Since September 2015, in schools Russian Federation, starting from the fifth grade, a second foreign language is introduced as a compulsory subject. This new standard training in all regions of the country. This decision was made back in 2010, but was implemented after five years.
Reasons for changing the program about a second foreign language at school
A second foreign language in school for the 2016-2017 academic year, according to the Minister of Education, is a vital necessity. A foreign language is a means for developing memory and thinking, so learning it will help comprehensive development schoolchildren.
The choice of a second language depends on the capabilities of the school, on the choice of parents and students. According to research, rural schools and institutions with minimal financial resources cannot fully afford to implement the requirements of the new legislative decision. This is due to the shortage of teaching staff specialized subject and the inability to order and purchase textbooks and educational literature.
The study of a second foreign language in lyceums and gymnasiums has long been implemented. In some educational institutions, students even study three languages.
Time frame for implementing the law
The head of the Ministry of Education and Science, Dmitry Livanov, claims that it will be possible to fully implement this task in five years. This is due to the lack of economic support and school opportunities. The head noted that initially the introduction of a second language is carried out only in every tenth school in the country. In other educational institutions this will happen gradually, when the degree of their readiness for this is optimal.
Livanov argues that in the absence of textbooks, other literature and specialists, it makes no sense to introduce such an idea. Knowledge of a second language will not be observed at the proper level. In this case, it is better to master one thoroughly than to know both poorly. In this case, a number of educational institutions were given the opportunity to delay the implementation of such changes.
School heads are not all happy with these changes and asked for a delay due to lack of readiness. So, much in the situation depends on the choice of the parents. The latter can offer any language, even if it is not on the list of those taught by the school. And this entails that the educational institution will not have proper methodological training and teachers who could teach the chosen subject. Therefore, preparation is necessary. And they won’t introduce the language in high school—only starting in the fifth grade.
Among the rights that the school was given in this matter, it became possible to choose the year when a foreign language will be introduced into the program, as well as regulate the number of hours for its study. In this case the load will not increase. That is, the number of lessons per week required by the standard will remain within the limits permitted by law.
Other educational policy changes
Among the main innovations, the mandatory use of electronic textbooks. This way, students will be able to carry less weight on their shoulders and protect their health.
A second foreign language in schools, lyceums and gymnasiums in Russia was introduced back in 2015-2016. Now in 2018, the second foreign language will be studied in all schools. Is it possible to give up a second language? Let's understand these school questions.
- Is it necessary to learn a second foreign language?
- Selecting a second language
- From what class can two foreigners enter?
- Opinion of the Minister of Education
Is it necessary to learn a second foreign language? Is it possible to refuse?
The introduction of a second foreign language caused dissatisfaction among many parents and students. However, today it is impossible to refuse to learn a second language. This subject was introduced by the Ministry of Education and Science into the Federal State Educational Standard - it is a compulsory subject at school.
Therefore, there is no point in writing applications addressed to the director or contacting the Education Department of your region.
What will be the second foreign one? Can I choose for myself?
Each school has the opportunity to choose the language that will be taught as a second foreign language, based on the availability of personnel and teaching aids.
Today, in schools, lyceums and gymnasiums of the Russian Federation, in addition to English, they study:
- German;
- French;
- Spanish;
- Chinese.
At what grade can a second foreign language be introduced?
From what grade should I start studying the second language? The language is a matter for the school itself. To put a mark on the certificate, 70 hours are enough. At the same time, the Ministry of Education emphasizes that it should be studied without fanaticism, in a gentle manner.
REMINDER: Basic foreign language is taught in secondary schools from second to eleventh grade.
The Ministry of Education and Science still recommends starting to study a second foreign language in the 5th grade. Therefore, parents of first-graders should not worry that their child will immediately learn 2 foreign languages. This approach will allow children to easily master basic concepts.
Will there be differences in learning a foreign language for different regions?
Will there be any benefit from learning 2 foreign languages?
Despite the fact that the study of 2 foreign languages will already begin in all schools, opinions on the advisability of introducing this subject are divided.
“We cannot now afford two languages in all schools, we will not learn them! We need to know the Russian language well, which we don’t know very well,” explained the head of the Ministry of Education and Science.
