Socialinės ir pedagoginės‑psichologinės daugiakalbystės problemos

LITHUANIAN KALBOTYROS QUESTIONS, XXVIII (1989) LANGUAGES COMMUNICATIONS IR INTERACTIONS BILINGUALITY, LANGUAGE INTERACTIONS. LITHUANIAN LANGUAGE VYTAUTAS ŠERNAS SOCIAL IR PEDAGOGIC-PHYSIOLOGICAL MULTILANGUAGE PROBLEMS Soviet There are languages in the 127 Union: 36 Iberian-Caucasian, 25 Turkish, 24 Indo-European, Mongolian, Tungus, 22 Manchu, Finno-Ugric. 20 Of course, a number of states (Canada, Switzerland, India, Belgium, China, Indonesia, Puerto Rikas, Turkey ir etc.), where different peoples speak their own language (states are multi-ethnic, but peoples are monolingual). The Soviet Union also had a regional monolingualism. Russians make up about half Population of the Soviet country: 52,4 9%, t. y. 137 397 000 iš 262 085 000 (1979 m.). Among bilingual — Russians 3,6 % (Becraux 1980, 41, 42). Is there ir multilingualism?, when in one republic, for example, the Soviet In Lithuania, there are several types: Lithuanian Russian, — Russian Lithuanian, — Lithuanian Polish, Polish — Lithuanian, etc. — ir In order to study the interaction of languages in a multilingual republic, it is necessary to take into account socio-pedagogical-psychological2 phenomena, laws, peculiarities. į jų ir Some social problems of multilingualism. They are as old as mankind ir itself. Over seventy years In the Soviet country, much has already been achieved here: the X party congress, attended by V. Lenin, was approved The educational program of the Russian peoples, according to which there were conditions for the growth of ir the culture and languages of individual peoples, the spheres of use of these languages were expanded; documentation in the native language was processed in all branches of the national economy, in factories; demanded to appoint to responsible positions į people with good knowledge of the language of the local inhabitants, psychological knowledge of the household. jų ir Fiction, popular science literature, journalism and periodicals were published in various languages. All this helped the native language to flourish. However, today, before the adoption of the law on the state language of Lithuania, the situation was quite different: the spheres of use of the mother tongue were very narrowed, managers could not speak it, etc. ir “Our theoretical thought owes much to the practice of national relations. After all, it is a fact, my friends, that instead of actively investigating real phenomena in * Term 'multilingualism' (Russian). MHoros35raxe, vok. Multilingualism, angl. multilingualism, pranc. polyglossie) describe the practical (non-theoretical) use of several languages for various purposes (Listening, speaking, writing, reading, translating or all types of language activities combined). If necessary, multilingualism can be divided into trilingualism, į quadrilingualism ir t. t. When talking about 3—4 language learning at school, we also use the term conditionally 'multilingualism' (school, ne sociological). Abroad, many authors use the term “bilingualism” regardless of the number of languages. The concept of bilingualism is perhaps most useful when examining the historical, genetic structure ir relationships of only two languages. * Other ir possible perspectives: historical, geographical, sociological, linguistic, graphic (according to the appearance ir of the writing) etc. 135 in the sphere of internatio- [...], nal relations, some of our social science specialists have for a long time treatises of a “welcoming” nature, which sometimes reminded more of high-spirited toasts than of serious scientific research. It must be admitted that the manifestations of the mistakes made in the field of jų national relations remained in the shadow or were not accepted to be talked about” (Gorbachev 1987 01 27). The shortcomings of social sciences in studying national relations are typical for ir sociolinguistics, analysis of social problems of multilingualism: 1. National minorities of the Soviet country, which constitute half (47,5 94) of the country’s population- (1979 m. ), mother tongue, be you must know Russian, and Russians, Poles and other minorities living in Lithuania must have a good command of the state language Lithuanian. The USSR’s popular education system achieved that Lithuanians learn Russian well. However, in Lithuanian non-Lithuanian schools, the state language Lithuanian is still taught very poorly. But what type of bilingualism do we aim for: adequate two1) (A ir B) the parallel use of languages; 2) language assimilation, when language A gives way to language B; 3) language mixing, when languages A and B become a new language system? There is no general provision on this issue in the country. In