Gabdulkhakov V.F., Yashina O.V., Zinnurova A.F. Technology of research-oriented teaching of coherent speech to bilingual children
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10.24412/2782-4519-2022-3111-4-15
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Gabdulkhakov V.F., Yashina O.V., Zinnurova A.F. (2022). Technology of research-oriented teaching of coherent speech to bilingual children. Preschool Education Today. 3:16, 4–15 (in Russian). DOI: 10.24412/2782-4519-2022-3111-4-15
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Abstract
The relevance of the topic of the article is due to the need to develop competencies in bilingual children related to the construction of original texts in a second language. We assumed that if children explore the mechanisms for constructing coherent speech in different languages, compare the features of their implementation in these languages, independently carry out transposition (positive transfer of coinciding schemes for organizing coherent speech) and overcome interference (divergent schemes for constructing a coherent text), then the quality of their bilingual utterances may improve.
The aim of the study is to show the results of a study on the implementation of the technology of research-based learning to build a text (coherent speech). Coherent speech is understood in the article as a text created using the following mechanisms: 1) interphrase communication, 2) consistent implementation of structural and semantic units, 3) linguistic means of stylistic unity.
The pedagogical experiment was carried out on the basis of preschool institutions of the Republic of Tatarstan, in which children learn three languages – Russian, Tatar, English. The experiment took place in 2018-2022. The data obtained were compared with control groups in which such tasks were not used. The total number of subjects was 2427 children of senior preschool age. In the pedagogical experiment, we tried to transform the traditional methodological scheme into a technological one – research, in which children stop playing the passive role of performers and turn into researchers of the structure of the text (the structure of coherent speech). Coherent speech becomes the object of research for children, the subject is the mechanisms for constructing a coherent text in the first, second, sometimes third languages.
The results of the study turned out to be significant: if in the experimental groups the number of children who were able to construct an original text in the second language increased by an average of 50%, then in the control groups by only 3%.
Conclusion. Research-oriented technology for the formation of textual competencies can be used in teaching different languages. This technology stimulates independent search, teaches to compare the features of two languages, independently carry out transposition (positive transfer of the laws of one language to another language), overcome text interference (the negative influence of the laws of one language on another), develops competencies in the analysis and compilation of coherent texts in the native language, second and third languages.
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35. Roo, A. K., Y. Ardasheva, S. N. Newcomer, and M. Vidrio Magaсa. 2018. “Contributions of Tracking, Literacy Skills, and Attitudes to Science Achievement of Students with Varied English Proficiency.” International Journal of Bilingual Education and Bilingualism, 1–17. doi:https://doi.org/10.1080/13670050.2018.1434125.
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41. Surrain, S., and G. Luk. 2017. “Describing Bilinguals: A Systematic Review of Labels and Descriptions used in the Literature Between 2005–2015.” Bilingualism: Language and Cognition 22 (2): 401–415. doi:https://doi.org/10.1017/S1366728917000682.
42. Thompson, G. 2018. “Insights for Efficacy Development from an Exploration of Japanese Business Management Students’ EAP Self-Efficacy Beliefs.” The Asian ESP Journal 14 (7.1): 244–284.
43. Ushioda, E. 2017. “The Impact of Global English on Motivation to Learn other Languages: Toward an Ideal Multilingual Self.” The Modern Language Journal 101: 469–482. doi: https://doi.org/10.1111/modl.12413
44. Verhoeven, L., and W. van Elsacker. 2016. “Home and School Predictors of Reading Achievement in Linguistically Diverse Learners in Intermediate Primary Grades.” In Written and Spoken Language Development Across the Lifespan: Essays in Honour of Liliana Tolchinsky, edited by J. Perera, M. Aparici, E. Rosado, and N. Salas, 65-76.
45. Vincze, L., and J. Gasiorek. 2018. “My Competence, Your Competence, and the Language we use: The Moderating Effect of Interlocutor Language Constraint in Bilingual Accommodation.” International Journal of Bilingual Education and Bilingualism 21 (1): 70–78. doi:https://doi.org/10.1080/13670050.2015.1128385.
