Technologies for counteracting the entropy of linguistic personality
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Abstract
Background. The need to counteract the entropy of the linguistic personality in a bilingual environment. The problem lies in the fact that teachers do not always understand which pedagogical technologies can counteract the entropy of the linguistic personality of a child of preschool and primary school age, which technologies can be used to work on the development of children’s speech in a bilingual environment.
Objective. To show the results of a study on the use of technologies to counteract the entropy of the linguistic personality of preschool and primary school age children in conditions of bilingualism. The entropy of a linguistic personality is the loss by a bilingual child of previously formed verbal-semantic (bilingual), cognitive (national-cultural), motivational-pragmatic (functional – communicative, creative, etc.) competencies.
Methods. The following research methods were used: questionnaires, testing, pedagogical supervision, checking the performance of grammatical and communicative tasks using traditional methods of analysis and neural network (artificial intelligence), mathematical processing of results.
Results. Test and questionnaire surveys of kindergarten teachers (1348 respondents) and primary school teachers (1368 respondents) showed the predominance of three groups of technologies in the practice of educational activities of preschool institutions and primary schools – integrated, disintegrated (or parallel), and communicative. All these technologies are technologies of negentropy (counteraction) to irreversible destructive phenomena in the bilingual communicative activities of children. These technologies maintain a certain balance and ensure the development of bilingual, ethnic, and functional competence of children. It was found that the children’s functional literacy is significantly influenced by the subject, the ultimate goal of which is to master coherent speech (in the form of text or dialogical unity). Coherent speech, formed at preschool age, remains the basic foundation for elementary school and is least susceptible to entropy.
Conclusions. The results of the study suggest that in working on the prerequisites of functional literacy in kindergarten and on functional literacy in primary school, we must not forget about children’s knowledge and ideas in the subject area of language and communications: subject literacy is an important condition for working on functional literacy. The realization of this condition contributes to the maximum self-realization and development of a linguistic personality in the bilingual, national-cultural, and functional spheres. Therefore, technologies for the formation of subject literacy must take into account the requirements of functional literacy. Functional literacy itself should not be considered in isolation from the subject. Partial programs, technologies, and didactic materials for the formation of a child’s linguistic personality in a bilingual environment can become promising areas of pedagogical research.
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