the years 1950—1965, a campaign was conducted through the magazine,,Pycckuii S35IK B HAIHOHaJIbHOM mIKOJIe“ and other channels, aimed at mixing languages in the bilingual consciousness, but from the damaged language A or B, production suffers, communication is disrupted, the operational transfer of information and especially the language itself. Another direction of bilingualism has been observed: language assimilation. In the early 1960s—1970s, 94 of the Komi, Mari, Mordvin, Udmurt, Ossetian, Chechen, Buryat, Ingush, and Kabardin peoples surveyed were fluent in their mother tongue and Russian (Įlemepunes 1973, 93). Data from the 1959, 1970, 1979 censuses show that fewer and fewer individual ethnic groups declare their ethnic language as their mother tongue, cf. (respectively by census year): 54.9 9% —51.3% —43.1 94 Evenks; 93,9 94— 81,6 9%, —78,3 9, turkeys; 81.4% —589,—46.4 9%, Evenks; 86.3 95 —69.1% —55.8% fat; 76.3% —49.5% —30.6% nivchy. In 1980, the Central Committee of the Communist Party of the USSR and the Council of Ministers of the USSR adopted the Decision “On measures for the further economic and social development of residential areas of Northern nationalities”. This resolution also refers to the need for various measures to help develop the Nordic languages and to study their scripts linguistically and sociologically. Thus, the Soviet government also rejected assimilatory bilingualism, because “national relations in our country are a living question of real life. We must be extremely careful and tactful in all areas that touch the national interests and national feelings of the people” (Gorbachev 1987, 54). Aitmatov's words are worth noting: "...some eternally hurried say that national languages are unnecessary [...], call for faster fusion. Such national nihilism, though hidden behind the imitation of internationalism, is in fact even more reactionary than nationalism itself [...]. The world is beautiful because it is multilingual and multifaceted. It was created by nature itself" (V3Becrus 1987 06 20). Every nation wants to live, to keep its language. The policy of assimilation is characteristic of the capitalist world, “like a mill” that grinds national differences (see Lenin 1959, 34). The Leninist language policy is alien to assimilatory bilingualism, assimilatory policy. 136 Ir it is a great achievement of the Soviet authorities, its Leninist language policy, the treasure of the country's culture, pride. Dar V. Lenin pointed out that, when examining the question of language policy, one cannot oppose the national to the co-national, one must combine them both ir (Lenin (M., 1982). T. 45. P. 240). To cultivate love for one’s nation, one’s language is not nationalism. The third direction of bilingualism is acceptable: adequate parallel use of languages, but A ir B each according to its purpose: say, Lithuanian as the state language in the republic, Russian as the language of communication between — o — Peoples of the USSR. The coordinated efforts of sociologists, educators, psychologists are necessary to form this type of bilingualism among the inhabitants of the republic. Educational, cultural, ir productive institutions, enterprise ir organizations should help in every way to realize such a concept created by scientists, at the same time it is necessary to o prevent the ways of language confusion in people’s consciousness. 2. Bilingualism can be unilateral residents (4 bilingual, monolinguaB — l) bilateral, ir when A ir B the population is bilingual. 1979 m. census data show that Russian as the second language Lietuvos In the territory of the TSR freely pay 48 94 population, iš jų 52,2 9% Lithuanian, 61 %, Polish, 44,9 9, Belarusian, 46,3 94 Ukrainian, 29,8 % Jewish, 34 9, Latvian, 49,7 9, Tatar, 35 %, gypsies, 65,4 % other national minorities living in the Republic. Fluent in Lithuanian as a second native ir language: well fluent 859, ją 55,8 9%, Latvian, 45,5 %, gypsies, 36 % Russian, 32,5 9% Jews. Iš of the total foreign bilingual population is 28,1 %. In our republic, one-sided bilingualism prevails: even 52,2 94 Lithuanians speak Russian fluently, while the Russians (36 %), Poles (11,6 9%), Belarusians (12,9 94) ir Ukrainians (15,5 94) even 1,5—3—4 times less know the language of the native population. Apparently, Lithuania is welcoming to newcomers, as ir jų culture (Residue 1987 12 12). These ir include: V. Lenin’s words: “Since the remnants of nationalism are a kind of defence against grand-Russian chauvinism, the decisive struggle against grand-Russian chauvinism is the most certain means of overcoming the su nationalist remnants” (Lenin 1978, 334—335). As shown The material CK of the union conference "Development of national relations under the conditions of mature socialism" organized by the CCP, it is only ne necessary to learn well the Russian language as USSR peoples' means of communication, but ir strive for “Russians ir of other nationalities, graduating from the republic’s schools, should have a good command of the language of the main nationality (know, feel, ir tolerate jų psychology, domestic ir culture. — V. S.). This will allow them to be used more actively in the national economy, the party, the state apparatus in the field of culture" ir (Bocmarsrsars ... 