Thus, in accordance with the Federal State Educational Standards of the main general education The study of a “Second Foreign Language” is provided at the level of basic general education (grades 5-9) and is mandatory.
Sixth graders were unlucky: they found themselves in a transition period
From September 1st to Russian schools ah entered compulsory study second foreign language. The leadership of the Ministry of Education and Science explains this by the fact that foreign languages contribute to the development of a child’s memory and intelligence. However, the introduction of the new subject will take place in stages and will not be completed soon, the department explained to MK.
In fact, the decision to introduce a second compulsory foreign language in Russian schools from the 5th grade was made a long time ago. Federal State educational standard(Federal State Educational Standard) legalized it five years ago. The new standard was simply introduced in stages, covering only one class per year and, only reaching this September middle stage school, brought to students new item.
However, it’s not that new. So, in gymnasiums, lyceums and special schools with in-depth study foreign languages, a second (or even third) foreign language has long become a reality. And we already have almost half of such educational institutions, especially in capital cities.
As for the rest of Russian schools, a second compulsory foreign language will also be introduced gradually and, moreover, with a five-year transition period, explained “MK” in: “It is clear that it cannot be introduced immediately in the 11th grade. The guys have never studied this subject before, and asking them for knowledge, if we do not want to turn everything into profanation, would be useless and unfair. In accordance with the Federal State Educational Standard, study begins in the 5th grade. We’ll start from 5th grade.”
True, 5th graders are not fully ready for the introduction of a new subject, officials later admitted: “There is neither a complete methodological nor pedagogical readiness; staff of teachers must be formed. For example, the decision on what the second foreign language will be depends largely on the parent community. And if until now the school taught, say, English and German, and parents want French or Chinese to become the second foreign language, then you may have to look for additional teacher. Having a certain amount of autonomy today, the school has every right to make such a decision.”
The press service of the ministry also specifically assured MK that “ educational institutions, which are not yet ready for introduction additional language, time is given to adapt to the Federal State Educational Standard. Each region will be able to introduce a new standard of basic general education for grades 5–9 in a differentiated manner. For example, schools Central Russia with the most developed infrastructure and high level requests for teaching a second foreign language will include it in their programs in the near future, when some rural schools need more time for this. The Ministry of Education and Science does not limit the adaptation period.”
Moreover: “Schools now have the right to independently choose both the year of study in which a new subject will appear and the number of hours allocated for its teaching. At the same time, the load on children will remain at the level federal standard, that is, the number of common teaching hours will not increase."
The innovation, the ministry assures, will benefit children not only from a purely utilitarian point of view - as an additional means of communication. “This is not just a means of communication, but also a means of developing the child’s memory and intelligence,” said the head of the department, Dmitry Livanov, citing the study dead languages- Latin with ancient Greek - in gymnasiums Tsarist Russia. He emphasized that it never occurred to anyone then to speak the language of Cicero and Aeschylus in everyday life. However, mastering these languages provided a powerful stimulus for development to the child’s intellect. The same, according to the minister, will happen now.
However, experts are not so optimistic about the situation.
The general trend of strengthening foreign languages in school is certainly correct,” Evgeniy Bunimovich, Commissioner for Children’s Rights in Moscow, explained to MK. - But here’s the problem: starting from 2020, a third compulsory Unified State Exam- in foreign languages. But this subject is still poorly taught in our school: you can only prepare well for exams by turning to the services of tutors. So how can you introduce a second foreign language if the issue with the first one is not resolved?! And who will lead it? We still have English teachers. But teachers of other languages - French, German, not to mention the extremely popular Chinese - have practically disappeared. Will we not create abundant soil for hacks?
The second key problem, according to the Children's Ombudsman, is the increase in teaching load:
In theory, you can enter anything, be it financial literacy or jurisprudence. But children will not digest all this. And the very first test will easily reveal this: in order to properly pass a foreign language, you need real results. So, I think, the introduction of a second foreign language would be advisable only as an experiment, where the school is ready for it. But there is no practical opportunity to do this mandatory and everywhere. Maybe take Belarusian or Ukrainian as a second foreign language...
