excitability after inhibitory avoidance learning depend upon basolateral amygdala inputs. Hippocampus. Vol. 22. 8. 1703–1719. DOI: 10.1002/hipo.22005
9. Franca T.F.A. (2019) Isolating the key factors defining the magnitude of hippocampal neurogenesis’ effects on anxiety, memory and pattern separation. Neurobiology of Learning and Memory. Vol. 166. 5. DOI:10.1016/j.nlm.2019.107102
10. Gabdulhakov V., Novik N, Yashina O. (2020). Anthropology of Teacher Training in Interdisciplinary and Digital Education. International Scientific Conference on Innovative Approaches to the Application of Digital Technologies in Education, November 12-13, 2020, Stavropol, Russia. 60–69.
11. Gabdulkhakov V.F., Shishova E.O. (2018). Multicultural Training Of Future Teachers In The Context Of Ethnic Tensions. European Proceedings of Social and Behavioural Sciences EpSBS (IFTE 2018) Volume XLV (45) eISSN: 2357-1330. 76. 651-660. doi: 10.15405
12. Glushchenko A.A. (2017) Nejropedagogika kak novejshee napravlenie pedagogiki: tekhnolo-gii, principy, metody [Neuropedagogy as the newest direction of pedagogy: technologies, principles, methods]. Innovacionnye pedagogicheskie tekhnologii: materialy VII Mezhdunar. nauch. konf. [Innovative pedagogical technologies: materials of the VII Intern. scientific. conf.] (g. Kazan’, oktyabr’ 2017 g– Kazan’. Buk Publ. 67–69.
13. Grineski S.E., Collins T.W., Adkins D.E. (2020) Hazardous air pollutants are associated with worse performance in reading, math, and science among US primary schoolchildren. Environmental Research. Vol. 181. 10 p. DOI:10.1016/j. envres.2019.108925
14. Guardabassi V., Tomasetto C. (2020) Weight status or weight stigma? Obesity stereotypes – Not excess weight – Reduce working memory in school-aged children. Journal of Experimental Child Psychology. Vol. 189. 9. DOI: 10.1016/j. jecp.2019.104706
15. Karaulov Y.N. (2010) Russkij yazyk i yazykovaya lichnost’ [Russian language and linguistic personality]. Moscow. LKI, URSS Editorial. 264.
16. Konstituciya Respubliki Tatarstan [Constitution of the Republic of Tatarstan] (v redakcii zakonov Respubliki Tatarstan ot 19 aprelya 2002 goda № 1380, ot 15 sentyabrya 2003 goda № 34-ZRT, ot 12 marta 2004 goda № 10-ZRT, ot 14 marta 2005 goda № 55-ZRT, ot 30 marta 2010 goda № 10-ZRT, ot 22 noyabrya 2010 goda № 79-ZRT, ot 22 iyunya 2012 goda № 40-ZRT).
17. Kyriakides L., Anthimou M., Panayiotou A. (2020) Searching for the impact of teacher behavior on promoting students’ cognitive and metacognitive skills. Studies in Educational Evaluation. Vol. 189. 14 p. DOI:10.1016/j.stueduc. 2019.100810
18. Lindahl I. (2017) Vzaimodejstvie s det’mi v doshkol’nyh obrazovatel’nyh uchrezhdeniyah: vybor puti v doshkol’nom obrazovanii [Interacting with the Child in Preschool: a Crossroad in Early Childhood Education]. Sovremennoe doshkol’noe obrazovanie: teoriya i praktika [Preschool Education Today]. 2(74). 44–55.
19. Moskvitin V.A., Moskvitina N.V. (2001) Nejropedagogika kak prikladnoe napravlenie pedagogiki i differencial’noj psihologii [Neuropedagogy as an applied direction of pedagogy and differential psychology]. Vestnik OGU. Vol. 4. 34–38.