1982, 52). This also has a great significance in improving the international patriotic education of the citizens of the republic in the spirit of mutual respect and tolerance. To help shape mutual bilingualism invites ir 1987 m. adopted in spring Resolution CK of the LKP “On measures to improve national relations in the republic to increase the effectiveness ir of international ir patriotic education”, where it says, among other things: “Comprehensively help to [...] learn the Lithuanian language to those residents of the Republic who do not yet know it” (True, 1987 04 02). Ši the law on Lithuanian ir as the state language. A mutually acceptable direction of bilingualism is when the contacts know each other's languages. In order to achieve that foreigners in the Republic learn Lithuanian, it is necessary to: Form a system of Lithuanian language needs; to prepare 137 and publish textbooks of Lithuanian language as a non-native language for independent learning; oblige ir publishers to periodically provide the inhabitants of the republic with dictionaries glossaries ir jų ir (Lithuanian Russian — etc.); increase the ir teaching time of Lithuanian in Russian-Polish secondary schools, equalizing the number of hours devoted to Russian in Lithuanian ir schools; to start preparing Lithuanian language and jį su literature teachers for Russian-Polish schools; allow Lithuanian language to be taught in primary classes only by Lithuanian speakers; to ensure that foreigners who have graduated from the basic schools of the ir ir PTM, technical colleges in ir higher schools to study the main subjects in Lithuanian; to encourage the writing of dissertations on the methodology of teaching iš Lithuanian literature in ir Russian and Polish schools; open Russian and Polish schools with enhanced Lithuanian language teaching. The editorial offices of Czerwony sztandar, Tėvynės šviesos, Komjaunimo tiesos, Sovietskaja Litva, Švyturys and others should promote the study of Lithuanian among the Polish and Russian people of the Republic, help to shape the motives and needs for learning this language, and provide methodological recommendations. According to data collected by K. Garšva and J. Trifonov in 1985—1986, out of 1,075 respondents, 78.294 indicated a desire to learn to speak, read and write in Russian, 6% — to read and write, 11.89, — just to converse. 73.2 9, Russian indicated the need to learn Lithuanian to speak, read, and write, 3.4 9% —only to read and write, 18.6 9; —only to converse and 4.6 94 did not answer. The presented data indicate that the main aim of Russian language teaching in general and special education secondary schools of the republic should be complex: to teach not only spoken language, as recommended in the current Russian language curriculum for grades V-IX for schools with Lithuanian as the language of instruction, but also to teach reading and writing. The same objective should be set in Lithuanian language programmes for schools with Russian and Polish as the language of instruction. 4. In creating a national school, it is necessary to expand trilingualism research immediately. Include in them not only educators, but also psychologists, physiologists and sociologists. For the scientists of the republic, the country and the world strongly oppose the teaching of a second or third language until the mother tongue has been established in the psyche of the pupils, until it has become a means of communication, until the written mother tongue has been learned (see. Jacikevičius 1970, 27, 51, 80, 250, 255; Pycckuii s3bIK B HAUMOHAJILHOH IIKOJIC 1987, 21; Baiūupaiūx 1979, 129—131, 139—142; Balčikonis 1978, 106; Daukšytė 1980, 141; Laužikas, Ulvydas, Vabalas-- Gudaitis, Komenskis, Sauvugeot and others). As far as I have observed in the study of multilingual teaching, learning three languages in early childhood can cause various undesirable physiological and mental phenomena, especially among students with weaker mental health, slower growth, etc.: mixed language alphabets when writing, confused concepts, language systems in the psyche of students. This natural multilingualism interferes with the learning of Russian, mother tongue and