46. Wang, Y., and L. Wang. 2016. “Self-construal and Creativity: The Moderator Effect of Self-Esteem.” Personality and Individual Differences 99: 184–189. doi: https://doi.org/10.1016/j.paid.2016.04.086
47. Wasik, B., A. H. Hindman, and E. K. Snell. 2016. “Closing the 30 Million Word Gap: Next Steps in Designing Research to Inform Practice.” Child Development Perspectives 10: 134–139. doi: https://doi.org/10.1111/cdep.12177
48. Welter, M. M., S. Jaarsveld, C. van Leeuwen, and T. Lachmann. 2016. “Intelligence and Creativity: Over the Threshold Together?” Creativity Research Journal 28 (2): 212–218. doi: https://doi.org/10.1080/10400419.2016.1162564
49. Wesseling, P. B. C., C. A. Christmann, and T. Lachman. (2017). “Shared Book Reading Promotes not Only Language Development, but also Grapheme Awareness in German Kindergarten Children.” Frontiers in Psychology 8: 1–13. doi: https://doi.org/10.3389/fpsyg.2017.00364
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2. Al-Hoorie, A. H. 2018. “The L2 Motivational Self System: A Meta-Analysis.” Studies in Second Language Learning and Teaching 8 (4): 721–754. doi: https://doi.org/10.14746/ssllt.2018.8.4.2
3. Anderson, J. A. E., L. Mak, A. Keyvani Chahi, and E. Bialystok. 2018. “The Language and Social Background Questionnaire: Assessing Degree of Bilingualism in a Diverse Population.” Behavior Research Methods 50 (1): 250–263. doi: https://doi.org/10.3758/s13428-017-0867-9
4. Anssi Roiha & Katja Mäntylä 2022. ‘It has given me this kind of courage…’: the significance of CLIL in forming a positive target language self-concept. International Journal of Bilingual Education and Bilingualism. Volume 22. Pages: 100-116. https://www.tandfonline.com/toc/rbeb20/current
5. Ardasheva, Y., K. J. Carbonneau, A. K. Roo, and Z. Wang. 2018. “Relationships among Prior Learning, Anxiety, Self-Efficacy, and Science Vocabulary Learning of Middle School Students with Varied English Language Proficiency.” Learning and Individual Differences 61: 21–30. doi:https://doi.org/10.1016/J.LINDIF.2017.11.008
6. Baker, Colin, and Wayne E. Wright. 2017. Foundations of Bilingual Education and Bilingualism. 6th ed. Bristol: Multilingual Matters.
7. Bradford, A. 2018. “It’s Not All about English! The Problem of Language Foregrounding in English-Medium Programmes in Japan.” Journal of Multilingual and Multicultural Development, 1–14. doi:https://doi.org/10.1080/01434632.2018.1551402.
8. Brutt-Griffler, Janina. 2017. “English in the Multilingual Classroom: Implications for Research, Policy and Practice.” PSU Research Review 1 (3): 216–228. doi:https://doi.org/10.1108/PRR-10-2017-0042.
9. Calderуn, Margarita, Diego Fuenzalida,and Elizabeth Simonsen. 2018. Mapuche Nütram: historias y voces de educadores tradicionales [Mapuche Nütram: Stories and Voices of Traditional Educators]. Santiago: Universidad de Chile, Programa Transversal de Educaciуn, Centro de Investigaciуn Avanzada en Educaciуn.
10. Cantero, M.-J., V. Alfonso-Benlliure, and R. Melero. 2016. “Creativity in Middle Childhood: Influence of Perceived Maternal Sensitivity, Self-Esteem, and Shyness.” Creativity Research Journal 28 (1): 105–113. doi: https://doi.org/10.1080/10400419.2016.1125246
11. Carnock, Janie T. 2016. From Blueprint to Building: Lifting the Torch for Multilingual Students in New York State. Washington, DC: New America.
12. Chang, J.-Y., W. Kim, and H. Lee. 2017. “A Language Support Program for English-Medium Instruction Courses: Its Development and Evaluation in an EFL Setting.” International Journal of Bilingual Education and Bilingualism 20 (5): 510–528. doi:https://doi.org/10.1080/13670050.2015.1080658.
13. Chao, C. N. G., D. M. McInerney, and B. Bai. 2019. “Self-Efficacy and Self-Concept as Predictors of Language Learning Achievements in an Asian Bilingual Context.” The Asia-Pacific Education Researcher 28 (2): 139–147. doi:https://doi.org/10.1007/s40299-018-0420-3
14. Creswell, John W., and Vicki L Plano Clark. 2017. Designing and Conducting Mixed Methods Research. 3rd ed. Los Angeles, CA: Sage.
15. Dolowy-Rybinska, Nicole. 2018. “Learning Upper Sorbian. The Problems With Minority Language Education for Non-Native Pupils in the Upper Sorbian Grammar School in Bautzen/Budysin.” In International Journal of Bilingual Education and Bilingualism, 1–15. New York, NY: Routledge.
16. Dragojevic, M., J. Gasiorek, and H. Giles. 2016. “Accommodation Strategies as Core of the Theory.” In Communication Accommodation Theory: Negotiating Personal and Social Identities Across Contexts, edited by H. Giles, 36–59. Cambridge, UK: Cambridge University Press.