However, it is much more attractive and relevant, from the point of view of Deputy Chairman of the Duma Committee on Education Mikhail Berulava, to form a tandem where the first language will be English and the second language will be Chinese:
China is a country with a rapidly developing economy. And in general, 2 billion people live there,” he told MK. - So in our school it is worth studying not only English, but also Chinese. And in this, I think, the Chinese themselves will agree to help us: it’s better when native speakers teach. We are actively integrating into global community, world system education. In Europe, everyone knows several languages, so our children should master at least two. True, for this you will have to unload school curriculum: the main emphasis should be on the study of the Russian language, literature, history, mathematics and foreign languages, and the program in other subjects should be made more compact.
Second foreign language at school: questions, problems, prospects.
Prepared by:
Sagaidakova N.L.
MKOU "Novoivanovskaya secondary school"
Email:[email protected]
“One language leads you into the corridor of life.
Two languages open all doors along this path."
(Frank Smith)
Changes in political, socio-economic and cultural life Russia, which have been happening in the country over the past 20 years, certainly affect language policy, language education in our country. Early learning of foreign languages has become popular, and the trend of mastering several foreign languages is becoming increasingly widespread. The first foreign language, in most cases, is English language, on the basis of which children begin to study other European language.
common goal teaching a foreign language, including a second foreign language, as an academic subject in the context of the new federal state standard general education is formulated in the text fundamental core content of general education – one of basic documents Federal State Educational Standards of the new generation. It consists in developing foreign language skills in schoolchildren communicative competence, that is, “the ability and willingness to carry out foreign language interpersonal and intercultural communication with native speakers.”
In the new academic year(from September 1, 2015) a second foreign language will become a compulsory subject school education, said the head of the Ministry of Education and Science of the Russian Federation Dmitry Livanov. The head of the Ministry of Education and Science emphasized the importance of learning foreign languages at school. “This is not just a means of communication, but also a means of developing the child’s memory and intelligence,” he noted. On September 1, the first federal state educational standard (FSES) for grades 5-9 comes into force in Russia. It defines the status of a second foreign language for the first time - it is included in the list compulsory subjects V subject area"philology".
We are actively integrating into the global community and the global education system. In Europe, everyone knows several languages, so our children should master at least two. True, for this it will be necessary to unload the school curriculum: the main emphasis will be on the study of the Russian language, literature, history, mathematics and foreign languages, and the program in other subjects will be made more compact.
To introduce a second foreign language, knowledge of the first foreign language must be sufficiently strong. The beginning of learning a second foreign language depends on the type of school: when early learning the practice of learning the first foreign language from the 5th grade is common; in secondary schools, when studying the first foreign language from the 5th grade, the second is usually introduced from the 7th grade, although there are cases of later introduction of the second language, for example from the 8th, 10th grade with a significant increase in hours by studying it (up to 4 hours per week). A second language is given an hour or two a week in schools; it can be either a compulsory or an elective subject.
As for teaching aids, special educational and methodological kits in German as a second foreign language, namely the series of teaching materials N.D. Galskova, L.N. Yakovleva,
M. Gerber "So, German!" for grades 7 - 8, 9 - 10 (prosveshcheniye publishing house) and the UMK series I.L. Beam, L.V. Sadomova, T.A. Gavrilova "Bridges. German after English" (based on English as the first foreign language) for grades 7 - 8 and 9 - 10 (publishing house "Mart"). Work is underway on the third part of this series. The development of the series of teaching materials "Bridges. German after English" is based on the "Concept of teaching German as a second foreign language (based on English)" by I.L. Bim (M., Ventana-Graf, 1997). Line of educational complex “Horizons” by M. M. Averin and others. German as a second foreigner. Grades 5–9.
By French As a second foreigner, it is recommended to use the I.B. intensive course. Vorozhtsova "V" bon voyage!" (Publishing house "Prosveshcheniye").
To study Spanish as a second language, the current series of teaching materials can be used Spanish as the first foreign language of E.I. Solovtsova, V.A. Belousova (prosveshcheniye publishing house).
You can start learning English as a second language by intensive course V.N. Filippov "English language" for grades 5, 6 (Prosveshcheniye publishing house).