other languages. At the same time, this can cause stuttering of pupils, slow the development of children- ’s psyche and cognitive abilities, because the child has to devote a lot of energy and time to become aware of the new, interfering material. And also: how much effort will it take from the teacher and the children to keep in memory the information acquired during 138 ar language lessons?! And what practical significance for the formation of the child's personality will have the fact that he will learn in primary classes, say, 200 Russian words of another language? The only advantage could be that it is easier to learn the correct pronunciation of a foreign language. Ar ne more beneficial would be an intensive foreign language course focused on V— XII grades?.. 5. In order to teach several languages, sometimes we did not learn any properly: neither native nor Russian. The ne students are not only unable to express their thoughts coherently, ir but they remain incapable of writing. This is particularly typical tų for pupils of Lithuanian schools, where there is a ar strong Russian-Polish language environment. For example, one Vilniaus The students I of the PTM course wrote the simplest dictation of Lithuanian IX language in the class, which the teacher evaluated as follows: units 22 ir 4 Two. Nobody ar wrote to the trio four. Apparently, it is ar necessary to strengthen Lithuanian language teaching for Lithuanian school pupils in the Russian-Polish language environment, to create conditions for attending appropriate Lithuanian language optional courses, etc. ir 6. In 1913, Lenin wrote in his article Critical Notes on the National Question: "The abolition of all feudal oppression, of all oppression of nations, of all privileges of one nation or one language is the unquestionable duty of the proletariat as a democratic force." (Lenin 1983. T. 24. P. 128). According to the number of published books, our republic lags far behind the national average, the RTFSR, Estonia and other republics (compare: in 1985 the USSR published 778 books per 100 inhabitants, the RTFSR — 1206, Latvia — 100). TSR — 664, Estonia TSR — 1131, o Lietuvos TSR only 612). Lietuvos TSR lags behind in publishing ir periodicals, brochures of ir scientific books (see section 4.4). Residue 1987 12 12). In addition, the bookstores in districts such as Alytus, Raseiniai and others, as well as in some cities, are filled with books by Lithuanian writers in Russian, which few people buy, but ir you will not get the works of these authors in Lithuanian if you want. Books are published and distributed in insufficient proportion to demand. If in 1988 the RTFSR had to publish 160 press sheets of 16 foreign language teaching kits, then in 1990 the Lithuanian TSR only one (every 3-5 years) volume of 5 press sheets, and it is rotaprinted. These and similar things create a certain dissonance, violate Lenin’s command to the proletariat as a democratic force to abolish “the privileges of one nation or one language- ”, and have a negative effect on the development of internationalist sentiments. We cannot forget for a minute that “we live in a multinational state, where all economic and social, cultural, legal decisions always directly touch the national question. Let us act Leninistically: let us develop the potential of every nation, every people of the Soviet Union to the maximum” (Gorbachev 1987, 54). A strong nation is a strong state! Some pedagogical-psychological problems of multilingualism. I will focus on the most important issues in teaching multiple languages. į 1. In the psyche of a polyglot, language phenomena, according to L. Ščerba, form certain systems of associations, which can relate to each other in different ways: both languages form two 1) separate autonomous systems of associations, which have no connection with each other (autonomous areas of thought, pure bilingualism); 2) one common, undifferentiated, mixed system of associations is formed. In this case, “each element of language has […] its direct equivalent in another language, the translation of which does not present any difficulty for the speakers […]. 139 Perhaps it would be inaccurate to say that the people we speak speak two languages: they speak only one, but the language has two forms of expression, one is ši used, the other is used.” ir (Illep6a 1958, 48). Ši form of multilingualism causes language interference in the individual psyche. Practice shows that verbal multilingualism is usually mixed. Under its terms learned languages Speak full of lexical, syntactic, pronunciation strangeness. L. Schreiber ba acknowledges the only way to limit mixed multilingualism — „conscious reliance on the pupils’ mother tongue“ (Illep6a 1958, 57). Thus, the pedagogical formation of multilingualism is closely related to su the transfer of rules of internal ir laws of one language (interference ir transposition) to another language in the field of pronunciation, lexicon, phraseology, grammar, spelling, graphics, punctuation and stylistics (see section 4.4). B3ammoneiictsue... 