17. Edele, Aileen, Julian Seuring, Cornelia Kristen, and Petra Stanat. 2015. “Why Bother with Testing? The Validity of Immigrants’ Self-Assessed Language Proficiency.” Social Science Research 52: 99–123. doi: https://doi.org/10.1016/j.ssresearch.2014.12.017
18. Forrest, Walter. 2018. “The Intergenerational Transmission of Australian Indigenous Languages: Why Language Maintenance Programmes Should Be Family-Focused.” Ethnic and Racial Studies 41 (2): 303–323. doi: https://doi.org/10.1080/01419870.2017.1334938
19. Galloway, N., J. Kriukow, and T. Numajiri. 2017. Internationalisation, Higher Education and the Growing Demand for English: An Investigation into the English Medium of Instruction (EMI) Movement in China and Japan. Accessed 30 October 2017, from Teaching English | British Council | BBC website: https://www.teachingenglish.org.uk/article/internationalisation-higher-education-growing-demand-engl....
20. Gándara, Patricia, and Kathy Escamilla. 2016. “Bilingual Education in the United States.” In Bilingual and Multilingual Education, 3rd ed., edited by O. Garcнa, Angel M.Y. Lin, and Stephen May, 439-452.
21. Gasiorek, J., and A. S. Ebesu Hubbard. 2017. “Perspectives on Perspective Taking in Communication Research.” Review of Communication 17 (2): 87–105. doi: https://doi.org/10.1080/15358593.2017.1293837
22. Gindin, S.I. What is a Text as a Basic Notion of Text Linguistics // Text as Sentence Continued. Hamburg, 1981. P. 107-111.
23. Hospel, Virginie, and Benoоt Galand. 2016. “Are Both Classroom Autonomy Support and Structure Equally Important for Students’ Engagement? A Multilevel Analysis.” Learning and Instruction 41: 1–10. doi: https://doi.org/10.1016/j.learninstruc.2015.09.001
24. Howard, Elizabeth R., Kathryn J. Lindholm-Leary, David Rogers, Natalie Olague, Josй Medina, Barbara Kennedy, Julie Sugarman, and Donna Christian. 2018. Guiding Principles for Dual Language Education. 3rd ed. Washington, DC: Center for Applied Linguistics
25. Jang, Eunjee, and Janina Brutt-Griffler. 2019. “Language as a Bridge to Higher Education: A Large-Scale Empirical Study of Heritage Language Proficiency on Language Minority Students’ Academic Success.” Journal of Multilingual and Multicultural Development 40 (4): 322–337. doi: https://doi.org/10.1080/01434632.2018.1518451
26. Janina Brutt-Griffler & Eunjee Jang 2022. Dual language programs: an exploration of bilingual students’ academic achievement, language proficiencies and engagement using a mixed methods approach. International Journal of Bilingual Education and Bilingualism. Volume 22. Pages: 1-22. https://www.tandfonline.com/toc/rbeb20/current
27. Macaro, E., S. Curle, J. Pun, J. An, and J. Dearden. 2018. “A Systematic Review of English Medium Instruction in Higher Education.” Language Teaching 51 (01): 36–76. doi:https://doi.org/10.1017/S0261444817000350.
28. Ministry of Education. 2016. “Reflexiones de profesores(as) EIB y acadйmicos acerca de la educaciуn intercultural billingue en Chile.” [Reflections from IBE Professors and Academics About Intercultural Education Billingue in Chile.]
29. Mohanty, A. K. 2019. The Multilingual Reality: Living with Languages. Bristol, Blue Ridge Summit: Multilingual Matters.
30. National Center for Education Statistics. 2016. “Digest of Educational Statistics. Table 204.27. English language learner (ELL) students enrolled in public elementary and secondary schools, by grade, home language, and selected student characteristics: Selected years, 2008-09 through fall 2015.” National Center for Education Statistics. Accessed 18 December 2018. https://nces.ed.gov/programs/digest/d17/tables/dt17_204.27.asp?current=yes.
31. National Clearinghouse for English Language Acquisition. 2018. “Profiles of English Learners (ELs).” CELA fast facts. Accessed 5 September 2018. https://ncela.ed.gov/fast-facts.
32. New York State Education Department. 2018. “Blueprint for English Language Learner Success.” New York State Education Department. Accessed 5 September 2018. http://www.nysed.gov/common/nysed/files/nys-blueprint-for-ell-success.pdf.
33. Passport of the national project of the Russian Federation “Education” dated December 24, 2018, No. 16. [Elektronnyj resurs]. URL http://static.government.ru/media/files/UuG1ErcOWtjfOFCsqdLsLxC8oPFDkmBB.pdf (data obrashcheniya 5.04.2022).
