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Methodology of Multicultural Education

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Methodology of Multicultural Education 1 Methodology of multicultural education MONOGRAPH: ACADEMIC ESSAYS Valerian F. Gabdulhakov London WID 3QY This edition published 2014 2 Published by Oxford University © 2014 The University of Oxford All rights reserved Printed the publication of the UK The methodology includes the questions of psychology and pedagogy of preschool education, the issues of multicultural education, the is- sues of training specialists for preschool education. The book is addressed to teachers and students of universities. Gabdulhakov, Valerian F., 2014 - Methodology of multicultural education: Monograph: Academic essays / Valerian F. Gabdulhakov Includes bibliographical references and index ISBN 0-7018-2956-0 (ch.; alk. paper). – ISBN 0-7018-2957-8 (pb : alk. paper) Series "Preschool education" 14-38596 CIP 10 9 8 7 6 5 4 3 2 1 3 Contents Vii Introduction 5 1. Socrates 6 1.1. Socrates's strangeness 1.2. The Socratic problem: Who was Socrates really? 1.3. Three primary sources: Aristophanes, Xenophon, and Plato Aristophanes 2. Charles Samuel Myers 16 2.1. Family background 2.2. Education 2.3. Travels and study of ethnic music 2.4. Early career 2.5. First World War 2.6. Postwar career 2.7. Myers and the British Psychological Society 2.8. Published works 3. The problems of a language personality formation in Russia (the analysis of 21 language processes and pedagogical technologies) 3.1. A language personality 3.2. The technology of a language personality formation 3.4. The levels of a language personality formation 3.5. Psychological and methodological principles 3.6. The techniques of a language personality formation 3.7. And text features of speech 4. Communication skills of the modern academic teacher on the example of 29 the international research in Poland, Lithuania,Ukraine, Czech Republic, Slo- vakia and Russian Federation 4.1. Social communication 4.2. Communicative activity 4.3. The system of education 4.4. Training of teachers 5. Multicultural language development of preschool children in Russia 43 5.1. Multicultural language development 5.2. Preschool children 5.3. Synchronization 5.4. Coordination 5.5. Transposition 5.6. Interference 4 6. Preparing to work with text in kindergarten 50 6.1. Text, the structure of the text 6.2. Meaning part of the text, paragraphs 6.3. Complex syntax whole, a concentration of information 6.4. Syntactic complexity of the proposals, the conceptual complexity 7. Pedagogical skills of the teacher and the degree of creative self-realization 65 of a student in conditions of University educational space 7.1. The creative activities of students 7.2. The creative potential of a teacher 7.3. Communicative activity of the teacher 7.4. The quality of communication activities (personal, integrated, individual and other) 8. Personification of multicultural education in the universities of Russia 78 (analysis of training specialists for kindergartens) 8.1. Polycultural linguistic education 8.2. Personification, components: polyparadigmatic, noxologic, reflexive, strategic, spiritual-moral, personality-oriented, subjective, anticipative, competentive 9. Conscious and unconscious in the conditions of educational process 87 9.1. Conscious activity (CA) 9.2. Unconscious activity (UCA) 9.3. CA and UCA peculiarities at different age periods 9.4. Educational process dependence on CA and UCA peculiarities 10. Formation of Lingual Identity in Preschool Institutions of the Republic of 93 Tatarstan 10.1. Lingual identity 10.2. Coordinated, polycultural, bilingual, trilingual education 10.3. Preschool level 11. The realization of the regional model of children and teenagersʼ devlant 115 behavior prevention and correction through the social and cultural activity 11.1. Functions, principles, tasks 11.2. Methods, content, pedagogical conditions, pedagogical technology 11.3. Criteria and common indicators of the efficiency of regional model 12. Tutoring of pedagogical activity and new ideology of teacher 126 training in the higher education institution 12.1. Tutoring 12.2. Ideology of teachers training 12.3. The regularities of tutoring students’ creative activity 5 Introduction There are many villages, small towns, pre-schools and schools in Tatarstan (one of the regions in Russia) where children study either in their mother tongue or in two languages. In such situations there may be different frameworks for such education – a coordinative framework when a child easily switches between the semantic basis of two languages (such cases are rare); a subordinate framework when a child thinks in and fluently speaks his/her mother tongue (Ta- tar, Chuvash, or Mari) and poorly in his/her second language (Rus- sian); and a mixed framework when rules of one language