20. Moyles J. (2012). Cross-Cultural Perspectives on Early Childhood. British Library Cataloguing in Publication data. 240.
21. Nejrobiologiya kognitivnyh kompetencij mladshego shkol’nogo vozrasta: novejshie zarubezhnye issledovaniya (2020) [Neurobiology of cognitive competencies of primary school age: the latest foreign research]. T.V. Ermolova, A.V. Litvinov, E.A. Balygina, N.V. Savickaya. Sovremennaya Zarubezhnaya Psihologiya [Modern Foreign Psychology]. Vol. 9. 2. 8–20.
22. Oh M.M., Disterhoft J.F. (2020) Learning and aging affect neuronal excitability and learning. Neurobiology of Learning and Memory. Vol. 167. 7. DOI:10.1016/j.nlm.2019.107133
23. Piaget J. (2008) Rech’ i myshlenie rebenka [Child’s speech and thinking]. Moscow. Rimis Publ. 416.
24. Polspoel B., Vandermosten M., De Smedt B. (2020) The association of grey matter volume and cortical complexity with individual differences in children’s arithmetic fluency. Neuropsychologia. Vol. 137. 10. DOI:10.1016/j. neuropsychologia.2019.107293
25. Pulfrey J., Gasser U. (2016) Born Digital: How children gow up in a digital age. New York: Basic Books. 352.
26. Shiyan O.A., Beloluckaya A.K., Le-van T.N., Zadadaev S.A. (2021) Kognitivnoe razvitie doshkol’nikov: vzaimosvyaz’ normativnyh, preobrazuyushchih i simvolicheskih sposobnostej [Cognitive development of preschoolers: the relationship of normative, transformative and symbolic abilities] Sovremennoe doshkol’noe obrazovanie [Preschool Education Today]. 6(108). 14–25. 10.24412/1997-9657-2021-6108-14-25
27. Siddiqui N., Gorard S., See B.H. (2019) Can learning beyond the classroom impact on social responsibility and academic attainment? An evaluation of the Children’s University youth social action programme. Studies in Educational Evaluation. Vol. 61. 74–82. DOI:10.1016/j.stueduc.2019.03.004
28. Stepanov V.G., Levanova E.A., Klemanto-vich I.P. (2016) Nejropedagogika i ee zadachi [Neuropedagogy and its problems]. Molodoj Uchenyj [Young Scientist]. 7. 155–156.
29. Tatarskie narodnye skazki (2017) [Tatar folk tales]. Moscow. Rech’ Publ. 214.
30. Teatr ХХI veka i vyzovy novogo vremeni: materialy mezhdunarodnoj nauchno-prakticheskoj konferencii, posvyashchennoj 110-letiyu tatarskogo teatra (2016) [Theater of the XXI century and the challenges of the new time: materials of the international scientific-practical conference dedicated to the 110th anniversary of the Tatar theater]. Edit by E.M. Galimova. Kazan’: IYALI Publ. 336.
31. Veraksa A.N., Vasil’eva M.D., Archakova T.O. (2016). Razvitie proizvol’nosti re-gulyatornyh funkcij v doshkol’nom vozraste: obzor sovremennyh zarubezhnyh issledovanij [The development of the arbitrariness of regulatory functions in preschool age: a review of modern foreign studies]. Voprosy Psihologii [Psychology Issues], 6, 150–166.
32. Vygotskij L.S. (2019) Detskaya psihologiya [Children’s psychology]. V kn. L. S. Vygotskij, Sobranie sochinenij (t. 4. S. 243-385). Moscow. Pedagogika Publ. 345.
33. Wang Q., Kushnir T. (2019) Cultural Pathways in Cognitive Development: Introduction to the Special Issue. Cognitive Development. Vol. 52. 4. DOI:10.1016/j.cogdev.2019.100816
34. Weinreich U. (1979) Yazykovye kontakty: sostoyanie i problemy issledovaniya [Language contacts: state and research problems]. Kiev. 260.