34. Reershemius, Gertrud. 2017. “Autochthonous Heritage Languages and Social Media: Writing and Bilingual Practices in Low German on Facebook.” Journal of Multilingual and Multicultural Development 38 (1): 35–49. doi: https://doi.org/10.1080/01434632.2016.1151434
35. Roo, A. K., Y. Ardasheva, S. N. Newcomer, and M. Vidrio Magaсa. 2018. “Contributions of Tracking, Literacy Skills, and Attitudes to Science Achievement of Students with Varied English Proficiency.” International Journal of Bilingual Education and Bilingualism, 1–17. doi:https://doi.org/10.1080/13670050.2018.1434125.
36. Rose, H., S. Curle, I. Aizawa, and G. Thompson. 2019. “What Drives Success in English Medium Taught Courses? The Interplay Between Language Proficiency, Academic Skills, and Motivation.” Studies in Higher Education, 1–13. doi:https://doi.org/10.1080/03075079.2019.1590690.
37. Ruckstuhl, Katharina. 2017. “Public Policy and Indigenous Language Rights: Aotearoa New Zealand’s Maori Language Act 2016.” Current Issues in Language Planning [Revistas arbitradas]: 1–14.
38. Skazki dlya starshej gruppy. [Elektronnyj resurs]. URL https://nukadeti.ru/skazki/dlya-starshej-gruppy (data obrashcheniya 5.04.2022).
39. Statistics Canada. 2016. “Children with an Immigrant Background: Bridging Cultures.” Census: Statistics Canada Catalogue no. 98-200-X2016015, Ottawa, Ontario, October 2017. https://www12.statcan.gc.ca/census-recensement/2016/as-sa/98-200-x/2016015/98-200-x2016015-eng.cfm.
40. Stell, G., and M. Dragojevic. 2017. “Multilingual Accommodation in Namibia: An Examination of Six Ethnolinguistic Groups’ Language use in Intra– and Intergroup Interactions.” Journal of Language and Social Psychology 36: 167–187. doi:https://doi.org/10.1177/0261927X16650718.
41. Surrain, S., and G. Luk. 2017. “Describing Bilinguals: A Systematic Review of Labels and Descriptions used in the Literature Between 2005–2015.” Bilingualism: Language and Cognition 22 (2): 401–415. doi:https://doi.org/10.1017/S1366728917000682.
42. Thompson, G. 2018. “Insights for Efficacy Development from an Exploration of Japanese Business Management Students’ EAP Self-Efficacy Beliefs.” The Asian ESP Journal 14 (7.1): 244–284.
43. Ushioda, E. 2017. “The Impact of Global English on Motivation to Learn other Languages: Toward an Ideal Multilingual Self.” The Modern Language Journal 101: 469–482. doi: https://doi.org/10.1111/modl.12413
44. Verhoeven, L., and W. van Elsacker. 2016. “Home and School Predictors of Reading Achievement in Linguistically Diverse Learners in Intermediate Primary Grades.” In Written and Spoken Language Development Across the Lifespan: Essays in Honour of Liliana Tolchinsky, edited by J. Perera, M. Aparici, E. Rosado, and N. Salas, 65-76.
45. Vincze, L., and J. Gasiorek. 2018. “My Competence, Your Competence, and the Language we use: The Moderating Effect of Interlocutor Language Constraint in Bilingual Accommodation.” International Journal of Bilingual Education and Bilingualism 21 (1): 70–78. doi:https://doi.org/10.1080/13670050.2015.1128385.
46. Wang, Y., and L. Wang. 2016. “Self-construal and Creativity: The Moderator Effect of Self-Esteem.” Personality and Individual Differences 99: 184–189. doi: https://doi.org/10.1016/j.paid.2016.04.086
47. Wasik, B., A. H. Hindman, and E. K. Snell. 2016. “Closing the 30 Million Word Gap: Next Steps in Designing Research to Inform Practice.” Child Development Perspectives 10: 134–139. doi: https://doi.org/10.1111/cdep.12177
48. Welter, M. M., S. Jaarsveld, C. van Leeuwen, and T. Lachmann. 2016. “Intelligence and Creativity: Over the Threshold Together?” Creativity Research Journal 28 (2): 212–218. doi: https://doi.org/10.1080/10400419.2016.1162564
49. Wesseling, P. B. C., C. A. Christmann, and T. Lachman. (2017). “Shared Book Reading Promotes not Only Language Development, but also Grapheme Awareness in German Kindergarten Children.” Frontiers in Psychology 8: 1–13. doi: https://doi.org/10.3389/fpsyg.2017.00364
50. Zhinkin, N.I. (1958) Mekhanizmy rechi [Tekst] / Akad. ped. nauk RSFSR. In-t psiholo-gii. Moscow. Akad. ped. nauk RSFSR Publ. 370.