Many parents have already heard that a second compulsory foreign language is being introduced in schools. Moreover, representatives of education, and some parents, consider this the norm. However, even expert opinions were divided - more half confident that the introduction of a compulsory second foreign language will only lead to a weakening of our native Russian language. Meanwhile, the Ministry of Education is even lowering Unified State Exam scores in order to issue children a certificate of secondary education, since almost a third of schoolchildren simply do not reach the level normal level knowledge of Russian.
Since 2020, the third mandatory Unified State Examination will be introduced - in foreign languages. You can only prepare well for exams by turning to the services of tutors. So how can you introduce a second foreign language if the issue with the first one is not resolved?! And who will lead it?
Let's figure out what problems are associated with learning a second foreign language at school.
Absence practical application ( Some children directly tell their parents: “I don’t want to learn (foreign) English/German, I won’t need it anywhere in my life.” We are used to admiring Europeans, many of whom speak several languages. foreign languages X. However, life in Russia is strikingly different from European realities. Europeans live in conditions of close economic and cultural integration, as well as active labor and student mobility. As for the majority of Russian citizens, for us this state of affairs is the exception rather than the rule. Of course, there are examples of people from Russia who also go to study or work abroad, but compared to the bulk of the population, these are very few.
Teacher shortage ( In many “regular” schools, some children are forced to learn a foreign language solely on the basis of the availability of a teacher. From here a stream of questions immediately arises. Where will schools find new teachers? What languages will they teach? How will this affect the number of hours allocated to other subjects (including Russian)? Questions, questions, questions to which no one has yet given a clear answer.))
Low learning efficiency (But what worries parents most of all is the quality of education. Of course, you can blame staff turnover, unprofessionalism of teachers, or, to put it mildly, “strange” textbooks approved by the Ministry of Education... But, by and large, school lessons generally unsuitable for language learning. Just imagine: a class of 30 people is divided into 2 groups. The lesson lasts 45 minutes, leaving only 3 minutes per student. But you still need to devote time to organizational issues, explain new topic and check homework. In fact, each student speaks for no more than one minute in class. Should we be surprised at the disastrous results? In general, whatever one may say, parents’ fears cannot be called unfounded. Many are already forced to resort to the services of tutors, since the child cannot figure it out on his own, and the parents cannot help him (for example, because they themselves studied German at school, or have simply forgotten everything). In this light, the prospect of paying for a second tutor also looks daunting. But getting twos or threes in the school magazine is not the worst thing. The saddest thing is that after such “training” children leave school with a firm belief in their “inability” and an ardent hostility towards languages.)
But not all schools are ready to introduce a second foreign language. Each specific school has its own educational situation: the presence or absence of qualified personnel in a particular foreign language, its own traditions of teaching this academic subject. Parents and students choose the language they are learning based on their interests and needs.
But in fact, speaking a foreign language is a very useful practical skill. Languages open up new opportunities for travel and career advancement, to expand your horizons and make friends around the world.
At the same time, experts note that it is much easier to learn two foreign languages than one, and than earlier child masters this, the easier it will be for him to later life. A second foreign language is learned faster and easier if the first one acts as a support for it.
Foreign language classes have not only an educational purpose, but also a developmental one - they train memory, broaden their horizons, and introduce them to a different culture. Therefore, even if the child does not use this language in the future, the second language lessons will not be useless.
But, of course, you shouldn’t place the same hopes on it as on your main foreign language.
“For language learning, free curiosity is much more important than formidable necessity.” Aurelius Augustine
Bibliography
Bim I.L. The concept of teaching a second foreign language (German based on English). - Tver, Title, 2001. - 36 p.
Denisova L.G. Solovtsova E.I. Second foreign language in high school. I.Ya.Sh. – 1995 – No. 3
To educate future active members of society capable of making an informed choice of profession, to help them develop as much as possible and correctly apply their abilities is possible only in an atmosphere of free personal development, universal access to education and respect for human rights and freedoms. First of all, the rights and freedoms of the students themselves, educated, prepared. At the same time, in conditions practical organization activities of a general education institution, when it is necessary to find the optimal combination of various pedagogical, psychological, economic and other aspects, it is often very difficult to remain within the necessary limits. Therefore, the legal guideline on this path should be the right of students to receive an education on the basis of equality of opportunity.