overlap with the rules of another which results in a child poorly speaking both languages. Bilingulism can be good or bad but in has a major impact on intellectual, communicative, and moral development of children. Contemporary psycholinguistics consider it an ideal bilingualism when a child freely switches between languages, i.e., fluently speaks both languages. However, if a child studies three languages simulta- neously let s say, Tatar, Russian, and English), then two semantic frameworks (i.e., meanings of words) overlap with the third – with Russian, Tatar or English. It is very important to determine how in happens for every child, which would help to develop an overall strategy for coordinated and simultaneous learning of three lan- guages. Dissociated language training leads to a mixed bilingualism which can slow down not only speech production in the mother tongue but also the overall intellectual development. The spread of mixed bilin- gualism currently observed in pre-schools and schools can result in a child unable to speak any language – neither the mother tongue nor the second language. Studies of problems associated with preschool language learning show the need for developing a special didactics, i.e., linguistic didactics of pre-school education. Methodology of development of a child includes philosophy (Soc- rates, and others), psychology (Charles Samuel Myers, and others), didactics. Valerian F. Gabdulchakov, 2011. Language education in Tatarstanʼs kindergartens. International Journal of Early Years Education, Volume 19, Issue 2; p. 185-186. 6 CHAPTER 1 Socrates (469-399 B.C.E.)1 Read the text (1, 2, 3). Make a story on the theme of "Socrates and science". In his use of critical reasoning, by his unwavering commitent to truth, and through the vivid example of his own life, fifth-century Athenian Socrates set the standard for all subsequent Western philos- ophy. Since he left no literary legacy of his own, we are dependent upon contemporary writers like Aristophanes and Xenophon for our information about his life and work. As a pupil of Archelaus during his youth, Socrates showed a great deal of interest in the scientific theories of Anaxagoras, but he later abandoned inquiries into the physical world for a dedicated investigation of the development of moral character. Having served with some distinction as a soldier at Delium and Amphipolis during the Peloponnesian War, Socrates 1 http://www.philosophypages.com/ph/socr.htm 7 dabbled in the political turmoil that consumed Athens after the War, then retired from active life to work as a stonemason and to raise his children with his wife, Xanthippe. After inheriting a modest fortune from his father, the sculptor Sophroniscus, Socrates used his margin- al financial independence as an opportunity to give full-time attention to inventing the practice of philosophical dialogue. For the rest of his life, Socrates devoted himself to free-wheeling discussion with the aristocratic young citizens of Athens, insistently questioning their unwarranted confidence in the truth of popular opinions, even though he often offered them no clear alternative teaching. Unlike the professional Sophists of the time, Socrates pointedly declined to accept payment for his work with students, but despite (or, perhaps, because) of this lofty disdain for material suc- cess, many of them were fanatically loyal to him. Their parents, how- ever, were often displeased with his influence on their offspring, and his earlier association with opponents of the democratic regime had already made him a controversial political figure. Although the am- nesty of 405 forestalled direct prosecution for his political activities, an Athenian jury found other charges - corrupting the youth and in- terfering with the religion of the city - upon which to convict Socra- tes, and they sentenced him to death in 399 B.C.E. Accepting this outcome with remarkable grace, Socrates drank hemlock and died in the company of his friends and disciples. Our best sources of information about Socrates's philosophical views are the early dialogues of his student Plato, who attempted there to provide a faithful picture of the methods and teachings of the master. (Although Socrates also appears as a character in the later dialogues of Plato, these writings more often express philosophical positions Plato himself developed long after Socrates's death.) In the Socratic dialogues, his extended conversations with students, states- men, and friends invariably aim at understanding and achieving vir- tue {Gk. αρετη [aretê]} through the careful application of a dialecti- cal method that employs critical inquiry to undermine the plausibility of widely-held doctrines. Destroying the illusion that we already comprehend the world perfectly and honestly accepting the fact of our own ignorance,
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