| Lesson Code | Course Name | Class | Credit | Lesson Time | Weekly Lesson Hours (Theoretical) | Weekly Lesson Hours (Practice) | Weekly Class Hours (Laboratory) |
|---|---|---|---|---|---|---|---|
| ChDOTU 4343 | Theory and practice of multilingual education | төртінші курс | 3 | 90 | 0 | 2 | 0 |
To form the theoretical foundations of multilingual education. The discipline is aimed at studying the theory and practice of multilingual education as one of the main indicators of human adaptation to new socio-political and socio-cultural realities. As a result of studying the discipline, students will be able to conduct research in order to scientifically analyze the language situation, master the skills of comparative analysis, and be able to identify similarities and differences at all levels of the compared language systems.
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1. Interactive
2. Problematic
3. Conversation
4. Discussion
5. For students with disabilities, together with structural units, the teacher can change the methods, forms, type of control and amount of time for the introduction of specialized adaptation disciplines (modules).
| 1 | explains linguistic facts from the standpoint of the historical development of language, interprets modern linguistic knowledge from the standpoint of language science; |
| 2 | explains the norms of modern literary language, builds the tactics of speech behavior from the standpoint of stylistic features and semantic-pragmatic orientation, systematically evaluates linguistic phenomena and processes in the form of scientific generalization |
| 3 | solves the assigned tasks in accordance with the situation. |
| 4 | he has organizational skills, is able to plan and conduct training sessions and extracurricular activities in general education institutions and organizations of secondary vocational education based on modern methods of the Russian language and literature, taking into account the principles of integration and continuity of education at all levels of secondary education; |
| 5 | He is ready for innovation, owns and uses data on the theory and practice of pedagogical innovation. |
| 6 | he has information about the types of professional activities, their functions and tasks, has professional skills and organizational skills, interprets the results of the protection of a methodological portfolio based on the reflection of his methodological literacy; |
| 7 | carries out scientific design of various types, determines the role of a professional position, independently initiates innovative ideas that unite educational stakeholders (various creative associations, associations, etc.). |
| Haftalık Konu | Evaluation Method | |
|---|---|---|
| 1 | Multilingualism as a characteristic of modern society. Social and economic prerequisites of didactic multilingualism | презентация |
| 2 | The activities of international organizations to maintain bilingualism. The development of multilingualism in Europe. | Ауызша |
| 3 | Linguistic capital. Native/second/foreign language | презентация |
| 4 | The influence of languages in multilingualism. The typological foundations of multilingualism. Typological foundations of multilingualism | Жазбаша |
| 5 | The psychology of a multilingual personality. The mechanisms of multilingualism. The mechanisms of multilingualism. | Ауызшапрезентация |
| 6 | General didactic provisions of teaching multilingualism. Methodological principles of teaching multilingualism | Жазбаша |
| 7 | Multilingualism is a methodological basis for teaching several languages. The object and subject of the study of didactics of multilingualism | презентация |
| 8 | Didactic, linguistic and psychological foundations of the formation of a multilingual personality. The principle of the basic basis of the first foreign language | Ауызша |
| 9 | The concept of a multilingual personality. Correlation of the concepts of linguistic personality and multilingual personality. Multilingual personality in natural and artificial conditions. | презентация |
| 10 | Aspects of goals: pragmatic, cognitive and educational.The language portfolio of a multilingual personality. Multilingual competence. | Жазбаша |
| 11 | Phonetic, lexical and grammatical features of languages in the formation of a communicative multilingual personality. The asymmetric nature of multilingual communicative competence. | Жазбаша |
| 12 | Motivation as a factor of multilingual learning. Psychological principles of teaching multilingualism. | Жазбаша |
| 13 | Approaches to the selection of content. The content of teaching multilingualism. | Жазбаша |
| 14 | Models of teaching multilingualism. Technologies for teaching a multilingual personality. | презентация |
| 15 | Methods and techniques of teaching multilingualism. The use of computer technology. | Жазбаша |
| PÇ1 | PÇ2 | PÇ3 | PÇ4 | PÇ5 | PÇ6 | PÇ7 | PÇ8 | PÇ9 |
|---|
| Textbook / Material / Recommended Resources | ||
|---|---|---|
| 1 | Chesnokova M.P. Methods of teaching Russian as a foreign language. – M.: MADI, 201 5. – 132 | |
| 2 | Oshakbayeva J.B. Theory of second language acquisition. Turkestan, 2019 | |
| 3 | Yerkibayeva G.G. Methodology and methodology of pedagogical research in the Russian language and literature. The textbook of Almaty., 2019. library.ayu.edu.kz |