1971; Illspkac 1976, 150—189; Boar 1979, 35—39 ir kt ). Thus, language teaching in the republic should help to form a conscious, coordinated multilingualism, block the paths to spontaneous multilingualism in the psyche of schoolchildren, students, but in fact there is no such thing at present. to We have analyzed Lithuanian, Russian, foreign, etc. ir programs, textbooks. 2. To help a student learn other languages faster (in the opinion (87 of Lithuanian, ir Russian foreign language teachers) helps: the ability to use the potential vocabulary when unknown, derived words are understood according to the learned basic words of this language (yes I do) 76 9, of teachers interviewed); international vocabulary (82,7 %); operational use of the vocabulary (74,8 95); visual language, ability to develop (50.8 ją sentence 95); analysis experience intolerance to (74, 8%); linguistic defects (77,3 94); student memory developm- (89,3 9%); ent translation skills (68 95); ability to think logically concise (89,3 94); (68 94) ir peer review (65,3 %) skills; reading technique ir perception (88 %); clear reading skills (78,7 945); correction ir autocorrect application (77,3 9%); writing technique skills (90 95); orthographical note (88 05) ir kt To combat the su phenomena of language interference, as the answers of Lithuanian, Russian and foreign language teachers show, ir helps practical comparison of linguistic systems and phenomena; translations Lithuanian other or other Lithuanian language; situational iš exercises; į exercises only in one language; iš application of į simulation; contrasting, phonetic, stylistic exercises; comprehensive analysis of the text. The interference of the internal system phenomena of the new language is overcome by drawings (for example: 34MOK ir 3aMOK). 3. Consideration į of these principles of language jų didactics, rules, characteristic of the native, Russian foreign ar language learning (for more see. Illspuac 1976, 100— 190): functional heuristic, requiring: to a) create a teaching system based on functional grammar, ne language minimum, widely apply various heuristic teaching methods, algorithms, schemes; combine conscious b) intuitive language ir learning, connecting with the subconscious su sphere; take care of the c) repetition of the language phenomena in exercises by gradually increasing the difficulty of ir exercises; the tų principle of integration, which shows that it is necessary to teach language in a complex way according to specific goals, constantly taking into account the conditionality of the interrelationships of į language levels of various types of linguistic ir activity, to use to develop various cognitive ir abilities of students: ir thinking, imagination, emotions, will, attention, memory 140 (visual, auditory, motor; short-term ir long-term); constantly coordinate deductive inductive ir introduction of new linguistic material its systematizair tion, develop language skills; the principle of positive disposition, which requires the formation of three levels of regulation of the creation of the disposition: ir cognitive a) (cognitive) related to su interiorized value goals, meaningful student student attitude, ar positive emotions, b) affection, minor (continuous positive readiness) ir c) activities (creative, linguistic, mental, educationair l, etc.), when a person su with pleasure realizes his goals, intentions (see section 4.4). Šernas, Ramoškienė 1987, 168—177; Boar 1987, 110—112); the situational thematic principle, which requires guaranteeing the creation of usable educational ir natural communication ir situations, targeted rich language and spiritual world of the ma personality ir according to the provided themes; an overview of the intercultural interaction of į languages in ir teaching, based on relevant theories (Speech) 1976, 150—188). The analysis of sociological problems shows the ką need for improvement, further improving the functioning of languages in the republic. The analysis ir of pedagogical psychological problems opens real paths for the formation of harmonized, coordinated multilingualism in the individual’s consciousness, in order to In Lithuania very common, mixed multilingualism. LITTERACY Lenin V. Proletarian Internationalism ir in National Politics. V., 1959. Leninas V. The CCP on proletarian internationalism. V., 1978. M. 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