In this sense, the issue of choosing a foreign language to study is today one of the most subtle and at the same time significant moments in the field of primary and basic general education. Because it reflects not only reality available options for students to develop abilities based on their own ideas and needs, but also latent, not formulated by various reasons, conflict of interest regarding this issue between educational authorities, school administrations, on the one hand, and students and their parents, on the other hand.
In the practice of a general education institution (school, gymnasium, lyceum, hereinafter referred to as school), there are often cases when the administration, in order to preserve linguistic pluralism, considers it acceptable to refuse admission to school for children who do not live in a nearby microdistrict if they do not agree to study a certain foreign language. Moreover, already in the learning process for this category of children there is also no right to choose the foreign language they study. In this connection, if for them there is no desired foreign language in the group free seats, the number of which is determined by the administration at its own discretion, given language they will only be able to study on a paid basis.
It should be noted that in currently When resolving the question of which foreign language is the most attractive for learning, the objective trend in favor of the English language is characteristic of many countries of the world. This is due to geopolitical and socio-economic factors, including its widespread use in computer technologies and the Internet. Therefore, in this article, the “desired foreign language” primarily means English.
At the same time, according to the current legislation, dividing a class into foreign language groups is possible only in accordance with the free choice of the student to study one or another foreign language provided for curriculum. Thus, based on principle 7 of the “Declaration of the Rights of the Child”, Art. 43 of the Constitution of the Russian Federation, every child has the right to receive an education on the basis of equality of opportunity; the general availability of basic general education in state or municipal educational institutions is guaranteed. As follows from " Model provision on a general educational institution" (clauses 2, 3, and 5), approved by Decree of the Government of the Russian Federation of March 19, 2001 No. 196 (hereinafter referred to as the "Model Regulations"), the conditions for the exercise by citizens of the Russian Federation of the right to public education are created by a general educational institution, which in its activities is guided by federal laws, decrees of the Government of the Russian Federation, Model Regulations, as well as the charter of a general education institution developed on its basis. According to paragraph 31 of the “Model Regulations”, when conducting foreign language classes, it is possible to divide the class into two groups. At the same time, considering this norm in conjunction with paragraphs 4, 6, 10 of the “Model Regulations”, it should be noted that such a division of the class into groups cannot go against the inclinations and interests of students.
At the same time, in his ( this division) the basis should be the principle of free development of the individual, as well as a guaranteed opportunity for conscious choice and subsequent development of professional educational programs. Therefore, every student is free to developing personality when dividing a class into groups, the right to choose one or another foreign language to be studied, provided for by the curriculum of a given educational institution, should be given.
In addition, this method of dividing a class into groups, enshrined in the legislation of the Russian Federation, is fully consistent with the basic principles of state educational policy in the field of teaching foreign languages, set out in the letter of the Ministry of Education of the Russian Federation dated November 28, 2000 No. 3131/11-13 “On the study of foreign languages in educational institutions" In particular, paragraphs six and ten of this letter provide an explanation of the methods by which the school has the right to achieve the preservation of linguistic pluralism. It's about about methods based on extensive explanatory work with parents, on proving to them the advantages of learning a particular foreign language in this region, in a particular school, which cannot but imply the right to choose the foreign language being studied. If only because it makes no sense to attach such importance to explaining and proving something to parents if nothing depends on them. Finally, in paragraph five of the said letter it is directly stated that parents and students choose the language they are learning based on their interests and needs.
Thus, the student’s right to free choice of the foreign language being studied is component such rights as the right to access to education, guaranteed by the Constitution of the Russian Federation, the right to free personal development, as well as the right to acquire knowledge and choose a specialization on the basis of equality of opportunity. It should be especially noted that this right a student cannot be restricted on the basis of place of residence. According to paragraph 3 of Article 55 of the Constitution of the Russian Federation, the rights and freedoms of man and citizen can be limited only by federal law and only to the extent necessary in order to protect the foundations of the constitutional system, morality, health, rights and legitimate interests of other persons, and ensure the defense of the country and state security. Based on paragraph 2 of Article 19 of the Constitution of the Russian Federation, Article 5 of the Law of the Russian Federation “On Education” (as amended by the Federal Law of January 13, 1996 No. 12-FZ) (hereinafter referred to as the Federal Law “On Education”), citizens of the Russian Federation are guaranteed the opportunity to receive an education regardless of their place of residence . At the same time, federal law restricts only the right of children who do not live near a given school to be admitted to it, and only to the extent necessary in order to protect the rights and legitimate interests of other children living near a given school (clause 1 of Art. 16 Federal Law “On Education”, paragraph 46 of the “Model Regulations”). On the limitation of the right to choose a foreign language to be studied on the basis of residence or non-residence in a given territory in federal law nothing is said. Thus, by virtue of the law, all children who are already students of a given school (both living and not living near it) should be given the right to choose the foreign language they study.
Also, it should be recognized that the school administration’s references to the lack of free places in the group of the desired foreign language are not based on the law. The decision about which foreign language will be studied in a particular school, a particular class, as well as whether the class will be divided into groups, is made by the school administration, taking into account the current educational situation in a given school, namely, the presence or absence of qualified personnel in a particular foreign language, their traditions of teaching this subject. In addition, in accordance with paragraph three of paragraph 31 of the “Model Regulations”, dividing the class into groups for studying a foreign language at the first stage of general education (and today, as a rule, studying a foreign language begins in primary school) is only possible if there is necessary conditions and funds. This means that when dividing a class into groups, the school is obliged to provide such guarantees of universal access to education so that all students have equal rights learn the desired foreign language. Therefore, if the school administration for some reason does not have this opportunity, it should be recognized that the conditions and means necessary for dividing the class into groups are simply not available in this school. In this sense, it must be stated that there are no legal grounds for dividing the class into groups. IN otherwise, if the administration school is coming for the specified division, it no longer has the right to refer to the lack of free places, the number of which it itself establishes.
Since the administration’s right to divide the class into groups corresponds to its obligation to establish such a number of places in these groups that it ensures, as stated above, universal access to education, free personal development, as well as equal opportunities for students to gain knowledge and choose a specialization. In other words, in a situation where there are English teachers at school, English is taught, some of the students in the class (with whom other students in this class have absolutely equal rights during the learning process) are given the opportunity to learn English; and at the same time, there are not enough places in the English language group for everyone, it must be admitted that the school administration itself is primarily to blame for this. In this regard, she does not have the right to refer to the lack of vacancies as the basis for her actions to refuse to provide the opportunity for any of the students in the class to study English.
Thus, it is within the competence of the school administration to establish what foreign languages the class will study and whether it will be divided into two groups, and the number of them, by virtue of the law, including constitutional principles, must be a reflection of the desires of the students and their parents to study that or another foreign language. Finally, under the above circumstances, offering a child to learn the desired foreign language only on a paid basis is a gross violation of the state-guaranteed right of every citizen to free education(Article 43 of the Constitution of the Russian Federation).
In conclusion, we can say that the right to receive education on the basis of equality of opportunity is a limiting point in the competence of the school administration to organize the study of foreign languages. In this case, the limiting mechanism is expressed in the fact that students with the same status (same school, same class) should be provided real opportunity(the implementation of which would depend solely on their desire) to study any of the foreign languages that are assigned to their class curriculum.
See: Paragraphs 4, 6 of the “Model Regulations on a General Educational Institution”, approved by Government Decree No. 196 dated March 19, 2001 (as amended on December 23, 2002) // SZ RF.2001. N 13. Art. 1252.
See: Letter of the Ministry of Education of the Russian Federation dated November 28, 2000 No. 3131/11-13 “On the study of foreign languages in educational institutions” // Bulletin of Education. 2001. N 1. P. 77.
“Declaration of the Rights of the Child” (proclaimed by Resolution 1386 (XIV) of the UN General Assembly of November 20, 1959) RG. 1993. N 237. December 25.
SZ RF.2001. N 13. Art. 1252.
See: Paragraph 43 decree. "Standard provision".
Bulletin of Education. 2001. N 1. P. 77.
See also: Zuevich “Is it possible to choose a foreign language?” // PravdaSevera.ru. 2002. June 20. Published: .
NW RF. 1996. No. 3. Art. 150.
See: Decree. letter from the Ministry of Education of the Russian Federation.
See also: “Submission to eliminate violations of the requirements of the legislation of the Russian Federation” submitted by the prosecutor’s office Industrial district Barnaul (ref. No. 216 z/04 dated June 11, 2004). Was not published.